Bloom’s Taxonomy

1. Bloom’s Taxonomy

2. What is it??? • Bloom’s Taxonomy is a chart of ideas A Taxonomy is an arrangement of ideas or a way to group things together Named after the creator, Benjamin Bloom

3. Bloom’s Taxonomy You may see the levels organized differently in other charts

4. Who is Dr. Benjamin Bloom?? • He was a teacher, thinker, & inventor • He worked at a college • He created a list about how we think about thinking 1913-1999

5. The levels of thinking • There are six levels of learning according to Dr. Bloom • The levels build on one another. The six levels all have to do with thinking. • Level one is the lowest level of thinking of thinking • Level six is the highest level of thinking Knowledge Comprehension Application Analysis Synthesis Evaluation

6. New names?? • Some people have renamed these levels to make them easier to remember • Some people even switch the last two levels around Knowledge- Remembering Comprehension- Understanding Application- Applying Analysis- Analyzing Synthesis- Creating Evaluation- Evaluation

7. Knowledge or Remembering • observation and recall of information • knowledge of dates, events, places • knowledge of major ideas • mastery of subject matter • Key words:list, define, tell, describe, identify, show, label, collect, tabulate, quote, name, who, when, where, etc.

8. Recall previous Learned Information.

9. Knowledge/Remembering- Do it… • Write a list of vegetables. 

10. Sample Activities: • Label the parts of a plant. • Group together all the four syllable words. • List the freedoms included in the Bill of Rights. • Identify the food group to which each of these foods belongs. • Write definitions to the following words. • Locate examples of capitalization in the following story. • Remember an idea or fact in somewhat the same form in which it was learned • Question and answer sessions • Workbooks/worksheets • Programmed instruction • Remember things read, heard, saw • Games • Information searches • Reading assignments • Drill and practice • Finding definitions • Memory games • Quizzes • Questions have right and wrong answers

11. COMPREHENSION: • Comprehension is defined as the ability to grasp the meaning of material. This may be shown by translating material from one form to another (words or numbers), by interpreting material (explaining or summarizing), and by estimating future trends (predicting consequences or effects). These learning outcomes go one step beyond the simple remembering of material, and represent the lowest level of understanding.

12. Comprehension or Understanding • understanding information • grasp meaning • translate knowledge into new context • interpret facts, compare, contrast • order, group • predict consequences • Key words:summarize, describe, interpret, contrast, predict, associate, distinguish, estimate, differentiate, discuss

13. Ability to grasp the meaning of material • Communicating an idea • Explaining ideas • Summarizing material • Understanding facts and principles

14. Give reasons for the energy crisis. • Explain why we have bus safety rules. • Outline the steps necessary for an idea to become a law. • Restate the reasons for weather changes. • Summarize the story. • What were the underlying factors that contributed to the Revolutionary War? • Communicate an idea

15. Comprehension/ Understanding- Do it… • Retell the story of the “Three Little Pigs” in your own words.

16. APPLICATION OR APPLYING • Application refers to the ability to use learned material in new and concrete situations. This may include the application of such things as rules, methods, concepts, principles, laws, and theories. Learning outcomes in this area require a higher level of understanding than those under comprehension

17. Application or Applying • use information • use methods, concepts, theories in new situations • solve problems using required skills or knowledge • Key words:apply,modify, relate, change, experiment, discover

18. Applying concepts and principles to new situations • Applying laws and theories to practical situations • Solving of mathematical problems • Constructing charts and graphs • Applying rules, methods, concepts, principles, laws, theories

19. Application/Applying- Do it… • Make a model of a swing set with paper and explain how it works.

20. Analysis or Analyzing • seeing patterns • organization of parts • recognition of hidden meanings • identification of components • Key words:analyze, separate, order, explain, connect, classify, arrange, divide, compare, select, explain, infer

21. Breaking material down into component parts • Understanding the organizational structure • Analysis of relationships between parts • Recognition of organizational principles involved • Understanding both the content and structural form • Analyzing the elements

22. Analysis/ Analyzing- Do it… • Make a family tree showing relationships.

23. ANALYSIS: Analysis refers to the ability to break down material into its component parts so that its organizational structure may be understood. This may include the identification of the parts, analysis of the relationships between parts, and the recognition of the organizational principles involved. Learning outcomes here represent a higher intellectual level than comprehension and application because they require an understanding of both the content and the structural form of the material.

24. Synthesis or Creating • use old ideas to create new ones • generalize from given facts • relate knowledge from several areas • predict, draw conclusions • Key words:combine, integrate, modify, rearrange, substitute, plan, create, design, invent, what if?, compose, formulate, prepare, generalize, rewrite

25. Synthesis/Creating- Do it… • Design a magazine cover that would appeal to kids in your class.

26. Evaluation or Evaluating • compare and discriminate between ideas • assess value of theories, presentations • make choices based on reasoned argument • verify value of evidence • recognize subjectivity • Key wordsassess, decide, rank, grade, test, measure, recommend, convince, select, judge, explain, discriminate, support, conclude, compare, summarize

27. Evaluation/Evaluating- Do it… • Make a booklet about 5 rules you see as important. Convince others.

28. EVALUATION: Evaluation is concerned with the ability to judge the value of material (statement, novel, poem, research report) for a given purpose. The judgments are to be based on definite criteria. These may be internal criteria (organization) or external criteria (relevance to the purpose) and the student may determine the criteria or be given them. Learning outcomes in this area are highest in the cognitive hierarchy because they contain elements of all of the other categories, plus value judgments based on clearly defined criteria. • Description (judging): • Ability to judge the value of material • Use of definite criteria for judgments • Value judgments based on clearly defined criteri

29. Bloom’s Taxonomy and Research • When doing research you should always start with the lower levels of thinking • You must have basic knowledge before you can advance to deeper ideas • One great way to improve your knowledge is to READ, READ, READ about your research topic • When doing research, always be sure to stretch your thinking to the higher levels of thinking • After you’ve explored your basic knowledge base, challenge your self to new ideas • Always keep a Bloom’s Taxonomy “cheat” sheet with you to help you hit the higher levels of thinking

30. Analysing Breaking information into parts to explore understandings and relationships Comparing, organising, deconstructing, interrogating, finding Remembering Recalling information Recognising, listing, describing, retrieving, naming, finding Understanding Explaining ideas or concepts Interpreting, summarising, paraphrasing, classifying, explaining Creating Generating new ideas, products, or ways of viewing things Designing, constructing, planning, producing, inventing. BLOOM’S REVISED TAXONOMY Evaluating Justifying a decision or course of action Checking, hypothesising, critiquing, experimenting, judging Applying Using information in another familiar situation Implementing, carrying out, using, executing Source: http://www.kurwongbss.eq.edu.au/thinking/Bloom/BLOOM%20(one%20page%20poster).doc