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A Taxonomy for Learning, Teaching and Assessing A Revision of Bloom’s Taxonomy of Educational Objectives. 2005 South Carolina Science Standards Revision. Extreme thanks and gratitude to Dr. Lorin Anderson for the tremendous amount of assistance, mentoring and advise given

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slide1

A Taxonomy for Learning, Teaching and AssessingA Revision of Bloom’s Taxonomy of Educational Objectives

slide2

2005 South Carolina Science Standards Revision

Extreme thanks and gratitude to

Dr. Lorin Anderson

for the tremendous amount of assistance,

mentoring and advise given

during the creation of

the Revised Taxonomy presentations.

slide3

2005 South Carolina Science Standards Revision

What do you know about the original

“Bloom’s” Taxonomy?

slide4

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

2005 South Carolina Science Standards Revision

The Original “Bloom’s Taxonomy

The Original “Bloom’s Taxonomy

The Original “Bloom’s Taxonomy

slide5

2005 South Carolina Science Standards Revision

What do you know about the “Revised Taxonomy”?

old blooms revised taxonomy

2005 South Carolina Science Standards Revision

“Old” Blooms “Revised” Taxonomy
  • Create
  • Evaluation
  • Evaluate
  • Synthesis
  • Analyze
  • Analysis
  • Apply
  • Application
  • Understand
  • Comprehension
  • Knowledge
  • Remember
slide8

2005 South Carolina Science Standards Revision

THE TAXONOMY TABLE

COGNITIVE PROCESS DIMENSION

KNOWLEDGE DIMENSION

slide9

THE TAXONOMY TABLE

1.

REMEMBER

Recognizing

Recalling

2.

UNDERSTAND

Interpreting

Exemplifying

Classifying

Summarizing

Inferring

Comparing

Explaining

3.

APPLY

Executing

Implementing

4.

ANALYZE

Differentiating

Organizing

Attributing

5.

EVALUATE

Checking

Critiquing

6.

CREATE

Generating

Planning

Producing

2005 South Carolina Science Standards Revision

COGNITIVE PROCESS DIMENSION

remember

2005 South Carolina Science Standards Revision

Remember
  • retrieve relevant knowledge from long term memory
  • 1.1 Recognizing
        • Identifying
  • 1.2 Recalling
        • Retrieving
remember11

2005 South Carolina Science Standards Revision

Remember

Sample Indicators

  • Recall the basic needs of animals
  • (including air, water, food and shelter)
  • for energy, growth and protection.
  • Identify the sources and properties of
  • heat, solar, chemical, mechanical and
  • electrical energy.
understand

2005 South Carolina Science Standards Revision

Understand
  • Construct meaning from instructional messages, including oral, written and graphic communication.
  • 2.1 Interpreting
    • Clarifying
    • Paraphrasing
    • Representing
    • Translating
  • 2.3 Classifying
    • Categorizing
    • Subsuming
  • 2.2 Exemplifying
    • Illustrating
    • Instantiating
understand continued

2005 South Carolina Science Standards Revision

Understand - continued
  • 2.6 Comparing
    • Contrasting
    • Mapping
    • Matching
  • 2.4 Summarizing
    • Abstracting
    • Generalizing
  • 2.5 Inferring
    • Concluding
    • Extrapolating
    • Interpolating
    • Predicting
  • 2.7 Explaining
    • Constructing Models
understand14

2005 South Carolina Science Standards Revision

Understand

Sample Indicators

  • Illustrate the phases of the Moon and the
  • Moon’s effect on ocean tides.
  • Explain the motions of the Earth and the
  • Moon and the effects of these motions as
  • they orbit the Sun (including day, year,
  • phases of the Moon, eclipses and tides).
  • Summarize the functions of proteins, carbohydrates and fats in the human body.
apply

2005 South Carolina Science Standards Revision

Apply
  • Carry out or use a procedure in a given situation.
  • 3.1 Executing
    • Carrying out
  • 3.2 Implementing
    • Using
apply16

2005 South Carolina Science Standards Revision

Apply

Sample Indicators

  • Apply established rules for significant digits,
  • both in reading scientific instruments and in
  • calculating derived quantities from measurement.
  • Use appropriate tools and instruments (including
  • a microscope) safely and accurately when
  • conducting a controlled scientific investigation.
analyze

2005 South Carolina Science Standards Revision

Analyze
  • Break material into its constituent parts and determine how the parts relate to one another and to an overall structure or purpose.
  • 4.1 Differentiating
      • Discriminating
      • Distinguishing
      • Focusing
      • Selecting
analyze continued

2005 South Carolina Science Standards Revision

Analyze - continued
  • 4.2 Organizing
      • Finding coherence
      • Integrating
      • Outlining
      • Parsing
      • Structuring
  • 4.3 Attributing
      • Deconstructing
analyze19

2005 South Carolina Science Standards Revision

Analyze

Sample Indicators

  • Distinguish among observations, predictions and
  • inferences.
  • Organize and interpret the data from a controlled
  • scientific investigation in terms of whether they
  • refute or verify the hypothesis.
  • Attribute global climate patterns to geographic
  • influences (including latitude, topography,
  • elevation, and proximity to water).
evaluate

2005 South Carolina Science Standards Revision

Evaluate
  • make judgments based on criteria and standards
  • 5.1 Checking
      • Coordinating
      • Detecting
      • Monitoring
      • Testing
  • 5.2 Critiquing
      • Judging
evaluate21

2005 South Carolina Science Standards Revision

Evaluate

Sample Indicators

  • Critique a conclusion drawn from a scientific investigation.
create

2005 South Carolina Science Standards Revision

Create
  • Put elements together to form a coherent or functional whole; reorganize elements into a new pattern or structure.
  • 6.1 Generating
      • Hypothesizing
  • 6.2 Planning
      • Designing
  • 6.3 Producing
      • Constructing
create23

2005 South Carolina Science Standards Revision

Create

Sample Indicators

  • Design a controlled scientific investigation.
  • Construct a line graph from recorded data with
  • correct placement of independent (manipulated)
  • and dependent (responding) variables.
slide24

TAXONOMY TABLE

1.

REMEMBER

Recognizing

Recalling

2.

UNDERSTAND

Interpreting

Exemplifying

Classifying

Summarizing

Inferring

Comparing

Explaining

3.

APPLY

Executing

Implementing

4.

ANALYZE

Differentiating

Organizing

Attributing

5.

EVALUATE

Checking

Critiquing

6.

CREATE

Generating

Planning

Producing

2005 South Carolina Science Standards Revision

COGNITIVE PROCESS DIMENSION

slide26

2005 South Carolina Science Standards Revision

  • HOT ARTICHOKE DIP (Serves 10 to 14)
  • 2 14-oz cans artichoke hearts
  • 16 oz. mayonnaise
  • 1 c. grated Parmesan cheese
  • Garlic salt (optional)
  • ====================================
  • Drain artichoke hearts.
  • Mash artichokes with fork.
  • Mix with mayonnaise, cheese, and garlic salt.
  • Bake at 350 degrees for 15 minutes or until cheese is melted.
  • Serve with crackers or party rye.
slide27

Knowledge

Dimension

2005 South Carolina Science Standards Revision

  • Factual Knowledge
  • Conceptual Knowledge
  • Procedural Knowledge
  • Metacognitive Knowledge
factual knowledge

2005 South Carolina Science Standards Revision

Factual Knowledge
  • The basic elements students must know to be acquainted with a discipline or solve problems in it.
    • Knowledge of terminology
    • Knowledge of specific details and elements
conceptual knowledge

2005 South Carolina Science Standards Revision

Conceptual Knowledge
  • The interrelationships among the basic elements within a larger structure that enable them to function together.
    • Knowledge of classifications and categories
    • Knowledge of principles and generalizations
    • Knowledge of theories, models and structures
slide30

2005 South Carolina Science Standards Revision

Procedural Knowledge

  • How to do something, methods of inquiry and criteria for using skills, algorithms, techniques and methods.
    • Knowledge of subject-specific skills and algorithms
    • Knowledge of subject-specific techniques and methods
    • Knowledge of criteria for determining when to use appropriate procedures
slide31

Metacognitive Knowledge

2005 South Carolina Science Standards Revision

  • Knowledge of cognition in general as well as awareness and knowledge or one’s own cognition.
    • Strategic knowledge
    • Knowledge about cognitive tasks, including appropriate contextual and conditional knowledge
    • Self-knowledge

How did I get that answer?

slide32

THE TAXONOMY TABLE

Factual Knowledge

KNOWLEDGE DIMENSION

Conceptual Knowledge

ProceduralKnowledge

Metacognitive Knowledge

2005 South Carolina Science Standards Revision

COGNITIVE PROCESS DIMENSION

1.

REMEMBER

Recognizing

Recalling

2.

UNDERSTAND

Interpreting

Exemplifying

Classifying

Summarizing

Inferring

Comparing

Explaining

3.

APPLY

Executing

Implementing

4.

ANALYZE

Differentiating

Organizing

Attributing

5.

EVALUATE

Checking

Critiquing

6.

CREATE

Generating

Planning

Producing

slide33

2005 South Carolina Science Standards Revision

Putting All the Pieces Together…

slide34

2005 South Carolina Science Standards Revision

Objectives are statements of what we want students to learn as a result of the instruction we provide.

Standards/indicators are simply mandated objectives.

slide35

2005 South Carolina Science Standards Revision

The Common Format for Objectives

Subject

Verb

Object

S

V

O

the subject is the learner or the student

The Subject… is the Learner or the student.

Subject

Verb

Object

S

V

O

2005 South Carolina Science Standards Revision

The learner (will)

The student (should)

slide37

Subject

Verb

Object

S

V

O

2005 South Carolina Science Standards Revision

Example #1

Recognize that different materials can be mixed

together and then separated again.

slide38

Subject

Verb

Object

S

V

O

2005 South Carolina Science Standards Revision

Verb = Recognize

Object =

that different materials can be mixed together and then separated again.

slide39

Subject

Verb

Object

S

V

O

2005 South Carolina Science Standards Revision

Example #2Summarize the characteristics of a mixture, recognizing a solution as a kind of mixture.

slide40

Subject

Verb

Object

S

V

O

2005 South Carolina Science Standards Revision

Verb = Summarize

Object =

The characteristics of a mixture, recognizing a solution as a kind of mixture.

slide41

THE TAXONOMY TABLE

Factual Knowledge

KNOWLEDGE DIMENSION

Conceptual Knowledge

ProceduralKnowledge

Metacognitive Knowledge

2005 South Carolina Science Standards Revision

COGNITIVE PROCESS DIMENSION

1.

REMEMBER

Recognizing

Recalling

2.

UNDERSTAND

Interpreting

Exemplifying

Classifying

Summarizing

Inferring

Comparing

Explaining

3.

APPLY

Executing

Implementing

4.

ANALYZE

Differentiating

Organizing

Attributing

5.

EVALUATE

Checking

Critiquing

6.

CREATE

Generating

Planning

Producing

Example #1

Example #2

slide42

2005 South Carolina Science Standards Revision

Look at the

Revised

South Carolina

Science Standards through the lens of the

“Revised Taxonomy”

2005 South Carolina Science Standards Revision