The mind is not a vessel to be filled, but a fire to be ignited. (Plutarch)

1. The mind is not a vessel to be filled, but a fire to be ignited. (Plutarch) Bloom's Taxonomy - A way of igniting

2. BENJAMIN BLOOM 1913–99 Taxonomy Definition The science of finding, describing, classifying and naming organisms; The classification in a hierarchical system

3. Overview • Bloom’s Taxonomy is about higher-order thinking • Looking at how this can be used in the education field • Explore each of the six levels • See how questioning plays an important role within teaching • Use the taxonomy to plan a unit of work • Use Blooms Planning Matrix to plan a lesson

4. Bloom’s Revised Taxonomy • Means of expressing different kinds of thinking • Adapted for classroom and used as a planning and teaching tool • 1950s - developed by Benjamin Bloom • It was a classification of levels of intellectual behaviour important in learning • Provides a way to organise thinking skills into six levels • 1990s - Lorin Anderson (former student of Bloom) revisited the taxonomy • She moved this from a noun based classification to a verb based one.

5. Blooms Original Andersons Revised From Blooms To Anderson http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm

6. Practical Bloom’s • Suitable for use with the entire class, in groups or individual • Extend children’s thinking skills through emphasis on higher levels of the taxonomy (analysis, evaluation, creation) • Emphasis on certain levels for different children

7. Blooms in the Classroom • All children work through the remembering and understanding stages and then select at least one activity from each other level • All children work through first two levels and then select activities from any other level • Some children work at lower level while others work at higher levels • All children select activities from any level • Some children work through the lower levels and then design their own activities at the higher levels • All children write their own activities from the taxonomy (Black, 1988, p. 23).

8. Blooming Questions • Questioning should be used purposefully to achieve well-defines goals/objectives • Bloom's Taxonomy is a classification of thinking organised by level of complexity. • It gives teachers and students an opportunity to learn and practice a range of thinking and provides a simple structure for many different kinds of questions and thinking. • The taxonomy involves all categories of questions. • Typically a teacher would vary the level of questions within a single lesson.

9. Lower Order Questions • Lower order questions are those at the remembering, understanding. • Usually questions at the lower levels are appropriate for: • Evaluating students’ preparation and comprehension • Diagnosing students’ strengths and weaknesses • Reviewing and/or summarising content

10. Higher Order Questions • Higher order questions are those requiring complex application, analysis, evaluation or creation skills. • Questions at higher levels are usually most appropriate for: • Encouraging students to think more deeply and critically • Problem solving • Encouraging discussions • Stimulating students to seek information on their own www.oir.uiuc.edu/Did/docs/QUESTION/quest1.htm

11. Higher-order thinking 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, judging AnalysingBreaking information into parts to explore understandings and relationshipsComparing, organising, deconstructing, interrogating, finding ApplyingUsing information in another familiar situationImplementing, carrying out, using, executing UnderstandingExplaining ideas or conceptsInterpreting, summarising, paraphrasing, classifying, explaining RememberingRecalling informationRecognising, listing, describing, retrieving, naming, finding

12. Lower and Higher Order Thinking and Blooms • Therefore the lower level order questions can be seen at the bottom of the Taxonomy • The higher level order questions are at the top of the Taxonomy

13. How does this fit in • More authentic tool for curriculum planning, instructional delivery and assessment. • Aimed at a broader audience. • Easily applied to all levels of schooling. • The revision emphasises explanation and description of subcategories. (http://rite.ed.qut.edu.au/oz-teachernet/training/bloom.html (accessed July 2003; Pohl, 2000, p. 10).

14. A good teacher makes you think even when you don’t want to. (Fisher, 1998, Teaching Thinking)

16. More in-depth look at each of the Areas

17. Remembering The learner is able to recall, restate and remember learned information. • Recognising • Listing • Describing • Identifying • Retrieving • Naming • Locating • Finding   Can you recall information?

18. List Memorise Relate Show Locate Distinguish Give example Reproduce Quote Repeat Label Recall Know Group Read Write Outline Words you could use in your planning. Recall or recognition of specific information

19. Understanding The learner grasps the meaning of information by interpreting and translating what has been learned. • Interpreting • Exemplifying • Summarising • Inferring • Paraphrasing • Classifying • Comparing • Explaining   Can you explain ideas or concepts?

20. Restate Identify Discuss Retell Research Annotate Translate Give examples of Paraphrase Reorganise Associate Words you could use in your planning. Understanding of given information

21. Applying The learner makes use of information in a context different from the one in which it was learned. • Implementing • Carrying out • Using • Executing  Can you use the information in another familiar situation?

22. Translate Manipulate Exhibit Illustrate Calculate Interpret Make Practice Apply Operate Interview Words you could use in your planning. Using strategies, concepts, principles and theories in new situations

23. Analysing The learner breaks learned information into its parts to best understand that information. • Comparing • Organising • Deconstructing • Attributing • Outlining • Finding • Structuring • Integrating Can you break information into parts to explore understandings and relationships?

24. Distinguish Question Appraise Experiment Inspect Examine Probe Separate Inquire Arrange Investigate Sift Research Calculate Criticize Words you could use in your planning. Breaking information down into its component elements

25. Evaluating The learner makes decisions based on in-depth reflection, criticism and assessment. • Checking • Hypothesising • Critiquing • Experimenting • Judging • Testing • Detecting • Monitoring Can you justify a decision or course of action?

26. Judge Rate Validate Predict Assess Score Revise Infer Determine Prioritise Tell why Compare Evaluate Defend Select Measure Words you could use in your planning. Judging the value of ideas, materials and methods by developing and applying standards and criteria.

27. Creating The learner creates new ideas and information using what has been previously learned. • Designing • Constructing • Planning • Producing • Inventing • Devising • Making  Can you generate new products, ideas, or ways of viewing things?

28. Compose Assemble Organise Invent Compile Forecast Devise Propose Construct Plan Prepare Develop Originate Imagine Generate Words you could use in your planning. Putting together ideas or elements to develop a original idea or engage in creative thinking.

29. A turtle makes progress when it sticks its neck out. (Anon)

30. He who learns but does not think is lost (Chinese Proverb)