1 / 18

Bloom’s Taxonomy

Bloom’s Taxonomy. Mrs. Kenny Sophomore Seminar February 2011 Name: ____________________________. Let’s review what we’ve discussed so far…. Right-Brain, Left-Brain Multiple Intelligences. The Three Types of Learning. There is more than one type of learning .

mandel
Download Presentation

Bloom’s Taxonomy

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Bloom’s Taxonomy Mrs. Kenny Sophomore Seminar February 2011 Name: ____________________________

  2. Let’s review what we’ve discussed so far… Right-Brain, Left-Brain Multiple Intelligences

  3. The Three Types of Learning • There is more than one type of learning. • A committee of colleges, led by Benjamin Bloom (1956), identified three domains of educational activities: • Cognitive: mental skills (Knowledge) • Affective: growth in feelings or emotional areas (Attitude) • Psychomotor: manual or physical skills (Skills)

  4. What is a “taxonomy?”

  5. taxonomy = classification system A way to show hierarchy . Most important items are at the top Least important items are at the bottom Examples: Maslow’s Hierarchy of Needs, food chain, etc.

  6. pedagogy Pedagogy is the study of being a teacher or the process of teaching. The term generally refers to strategies of instruction, or a style of instruction

  7. Bloom’s taxonomy Began in the 1950’s Is the “gold standard” for how individuals should approach teaching Stimulates deep, engaged learning in students

  8. Hierarchy of thinking skills

  9. BLOOM’S REVISED TAXONOMY CreatingGenerating new ideas, products, or ways of viewing thingsDesigning, constructing, planning, producing, inventing.EvaluatingJustifying a decision or course of actionChecking, hypothesising, critiquing, experimenting, judgingAnalysingBreaking information into parts to explore understandings and relationshipsComparing, organising, deconstructing, interrogating, findingApplyingUsing information in another familiar situationImplementing, carrying out, using, executingUnderstandingExplaining ideas or conceptsInterpreting, summarising, paraphrasing, classifying, explainingRememberingRecalling informationRecognising, listing, describing, retrieving, naming, finding

  10. Higher Order Thinking Skills (HOTS!) Higher-order thinking by students involves the transformation of information and ideas. This transformation occurs when students combine facts and ideas and synthesise, generalise, explain, hypothesise or arrive at some conclusion or interpretation. Manipulating information and ideas through these processes allows students to solve problems, gain understanding and discover new meaning. When students engage in the construction of knowledge, an element of uncertainty is introduced into the instructional process and the outcomes are not always predictable; in other words, the teacher is not certain what the students will produce. In helping students become producers of knowledge, the teacher’s main instructional task is to create activities or environments that allow them opportunities to engage in higher-order thinking. (Department of Education, Queensland, 2002, p. 1)

  11. Knowledge • remembering; • memorizing; • recognizing; • recalling identification and • recall of information • Who, what, when, where, how ...? • Describe

  12. Comprehension • interpreting; • translating from one medium to another; • describing in one's own words; • organization and selection of facts and ideas • Retell...

  13. Application • problem solving; • applying information to produce some result; • use of facts, rules and principles • How is...an example of...? • How is...related to...? • Why is...significant?

  14. Analysis • subdividing something to show how it is put together; • finding the underlying structure of a communication; • identifying motives; • separation of a whole into component parts • What are the parts or features of...? • Classify...according to... • Outline/diagram... • How does...compare/contrast with...? • What evidence can you list for...?

  15. Synthesis • creating a unique, original product that may be in verbal form or may be a physical object; • combination of ideas to form a new whole • What would you predict/infer from...? • What ideas can you add to...? • How would you create/design a new...? • What might happen if you combined...? • What solutions would you suggest for...?

  16. Evaluation • making value decisions about issues; • resolving controversies or differences of opinion; • development of opinions, judgements or decisions • Do you agree...? • What do you think about...? • What is the most important...? • Place the following in order of priority... • How would you decide about...? • What criteria would you use to assess...?

  17. Hots =Analyze, evaluate, create Do any of your teachers ask you to do this???

  18. The mind is not a vessel to be filled, but a fire to be ignited.- Plutarch

More Related