Bloom's Revised Taxonomy

1. Bloom's Revised Taxonomy

2. “The aim of education should be to teach us rather how to think, than what to think – rather to improve our minds, so as to enable us to think for ourselves, than to load the memory with the thoughts of other men.” --John Dewey

3. What is Higher-order thinking? • Instruction that….challenges the student to interpret, analyze, or manipulate information, because a question to be answered or a problem to be solved cannot be resolved through the routine application of previously learned knowledge. • This definition captured both the challenge of problem solving and the type of thinking in the higher taxonomical levels. http://www.aare.edu.au/04pap/dav04854.pdf

4. Higher-order Thinking is: experimenting deciding creating comparing checking inventing interrogating deconstructing hypothesising critiquing organising producing finding judging planning designing constructing

5. Higher-order thinking by students involves: • the transformation of information and ideas. • the manipulation of information and ideas • the construction of knowledge (Department of Education, Queensland, 2002, p. 1)

6. Teacher’s Instructional Task • Is to create activities that promote and require higher-order thinking. • Is to create environments that allow them opportunities to engage in higher-order thinking.

7. Original Terms New Terms • Evaluation • Synthesis • Analysis • Application • Comprehension • Knowledge • Create • Evaluate • Analyze • Apply • Understand • Remember (Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)

8. Change in Terms • The categories were changed from noun to action verb. • The taxonomy is reflective different of thinking; thinking is an active process. • Some categories were reorganized. • Knowledge was renamed remember. Knowledge is the result of thinking and did not adequately describe the act of thinking. • Comprehension was renamedunderstand. Comprehension is the result of thinking and did not adequately describe the thinking process involved. • Synthesis was renamed create. It is reflective of the thinking requirements. http://rite.ed.qut.edu.au/oz-teachernet/training/bloom.html

9. BLOOM’S REVISED TAXONOMYCreateGenerating new ideas, products, or ways of viewing thingsDesigning, constructing, planning, producing, inventing.EvaluateJustifying a decision or course of actionChecking, hypothesizing, critiquing, experimenting, judgingAnalyzeBreaking information into parts to explore understandings and relationshipsComparing, organizing, deconstructing, interrogating, findingApplyUsing information in another familiar situationImplementing, carrying out, using, executingUnderstandExplaining ideas or conceptsInterpreting, summarizing, paraphrazing, classifying, explainingRememberRecalling informationRecognizing, listing, describing, retrieving, naming, finding Higher-order thinking

10. Remember Describe Tell Name List Relate Locate Find Write State Tell Student recalls or recognizes information, ideas, and principles in the approximate form in which they were learned.

11. Questions for Remembering • What happened after...? • How many...? • What is...? • Who was it that...? • Can you name ...? • Find the definition of… • Describe what happened after… • Who spoke to...? • Which is true or false...? (Pohl, Learning to Think, Thinking to Learn, p. 12)

12. Understand Outline Discuss Student translates, comprehends, or interprets information based on prior learning. Compare Translate Restate Predict Describe Explain Interpret Distinguish

13. Questions for Understanding • Can you explain why…? • Can you write in your own words? • How would you explain…? • Can you write a brief outline...? • What do you think could have happened next...? • Who do you think...? • What was the main idea...? • Can you clarify…? • Can you illustrate…? • Does everyone act in the way that …….. does? (Pohl, Learning to Think, Thinking to Learn, p. 12)

14. Apply Complete Students selects, transfers, and uses data and principles to complete a problem or task with minimum of direction. Construct Solve Classify Use Show Examine Illustrate

15. Questions for Applying • Do you know of another instance where…? • Can you group by characteristics such as…? • Which factors would you change if…? • What questions would you ask of…? • From the information given, can you develop a set of instructions about…? (Pohl, Learning to Think, Thinking to Learn, p. 13)

16. Analyze Contrast Student distinguishes, classifies, and relates the assumptions, hypotheses, evidence, or structure of a statement or question. Investigate Distinguish Advertise Separate Categorize Examine Identify Compare

17. Question for Analyzing • Which events could not have happened? • If. ..happened, what might the ending have been? • How is...similar to...? • What do you see as other possible outcomes? • Why did...changes occur? • Can you explain what must have happened when...? • What are some or the problems of...? • Can you distinguish between...? • What were some of the motives behind..? • What was the turning point? • What was the problem with...? (Pohl, Learning to Think, Thinking to Learn, p. 13)

18. Evaluate Assess Recommend Student appraises, assesses, or critiques on a basis of specific standards and criteria. Verify Decide Argue Debate Choose Justify Select Judge Discuss Rate

19. Questions for Evaluating • Is there a better solution to...? • Judge the value of... What do you think about...? • Can you defend your position about...? • Do you think...is a good or bad thing? • How would you have handled...? • What changes to.. would you recommend? • Do you believe...? How would you feel if. ..? • How effective are. ..? • What are the consequences..? • What influence will....have on our lives? • What are the pros and cons of....? • Why is ....of value? • What are the alternatives? • Who will gain & who will loose?  (Pohl, Learning to Think, Thinking to Learn, p. 14)

20. Create Predict Construct Student originates, integrates, and combines ideas into a product, plan or proposal that is new to him or her. Compose Invent Devise Design Imagine Formulate Create Propose Plan

21. Questions for Creating • Can you design a...to...? • Can you see a possible solution to...? • If you had access to all resources, how would you deal with...? • Why don't you devise your own way to...? • What would happen if ...? • How many ways can you...? • Can you create new and unusual uses for...? • Can you develop a proposal which would...? (Pohl, Learning to Think, Thinking to Learn, p. 14)

22. A New Graphic Variation Evaluate Create

23. Lower and Higher Order Questions • Lower level questions are those at the remembering, understanding and lower level application levels of the taxonomy. • Usually questions at the lower levels are appropriate for: • Evaluating students’ preparation and comprehension • Diagnosing students’ strengths and weaknesses • Reviewing and/or summarizing content www.oir.uiuc.edu/Did/docs/QUESTION/quest1.htm

24. Lower and Higher Order Questions • Higher level questions are those requiring complex application, analysis, evaluation or creation skills. • Questions at higher levels of the taxonomy 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

25. “If you are on the right track, but not moving forward, you’ll get run over by the train!” Will Rogers

26. Rigor and Relevance Framework: • The Rigor/Relevance Framework is a tool developed by staff of the International Center for Leadership in Education to examine curriculum, instruction, and assessment. • The Rigor/Relevance Framework is based on two dimensions of higher standards and student achievement.

27. Rigor/Relevance Framework(With Erickson’s Structure of Knowledge in Concept-Based Curriculum and Instruction) KNOWLEDGE

28. Enduring Understanding • Our goal as teachers is to make sure our students understand the important concepts and ideas they are learning. • We need to ask ourselves what is it we want our students to truly understand and be able to draw upon for the rest of their lives. - Wiggins and McTighe

29. Think about your curriculum • What deep learning do you want your students to keep forever? • Do your students really understand why they are learning what they are learning? • Do we really understand why our students must learn what we are teaching? - Wiggins and McTighe

30. Teachers Must Identify The “Big Ideas” “My experience has been that unless teachers consciously identify these understandings, they focus on the fact-based content as the endpoint of instruction, and the conceptual level of understanding usually is not addressed.” Lynn Erickson- Concept-Based Curriculum and Instruction

31. The Disconnection • There is a disconnection between real life and school. Students don’t fully understand why they are learning the things they are learning. • It is critical that we fully understand why the students must learn what we are teaching, and how this learning will benefit them in life. • We must also be able to help our students understand what the deep learning or enduring understandings are so they can make these connections for themselves. - Wiggins and McTighe

32. You really understand when you can: • explain, connect, systematize, predict it • show its meaning, importance • apply or adapt it to novel situations • see it as one plausible perspective among others, question its assumptions • see it as its author/speaker saw it • avoid and point out common misconceptions, biases, or simplistic views - Wiggins and McTighe

33. You’ve got to go below the surface...

34. To Uncover the Big Ideas

35. Print Resources • Clements, D.; C. Gilliland and P. Holko. (1992). Thinking in Themes: An Approach Through the Learning Centre. Melbourne: Oxford University Press. • Crawford, Jean (ed.) (1991). Achieveing Excellence: Units of Work for levels P-8. Carlton South, Vic.: Education Shop, Ministry of Education and Training, Victoria. • Crosby, N. and E. Martin. (1981). Don’t Teach! Let Me Learn. Book 3. Cheltenham, Vic.: Hawker Brownlow. • Dalton, Joan. (1986). Extending Children’s Special Abilities: Strategies for Primary Classrooms. Victoria: Department of School Education, Victoria. • Forte, Imogene and S. Schurr. (1997). The All-New Science Mind Stretchers: Interdisciplinary Units to Teach Science Concepts and Strengthen Thinking Skills. Cheltenham, Vic.: Hawker Brownlow. • Fogarty, R. (1997). Problem-based learning and other curriculum models for the multiple intelligences classroom. Arlington Heights, IL: IRI/Skylight Training and Publishing, Inc. • Frangenheim, E. (1998). Reflections on Classroom Thinking Strategies. Loganholme: Rodin Educational Consultancy.

36. Print Resources • Knight, BA., S. Bailey, W. Wearne and D. Brown. (1999). Blooms Multiple Intelligences Themes and Activities. • McGrath, H and T. Noble. (1995). Seven Ways at Once: Units of Work Based on the Seven Intelligences. Book 1. South Melbourne: Longman. • Pohl, M. (2000). Teaching Complex Thinking: Critical, Creative, Caring. Cheltenham, Vic.: Hawker Brownlow. • Pohl, Michael. (1997). Teaching Thinking Skills in the Primary Years: A Whole School Approach. Cheltenham, Vic.: Hawker Brownlow Education. • Pohl, Michael. (2000). Learning to Think, Thinking to Learn: Models and Strategies to Develop a Classroom Culture of Thinking. Cheltenham, Vic.: Hawker Brownlow. • Ryan, Maureen. (1996). The Gifted and Talented Children’s Course: Resolving Issues, Book 13- 7-8 Year Olds. Greenwood, WA: Ready-Ed Publications.