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Teaching with the Revised Bloom’sTaxonomy. Janet Giesen Faculty Development and Instructional Design Center. Taxonomy = Classification Classification of thinking Six cognitive levels of complexity. Write and revise learning objectives Plan curriculum

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teaching with the revised bloom staxonomy

Teaching with the Revised Bloom’sTaxonomy

Janet Giesen

Faculty Development and Instructional Design Center

slide2
Taxonomy = Classification

Classification of thinking

Six cognitive levels of complexity

why use bloom s taxonomy
Write and revise learning objectives

Plan curriculum

Identifies simple to most difficult skills

Effectively align objectives to assessment techniques and standards

Incorporate knowledge to be learned (knowledge dimension) and cognitive process to learn

Facilitate questioning (oral language = important role within framework)

Why use Bloom’s taxonomy?
slide4
Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

Creating

Evaluating

Analyzing

Applying

Understanding

Remembering

Original

Revised

Noun

Verb

slide5
Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

Creating

Evaluating

Analyzing

Applying

Understanding

Remembering

Original

Revised

Noun

Verb

slide6
Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

Creating

Evaluating

Analyzing

Applying

Understanding

Remembering

Original

Revised

Noun

Verb

slide7

Creating

Evaluating

Analyzing

Applying

Understanding

Remembering

slide8
Creating

Evaluating

Analyzing

Applying

Understanding

Remembering

cognitive domain
Cognitive Domain

Affective Domain

Psychomotor Domain

Analyzing

Applying

Creating

Evaluating

Remembering

Understanding

  • ArticulatingImitatingManipulatingPerformingPrecisioning

Characterizing by value or value concept

Organizing &conceptualizing

Receiving

Responding

Valuing

cognitive domain1
Cognitive Domain

Affective Domain

Psychomotor Domain

Analyzing

Applying

Creating

Evaluating

Remembering

Understanding

  • ArticulatingImitatingManipulatingPerformingPrecisioning

Characterizing by value or value concept

Organizing &conceptualizing

Receiving

Responding

Valuing

change in terms
Change in Terms
  • Categories noun to verb
    • Taxonomy reflects different forms of thinking (thinking is an active process) verbs describe actions, nouns do not
  • Reorganized categories
    • Knowledge = product/outcome of thinking (inappropriate to describe a category of thinking) now remembering
    • Comprehension now understanding
    • Synthesis now creating to better reflect nature of thinking described by each category

Handout #

changes in structure
Changes in Structure
  • Products of thinking part of taxonomy
  • Forms of knowledge = factual, conceptual, procedural, metacognitive (thinking about thinking)
  • Synthesis (creating) and evaluation (evaluating) interchanged
    • Creative thinking more complex form of thinking than critical thinking (evaluating)

Handout #

changes in emphasis
Changes in Emphasis
  • USE: More authentic tool for curriculum planning, instructional delivery and assessment
  • Aimed at broader audience
  • Easily applied to all levels of education
  • Revision emphasizes explanation and description of subcategories

Handout #

remembering the learner is able to recall restate and remember learned information
Describing

Finding

Identifying

Listing

Retrieving

Naming

Locating

Recognizing

RememberingThe learner is able to recall, restate and remember learned information

Can students recall information?

slide15
Classifying

Comparing

Exemplifying

Explaining

Inferring

Interpreting

Paraphrasing

Summarizing

Understanding Student grasps meaning of information by interpreting and translating what has been learned

Can students explain ideas or concepts?

slide16
Implementing

Carrying out

Using

Executing

Applying Student makes use of information in a context different from the one in which it was learned

c

=

 Can students use the information in another familiar situation?

analyzing student breaks learned information into its parts to best understand that information
Attributing

Comparing

Deconstructing

Finding

Integrating

Organizing

Outlining

Structuring

AnalyzingStudent breaks learned information intoits parts to best understand that information

Can students break information into parts to explore understandings and relationships?

evaluating student makes decisions based on in depth reflection criticism and assessment
Checking

Critiquing

Detecting

Experimenting

Hypothesising

Judging

Monitoring

Testing

EvaluatingStudent makes decisions based on in-depth reflection, criticism and assessment

Can students justify a decision or a course of action?

creating student creates new ideas and information using what previously has been learned
Constructing

Designing

Devising

Inventing

Making

Planning

Producing

CreatingStudent creates new ideas and information using what previously has been learned

 Can students generate new products, ideas, or ways of viewing things?

questioning
Questioning. . .
  • Lower level questions—remembering, understanding & lower level applying levels
  • Lower level questions
    • Evaluate students’ preparation and comprehension
    • Diagnose students’ strengths and weaknesses
    • Review and/or summarizing content

University of Illinois (2006)

Handout #

questioning1
Questioning . . .
  • Higher level questions require complex application, analysis, evaluation or creation skills
  • Higher level questions
    • Encourage students to think more deeply and critically
    • Facilitate problem solving
    • Encourage discussions
    • Stimulate students to seek information on their own

University of Illinois (2006)

Handout #

remembering stems
“Remembering” stems

What happened after...?

How many...?

What is...?

Who was it that...?

Name ...

Find the definition of…

Describe what happened after…

Who spoke to...?

Which is true or false...?

(Pohl, 2000)

understanding stems
“Understanding” stems

Explain why…

Write in your own words…

How would you explain…?

Write a brief outline...

What do you think could have happened next...?

Who do you think...?

What was the main idea...?

Clarify…

Illustrate…

(Pohl, 2000)

applying stems
“Applying” stems

Explain another instance where…

Group by characteristics such as…

Which factors would you change if…?

What questions would you ask of…?

From the information given, develop a set of instructions about…

(Pohl, 2000)

analyzing stems
“Analyzing” stems

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?

Explain what must have happened when...

What are some or the problems of...?

Distinguish between...

What were some of the motives behind..?

What was the turning point?

What was the problem with...?

(Pohl, 2000)

evaluating stems
“Evaluating” stems

Judge the value of... What do you think about...?

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, 2000)

creating stems
“Creating” stems

Design a...to...

Devise a possible solution to...

If you had access to all resources, how would you deal with...?

Devise your own way to...

What would happen if ...?

How many ways can you...?

Create new and unusual uses for...

Develop a proposal which would...

(Pohl, 2000)

summary bloom s revised taxonomy
SummaryBloom’s revised taxonomy
  • Systematic process of thinking & learning
  • Assists assessment efforts with easy-to-use format
  • Visual representation of alignment between goals & objectives with standards, activities, & outcomes
  • Helps form challenging questions to help students gain knowledge & critical thinking skills
  • Assists in development of goals, objectives, & lesson plans
thank you
Thank You!

Discussion and Questions

references and resources
References and Resources

Cruz, E. (2003). Bloom's revised taxonomy. In B. Hoffman (Ed.), Encyclopedia of Educational Technology.http://coe.sdsu.edu/eet/Articles/bloomrev/start.htm

Dalton, J. & Smith, D. (1986) Extending children’s special abilities: Strategies for primary classrooms.http://www.teachers.ash.org.au/researchskills/dalton.htm

Ferguson, C. (2002). Using the revised Bloom’s Taxonomy to plan and deliver team-taught, integrated, thematic units. Theory into Practice,41(4), 239-244.

Forehand, M. (2008). Bloom’s Taxonomy: From emerging perspectives on learning, teaching and technology. http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy

Mager, R. E. (1997). Making instruction work or skillbloomers: A step-by-step guide to designing and developing instruction that works, (2nd ed.). Atlanta, GA: The Center for Effective Performance, Inc.

Mager, R. E. (1997). Preparing instructional objectives: A critical tool in the development of effective instruction, (3rd ed.). Atlanta, GA: The Center for Effective Performance, Inc.

Pohl, Michael. (2000). Learning to think, thinking to learn: Models and strategies to develop a classroom culture of thinking. Cheltenham, Vic.: Hawker Brownlow.

Tarlinton (2003). Bloom’s revised taxonomy.http://www.kurwongbss.qld.edu.au/thinking/Bloom/bloomspres.ppt.

University of Illinois, Center for Teaching Excellence (2006). Bloom’s taxonomy. www.oir.uiuc.edu/Did/docs/QUESTION/quest1.htm