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Bloom’s Taxonomy. Bringing Higher Order Objectives into the Classroom April 1, 2009 Jim Therrell, Ph.D. Pop Quiz. Overwhelmingly, faculty tend to enjoy: Creating learning objectives; Aligning objectives with standards; Linking assessment to objectives;

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bloom s taxonomy

Bloom’s Taxonomy

Bringing Higher Order Objectives

into the Classroom

April 1, 2009

Jim Therrell, Ph.D.

pop quiz
Pop Quiz

Overwhelmingly, faculty tend to enjoy:

  • Creating learning objectives;
  • Aligning objectives with standards;
  • Linking assessment to objectives;
  • Ignoring, whenever possible, new initiatives;
pop quiz4
Pop Quiz

As teachers we tend to:

  • Ask questions in the "knowledge" category 80% to 90% of the time;
  • Utilize higher order level questions;
  • Require a more extensive and elaborate answer of students;
  • Require much more "brain power“
bloom s taxonomy5
Bloom’s Taxonomy

(Difficulty)

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

higher level thinking skills
Higher-Level Thinking Skills

Critical Thinking

Creative Thinking

Problem-Solving

critical thinking
Critical Thinking

Involves logical thinking and reasoning including skills such as comparison, classification, sequencing, cause/effect, patterning, webbing, analogies, deductive and inductive reasoning, predicting, planning, hyphothesizing, and critiquing.

creative thinking
Creative Thinking

Coming up with something new or original, involving the skills of flexibility, originality, fluency, elaboration, brainstorming, modification, imagery, associative thinking, attribute listing, and metaphorical thinking. The aim of creative thinking is to stimulate curiosity and promote divergence.

incorporating bloom s taxonomy
Incorporating Bloom’s Taxonomy

Be flexible when writing objectives

at the thinking level.

Avoid describing thinking

as a fixed set of skills and strategies.

Include affective components of thinking.

for example
For Example…

“Evaluates the relevancy of data

by seeking credible sources and confirming data.”

“Proposes a plan for an experiment

with sincere curiosity and integrity.”

“Carefully judges the adequacy with which conclusions are supported by data/evidence.”

sample questions activities products
Sample Questions, Activities & Products

http://www.teachers.ash.org.au/researchskills/Dalton.htm

teaching practices
Teaching Practices

In a small group, discuss and write down (in 3-5 minutes) some of those teaching practices that address the question:

“In what ways might we foster higher order thinking skills into the classroom/course?”

teaching practices14
Teaching Practices
  • M&M’s, the Most Meaningful part of the reading for that class period (individual or small group);
  • IDF, Integrated Discussion Format, a combination of a Blackboard “Discussion Board” question (one original response, one reply to another student with at least one exception or addition), and class discussion;
  • Your Expectations: Self-initiative / Participation? Brain Power? Struggle? Research?
teaching strategies
Teaching Strategies
  • Build upon other students’ comments, extending ideas or evaluating implications
  • Thinking outloud
teaching strategies16
Teaching Strategies
  • modeling then affording practice in private until mastery is accomplished
    • thinking outloud
  • clear explanation of purpose / objective
  • relate to previous learning and/or experience
  • cooperative learning activities
  • hands-on activities
  • group projects