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BLOOM’S TAXONOMY. Levels of Thinking. Definition. What is Bloom’s Taxonomy?. A model for examining the different levels of educational activities students are asked to do 6 levels of challenge Benjamin Bloom developed the taxonomy in the 1950’s

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bloom s taxonomy

BLOOM’S TAXONOMY

Levels of Thinking

what is bloom s taxonomy

Definition

What is Bloom’s Taxonomy?
  • A model for examining the different levels of educational activities students are asked to do
  • 6 levels of challenge
  • Benjamin Bloom developed the taxonomy in the 1950’s
  • It was revised in early 2000’s with new terminology
six levels of thinking

Explanation

Six Levels of Thinking

More Challenging

More Basic

  • Creating
  • Evaluating
  • Analyzing
  • Applying
  • Understanding
  • Remembering
remembering

Level 1

Remembering
  • Recall or recognition of specific information
  • This is the most basic level of thinking
remembering5

Level 1

Remembering
  • Here are some “Remembering” activities:
    • Memorize
    • Define
    • Fill in
    • List
    • Repeat
    • Find
    • Name
    • Label
    • Recall
remembering6

Level 1

Remembering
  • Here are some “Remembering” products:
    • Quiz
    • Definition
    • Fact
    • Worksheet
    • Test
    • Label
    • List
    • Workbook
understanding

Level 2

Understanding
  • Demonstrate an understanding of given information
  • This is the second level of thinking
understanding8

Level 2

Understanding
  • Here are some “Understanding” activities:
    • Summarize
    • Describe
    • Review
    • Outline
    • Rewrite
    • Locate
    • Explain
    • Identify
understanding9

Level 2

Understanding
  • Here are some “Understanding” products:
    • Summary
    • Collection
    • Explanation
    • Show and Tell
    • Example
    • Quiz
    • List
    • Outline
    • Recitation (read out loud)
applying

Level 3

Applying
  • Using strategies, concepts, principles, and theories in new situations
  • This is the third level of thinking
applying11

Level 3

Applying
  • Here are some “Applying” activities:
    • Diagram
    • Revise
    • Dramatize
    • Illustrate
    • Organize
    • Research
    • Model
    • Sequence
applying12

Level 3

Applying
  • Here are some “Applying” products:
    • Illustration
    • Simulation
    • Demonstration
    • Presentation
    • Interview
    • Performance
    • Diary
    • Journal
analyzing

Level 4

Analyzing
  • Breaking information down into its component elements
  • This is the start of higher level thinking
analyzing14

Level 4

Analyzing
  • Here are some “Analyzing” activities:
    • Compare/Contrast
    • Classify
    • Critique
    • Categorize
    • Solve
    • Experiment
    • Question
    • Investigate
    • Infer
analyzing15

Level 4

Analyzing
  • Here are some “Analyzing” products:
    • Survey
    • Database
    • Abstract
    • Report
    • Graph
    • Spreadsheet
    • Checklist
    • Chart
    • Outline
evaluating

Level 5

Evaluating
  • Judging the value of ideas, materials, and methods by developing and applying standards and criteria
  • This is the next level of higher level thinking
evaluating17

Level 5

Evaluating
  • Here are some “Evaluating” activities:
    • Predict
    • Justify
    • Prioritize
    • Select
    • Estimate
    • Judge
    • Choose
    • Rate
evaluating18

Level 5

Evaluating
  • Here are some “Evaluating” products:
    • Debate
    • Panel Discussion
    • Report
    • Evaluation
    • Investigation
    • Verdict
    • Conclusion
    • Persuasive Speech
    • Call to Action
creating

Level 6

Creating
  • Putting together ideas or elements to develop an original idea or engage in creative thinking
  • This is the highest level of thinking
creating20

Level 6

CREATING
  • Here are some “Creating” activities:
    • Compose
    • Hypothesize
    • Design
    • Create
    • Invent
    • Develop
    • Produce
    • Transform
creating21

Level 6

CREATING
  • Here are some “Creating” products:
    • Film
    • Story
    • Project
    • Plan
    • New Game
    • Song
    • Media Product
    • Advertisement
    • Painting
think of bloom s taxonomy as a tree

Metaphor

Think of Bloom’s Taxonomy as a TREE

A tree has 3 main parts:

Roots

Trunk

Branches with leaves

All of these parts are essential to the tree. All are important.

slide23

Tree Metaphor

ROOTS =

REMEMBERING

The ROOTS of the tree are important to feed the tree the nutrients it needs in order to grow and flourish. Without strong roots, the tree will die. Roots keep the tree anchored.

remembering24

Tree Metaphor

ROOTS =

REMEMBERING

REMEMBERING

The ROOTS of the tree are important to feed the tree the nutrients it needs in order to grow and flourish. Without strong roots, the tree will die. Roots keep the tree anchored.

Although Remembering is the most basic level of thinking, it is essential.

Like tree roots, this level provides the nutrients to grow into the higher levels of thinking.

For example, you cannot compare and contrast two things until you know some facts about those things.

slide25

Tree Metaphor

BARK =

UNDERSTANDING

The BARK of the tree holds everything together and protects and strengthens the tree.

understanding26

Tree Metaphor

BARK =

UNDERSTANDING

UNDERSTANDING

Once you learn some facts and information about a concept, it is important to check to be sure you really understand.

Like the bark on a tree, the Understanding level pulls all the information together and gives it direction.

For example, you may create an outline of a unit to strengthen your understanding of the facts.

The BARK of the tree holds everything together and protects and strengthens the tree.

slide27

Tree Metaphor

TRUNK =

APPLYING

The TRUNK is the main part of the tree. It connects the roots to the high branches and leaves. Nutrients flow back and forth between the parts through the trunk. It should be strong.

applying28

Tree Metaphor

TRUNK =

APPLYING

APPLYING

The TRUNK is the main part of the tree. It connects the roots to the high branches and leaves. Nutrients flow back and forth between the parts through the trunk. It should be strong.

Now you know some of the important facts and you’re sure you understand them.

The next level is to use (apply) some of this information in a variety of ways. This will help you make the information a permanent part of your memory.

For example, when you practice math problems, you are more likely to remember the concepts of the unit.

slide29

Tree Metaphor

LIMBS =

ANALYZING

The LIMBS are the large branches that grow off of the trunk. They take the tree in new and different directions of growth. They make the tree more interesting and give it more coverage.

analyzing30

Tree Metaphor

LIMBS =

ANALYZING

ANALYZING

The LIMBS are the large branches that grow off of the trunk. They take the tree in new and different directions of growth. They make the tree more interesting and give it more coverage.

This is the level where thinking becomes “higher.”

Analyzing encourages you to look at your topic from different, more interesting angles. You will have to use the information from the lower levels in new ways. You will cover the topic more deeply.

For example, you may compare two different aspects of your topic.

slide31

Tree Metaphor

LEAVES =

EVALUATING

The LEAVES grow from the smaller branches of the tree. You can tell a lot about the tree by looking at the leaves. They show you how healthy the tree is and even what season it is. Different species of trees have different leaves. Some trees have more leaves than others. The shade provided by leaves is one reason people enjoy trees.

evaluating32

Tree Metaphor

LEAVES =

EVALUATING

EVALUATING

The LEAVES grow from the smaller branches of the tree. You can tell a lot about the tree by looking at the leaves. They show you how healthy the tree is and even what season it is. Different species of trees have different leaves. Some trees have more leaves than others. The shade provided by leaves is one reason people enjoy trees.

This is a high level of thinking, just like the leaves are high in the tree.

If the lower levels of your tree (your thinking) are not strong, you may not be able to produce a good canopy of leaves.

For example, in order to judge a concept you’ve learned, you need strong support from facts to back up your opinion.

slide33

Tree Metaphor

FRUIT =

CREATING

Bearing FRUIT (or nuts or seeds) is the ultimate fulfillment of the tree’s purpose. All of the components of the tree work together to create something new, the fruit. This creation results in the start of new trees.

creating34

Tree Metaphor

FRUIT =

CREATING

CREATING

Bearing FRUIT (or nuts or seeds) is the ultimate fulfillment of the tree’s purpose. All of the components of the tree work together to create something new, the fruit. This creation results in the start of new trees.

This is the highest level of thinking on Bloom’s Taxonomy.

You take all the information, facts, practice, application, analysis, and evaluation you’ve done and create something new and unique, like the fruit of the tree.

For example, you may create a piece of artwork that shows the important aspects of a topic.

once your tree has grown share the ideas in your tree

Tree Metaphor

Once your tree has grown, share the ideas in your tree…

Working in groups helps you share your higher-level thinking with your classmates.

you don t want your tree to look like this

Tree Metaphor

You don’t want your tree to look like this~

If you stop challenging yourself at the Remembering or Understanding levels, you won’t be able to reach the higher levels of thinking. You won’t be able to sustain a canopy of leaves or bear fruit with your ideas.

you may need help growing your tree

Tree Metaphor

You may need help growing your tree~

These higher-level thinking skills are challenging! 8th grade students are still developing these skills. Don’t be ashamed if you need help and time developing your high level thinking skills. If you are open to the challenge and are willing to try some new things, it will pay off in the long run!

why do you need to know this

Purpose

WHY do you need to know this?

Metacognition: Understanding how you learn; understanding how your brain works.

Knowing how you learn and how your brain works helps you understand what your teachers are asking you to do, and why you should do it.

You will be able to better help yourself with learning throughout your life when you know what works for you.

slide40

Call to Action

HELP YOUR BRAIN BLOOM

by understanding Bloom’s Taxonomy