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BLOOM’S TAXONOMY

BLOOM’S TAXONOMY. Originally developed in 1956 by Benjamin Bloom. Represents intellectual behaviors important to learning. Verbs are used to represent what the learner is to do at each level. BLOOM’S TAXONOMY. Retooled in the 1990’s to reflect 21 st Century Learning.

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BLOOM’S TAXONOMY

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  1. BLOOM’S TAXONOMY • Originally developed in 1956 by Benjamin Bloom. • Represents intellectual behaviors important to learning. • Verbs are used to represent what the learner is to do at each level.

  2. BLOOM’S TAXONOMY • Retooled in the 1990’s to reflect 21st Century Learning. WHAT IS 21ST CENTURY LEARNING? The movement of taking core curriculum and standards and applying them to global skills. A. The 3 Rs serve as the foundation. B. Life and Career Skills.

  3. BLOOM’S TAXONOMY • Incorporation of Learning and Innovation Skills. • Critical Thinking • Communication • Collaboration • Creativity • Information, Media, and Technology Skills.

  4. BLOOM’S TAXONOMY BY LEVELS

  5. REMEMBERING • FOUNDATION FOR LEARNING • CAN THE STUDENT RECALL OR REMEMBERTHE INFORMATION? • REPRESENTED IN LESSON PLANS WITH WORDS SUCH AS: DEFINE, DUPLICATE, LIST, MEMORIZE, RECALL, REPEAT, REPRODUCE, STATE.

  6. UNDERSTANDING • CAN THE STUDENT EXPLAIN IDEAS OR CONCEPTS? • REPRESENTED IN LESSON PLANS WITH WORDS SUCH AS: CLASSIFY, DESCRIBE, DISCUSS, EXPLAIN, IDENTIFY, LOCATE, RECOGNIZE, REPORT, SELECT, TRANSLATE, PARAPHRASE.

  7. APPLYING • CAN THE STUDENT USE THE INFORMATION IN A NEW WAY? • REPRESENTED IN LESSON PLANS WITH WORDS SUCH AS: CHOOSE, DEMONSTRATE, DRAMATIZE, EMPLOY, ILLUSTRATE, INTERPRET, OPERATE, SCHEDULE, SKETCH, SOLVE, USE, AND WRITE.

  8. ANALYZING • CAN THE STUDENT DISTINGUISH BETWEEN DIFFERENT PARTS? • REPRESENTED IN LESSON PLANS WITH WORDS SUCH AS: APPRAISE, COMPARE, CONTRAST, CRITICIZE, DIFFERENTIATE, DISCRIMINATE, DISTINGUISH, EXAMINE, EXPERIMENT, QUESTION, TEST.

  9. EVALUATING • CAN THE STUDENT JUSTIFY A STAND OR POSITION? • REPRESENTED IN LESSON PLANS WITH WORDS SUCH AS: APPRAISE, ARGUE, DEFEND, JUDGE, SELECT, SUPPORT, VALUE, EVALUATE.

  10. CREATING • CAN THE STUDENT CREATE A NEW PRODUCT OR POINT OF VIEW? • REPRESENTED IN LESSON PLANS WITH WORDS SUCH AS: ASSEMBLE, CONSTRUCT, CREATE, DESIGN, DEVELOP, FORMULATE, WRITE.

  11. BLOOM’S TAXONOMY AS TEACHERS MOVE TO MORE INCREASINGLY DIFFICULT QUESTIONING STRATEGIES, STUDENT LEARNING CONVERGES AND BECOMES MORE INDEPENDENT.

  12. BLOOM’S TAXONOMY SAMPLE LESSON: From

  13. BLOOM’S TAXONOMY SAMPLE LESSON: From REMEMBERING: The learner will LIST the main characters from THE DARK KNIGHT. (BATMAN, JOKER, HARVEY DENT, COMMISIONER GORDON, ETC)

  14. BLOOM’S TAXONOMY SAMPLE LESSON: From UNDERSTANDING: The learner will IDENTIFY the characters in their list as either “Heroes” or “Villains.”

  15. BLOOM’S TAXONOMY SAMPLE LESSON: From APPLYING: The learner will CHOOSE which character from their list is the main “Hero” (Protagonist) and which character from their list is the main “Villain” (Antagonist).

  16. BLOOM’S TAXONOMY SAMPLE LESSON: From ANALYZING: The learner will DISTINGUISH what events caused the Protagonist to become a “Hero” and what events caused the Antagonist to become a “Villain.”

  17. BLOOM’S TAXONOMY SAMPLE LESSON: From EVALUATING: The learner will DEFEND either the “Hero” or “Villain” and his/her development as a character that is central to the plot of the story.

  18. BLOOM’S TAXONOMY SAMPLE LESSON: From CREATING: The learner will DEVELOP a new “Hero” or “Villain” for the story, giving a detailed account of his/her growth into the chosen role.

  19. BLOOM’S TAXONOMY I’m Chuck Norris, and I approve this message!

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