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Bloom’s Taxonomy: Guidance in planning instruction

Bloom’s Taxonomy: Guidance in planning instruction. Dr. Julie E. Dodd Presentation for Mass Communication Teaching Fall 2004. Moving from what we do as teachers to…. …thinking about what we want the students to be able to do. Bloom’s Taxonomy (1956) Anderson & Krathwohl, eds. (2000).

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Bloom’s Taxonomy: Guidance in planning instruction

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  1. Bloom’s Taxonomy: Guidance in planning instruction Dr. Julie E. Dodd Presentation for Mass Communication Teaching Fall 2004

  2. Moving from what we do as teachers to…

  3. …thinking about what we wantthe students to be able to do

  4. Bloom’s Taxonomy (1956)Anderson & Krathwohl, eds. (2000) Levels of learning - cognitive domain • Remembering • Understanding • Applying • Analyzing • Evaluating • Creating

  5. Remembering[recall information] • Recognize different kinds of leads • List the 5Ws and H • Identify these parts of a story: dateline, byline, nut graph

  6. Understanding [explain ideas and concepts] • Classify stories as news, features, editorials • Write a summary of a news story’s construction • What are the questions the reporter used in interviewing for the story?

  7. Applying[use new knowledge in another situation] • Develop interview questions that you would use and compare to the questions used in class • Take notes during interview, capturing key ideas and direct quotes

  8. Analyzing[distinguish importance, outline,determine point of view] • What are motives of each for this partnership? • What are potential problems with this campaign -- for M&Ms, Komen?

  9. Evaluating[judge, monitor] • How effective are the ads insurance companies are running after the hurricanes? • If you were working for GRU, how would you have handled communities that were without power for weeks?

  10. Creating[devise, construct] • Write a news story about how the hurricanes have affected the lives of specific UF students. • Create a campaign for UF’s Gators on the Go program.

  11. Use the taxonomy to guide syllabus decisions Class structure: Lecturing vs. group work Time spent on topic: know vs. create Evaluation of students: multiple-choice exams essay tests projects

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