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Bloom’s Taxonomy Active Learning at Every Level

Bloom’s Taxonomy Active Learning at Every Level. Dr. Kim West University of Saskatchewan kim.west@usask.ca. Goal. By the end of this ten-minute lesson, you will be able to describe how we might help our students learn better by: Asking questions at all levels of Bloom’s taxonomy

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Bloom’s Taxonomy Active Learning at Every Level

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  1. Bloom’s TaxonomyActive Learning at Every Level Dr. Kim West University of Saskatchewan kim.west@usask.ca

  2. Goal By the end of this ten-minute lesson, you will be able to describe how we might help our students learn better by: • Asking questions at all levels of Bloom’s taxonomy • Providing opportunities for students to practice formulating questions and answering them • Hopefully take away some ideas for learning activities that help to do the above

  3. Bloom’s Taxonomy Cognitive Domain Predict, draw conclusions Assess, judge, rank Classify, compare Taxonomy of educational objectives Cognitive, affective, and psychomotor domains Useful structure for organizing learning activities Synthesize Evaluate Higher Order Thinking Illustrate, show, solve Describe in your own words Lower Order Thinking Previously learned material

  4. Know (Remember) • Verbs: tell, list, describe, relate, locate, write, find, state, name • Example questions: What happened after…? Can you name the …? Can you tell why…? What is…? Which is true or false…? Which of the following is… • Learning activity: Start with a broad question or story to motivate and gain interest, then follow up with multiple choice questions throughout the lecture

  5. Understand (Describe, Explain) • Verbs: explain, interpret, outline, discuss, distinguish, predict, restate, translate, compare, describe • Learning activity: Think-pair-share • Write a definition for.... in your own words. • Can you provide an example of …? • Draw and describe a volcanic landform that we have discussed in class. • Explain why the west coast of Canada has greater potential for volcanic activity than other places like the east coast of Canada.

  6. Apply (Illustrate, Show, Solve) • Verbs: solve, show, use, illustrate, construct, complete, examine, classify • Example questions: Can you explain what is happening? How is this situation similar or different from…? Can you distinguish between? • Learning activities: image interpretation (maps, photos, diagrams), problem-solving

  7. Analyze (Classify, Compare) • Verbs: analyze, distinguish, examine, compare, contrast, investigate, categorize, identify, explain, separate • Example questions: Can you explain what is happening? How is this situation similar or different from…? Can you explain what must have happened when . . . ? • Learning activities: Venn diagrams (classification = critical thinking; comparison = creative thinking)

  8. Analyze (Classify, Compare) • Compare and contrast X, using a Venn diagram: • strato vs shield volcanoes • intrusive and extrusive rocks Shield Strato mtns convergent divergent oceanic islands explosive effusive After McConnell, Steer, and Owens 2003

  9. Synthesize (Draw Conclusions) • Verbs: create, invent, compose, predict, plan, construct, design, imagine, propose, devise, formulate • Example questions: Can you see a possible solution to...? What would happen if...? Can you summarize? Imagine if... • Learning activities: concept mapping and summary techniques

  10. Synthesize (Draw Conclusions) • Concept mapping Volcanoes Pyroclastic flows Shield Volcano Stratovolcano Lava flows Natural Hazards Divergent Convergent Plate Tectonics Earthquakes Transform

  11. Synthesize (Draw Conclusions) Summary techniques (2 minute memos): • Summarize in three sentences what you learned in class today. • List the key points of the lecture today. • Create an exam question based on something we discussed in class today.

  12. Evaluation (Assess, Rank, Judge) • Verbs: judge, select, choose, decide, justify, debate, verify, argue, recommend, assess, discuss • Example questions: • Assess where the greatest risk is for volcanic activity to occur. • What would you change/recommend…? • Do you think (a) or (b) is the better solution? Justify your answer. • Learning activities: case studies

  13. Assessment • How do I know that students are learning what I think they are learning? • Feedback through classroom assessment techniques • Checking in regularly with students • Practice in lecture, on assignments, and lastly, on the exam • Do students ask questions?

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