bloomstaxonomyfinal 130903085938-

BLOOM’S TAXONOMY

Jamaica C. Olazohttps://www.facebook.com/ja.maica.393

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• comes from the Greek word “taxis=arrangements” and “nomos=science”

• Science of arrangements• means 'a set of classification principles', or

'structure', and • Domain simply means 'category'.

TAXONOMY

Jamaica C. Olazo || https://www.facebook.com/ja.maica.393

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- was a Jewish-American educational psychologist.

Contributions:1. Classification of Educational

Objectives 2. Theory of Mastery-Learning

(Feb. 1913 – Sep. 1999)

Who is BENJAMIN BLOOM?

BENJAMIN SAMUEL BLOOM


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COGNITIVE DOMAIN

KnowledgeComprehension

ApplicationAnalysis

SynthesisEvaluation

PSYCHOMOTOR DOMAIN AFFECTIVE

DOMAIN

Reflex Movements

Basic Fundamental Movements

Perceptual Abilities

Physical Abilities

Skilled Movements

Non-Discursive Movements

ReceivingResponding

ValuingOrganization

Characterization

Attitude and emotions domain

Physical tasks such asthe manipulating of objects

Development of critical thinking skills

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THREE DOMAINS OF LEARNING

Cognitive Domain (Knowing/Head)

• Mental Skills (KNOWLEDGE)

Psychomotor Domain (Doing/Hands)

• Manual or physical skills (SKILLS)

Affective Domain (Feeling/Heart)

• Growth in feelings or emotional areas (ATTITUDE)


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Lower-order Thinking Skills

to

Higher-order Thinking Skills

Evolved function, High complexity

Basic function, Low complexity


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Bloom’s Taxonomy of Objectives in the Cognitive Domain

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

The Cognitive Domain

1956

Lower-orderThinking Skills

Higher-orderThinking Skills

8Jamaica C. Olazo || https://www.facebook.com/ja.maica.393

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Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

The Cognitive Domain

1956



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Creating

Evaluating

Analyzing

Applying

Understanding

Remembering

The Cognitive Domain2001(Revised)



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High Order Thinking Skills

Low Order Thinking Skills

ORIGINAL TAXONOMY (1956) ---> REVISED TAXONOMY (2001)

• Knowledge• Comprehension• Analysis• Application• Synthesis• Evaluation

Remember (I know) Understand (I comprehend) Apply (I can use it) Analyze (I can be logical) Evaluate (I can judge) Create ( I can plan)Jamaica C. Olazo || https://www.facebook.com/ja.maica.393

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• REMEMBERING- Recall previous learned information.

- Recalling relevant knowledge from long term memory.

- Rote learning or memorization.

Bloom’s Revised TaxonomyREMEMBERING


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• UNDERSTANDING- Comprehending the meaning,

translation, interpolation, and interpretation of instructions and problems. State a problem in one's own words.- Construct meaning and explain.

Bloom’s Revised TaxonomyUNDERSTANDING


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• APPLYING- Use a concept in a new situation or

unprompted use of abstraction. - applies what was learned in the classroom into novel situations.- abstract ideas into practical situations

Bloom’s Revised TaxonomyAPPLYING


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• ANALYZING- Breaking the concept into parts and

understand how each part is related to one another.

- Illustrate relationships to one another.

Bloom’s Revised TaxonomyANALYZING


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• EVALUATING- Making judgments based on a set of

guidelines and the value of ideas or materials.- Judge, criticize and assess information

using what you know to make decisions and support your views.

Bloom’s Revised TaxonomyEVALUATING


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• CREATING- Builds a structure or pattern from

diverse elements. Put parts together to form a whole, with emphasis on creating a new meaning or structure.- Putting information together in an

innovative way.

Bloom’s Revised TaxonomyCREATING


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Cognitive Domain: REMEMBER

APPROPRIATE VERBSChoose, describe, define, identify, label, list, locate, match, memorize, name, omit, recite, recognize, select, state, underline

I know


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PRODUCTSChart, model, worksheet, draw a map, picture, demonstrate, graphs

Cognitive Domain: REMEMBERI know


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MODEL QUESTIONS• Who? Where? Which

One? What? How?• What is the best one?

Why? How much? When?

• What does it mean?

INSTRUCTIONAL STRATEGIES

• Highlighting• Rehearsal• Memorizing• Mnemonics

Cognitive Domain: REMEMBERI know

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APPROPRIATE VERBSClassify, defend, communicate, demonstrate, distinguish, explain, express extend, give example, illustrate, indicate, interrelate, report, interpret, infer, judge, match, paraphrase, represent, restate, rewrite, select, interpret

Cognitive Domain: UNDERSTAND

I comprehend


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PRODUCTSChart, model, making a film strip, worksheet, draw a map, picture, demonstrate, timeline, diorama, game, report, diagram

Cognitive Domain: UNDERSTANDI comprehend


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MODEL QUESTIONS• State in your own words.

Which are facts?• What does this mean? Is

this the same as. . .? Give an example.

• Select the best definition.• State in one word . . .

Explain what is happening.


• Key examples• Emphasize

connections• Elaborate concepts• Summarize

Cognitive Domain: UNDERSTAND

I comprehend

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Cognitive Domain: APPLY

APPROPRIATE VERBS

Apply, choose, practice, solve, illustrate, conduct, classify, employ, dramatize, explain, generalize, judge, organize, paint, prepare, produce, select, show, sketch, solve, use, construct, investigate, restructure, manipulate

I can use it


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PRODUCTSSurvey, diary, scrapbook, photograph, cartoon, learning center, illustration, construction, sculpture

Cognitive Domain: APPLYI can use it


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MODEL QUESTIONS• Predict what would happen if…

Choose the best statements that apply…

• Judge the effects…• What would result…• Tell what would happen…• Tell how, when, where, why Tell

how much change there would be…

• Identify the results of…


• Modeling• Cognitive apprenticeships

“Mindful” practice – NOT just a “routine” practice

• Part and whole sequencing• Authentic situations

“Coached” practice Case studies Simulations Algorithms

Cognitive Domain: APPLYI can use it

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Cognitive Domain: ANALYZE

APPROPRIATE VERBS• Analyze, categorize, classify,

compare, differentiate, question, distinguish, identify,

• Infer, point out, select, subdivide, survey, contrast, categorize, debate, examine, deduce

I can be logical


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PRODUCTSGraph, survey, family tree, timeline, questionnaire, commercial, diagram, chart, report, fact file

Cognitive Domain: ANALYZEI can be logical

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MODEL QUESTIONS• What is the function of . . .?

What's fact? Opinion? What assumptions. . .?

• What statement is relevant? What motive is there?

• Related to, extraneous to, not applicable.

• What conclusions?• What does the author believe?

What does the author assume? • Make a distinction.


• Models of thinking• Challenging assumptions• Retrospective analysis• Reflection through

journaling Debates• Discussions and other

collaborating learning activities Decision-making situations

Cognitive Domain: ANALYZEI can be logical

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Cognitive Domain: EVALUATEAPPROPRIATE VERBS• Appraise, judge, criticize,

defend, estimate, compare, measure, verify, justify, select, decide, choose, recommend, assess, critique, revise, validate, standardize, argue, rate, measure

I can judge


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PRODUCTSSelf evaluation, survey, editorial, experiment, panel evaluation, recommendation, conclusion, court trial, essay, letter

Cognitive Domain: EVALUATEI can judge

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MODEL QUESTIONS• What fallacies,

consistencies, inconsistencies appear?

• Which is more important, moral, better, logical, valid, appropriate?

• Find the errors.


• Challenging assumptions

• Journaling• Debates• Discussions and other

collaborating learning activities Decision-making situations

Cognitive Domain: EVALUATEI can judge

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Cognitive Domain: CREATE

APPROPRIATE VERBS• Choose, combine, compose, construct, create, design,

manage, develop, do, improve, formulate, hypothesize, invent, make up, originate, organize, plan, imagine, produce, role play, tell

I can plan


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PRODUCTSStory, poem, play, radio show, puppet show, news article, invention, dance, mural, comic strip, recipe, pantomime, travelogue

Cognitive Domain: CREATEI can plan


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MODEL QUESTIONS

• How would you test…? • Propose an alternative.• Solve the following.• How else would you...?• State a rule.


• Modeling• Challenging assumptions

Reflection through journaling Debates

• Discussions and other• collaborating learning

activities• Design• Decision-making situations

Cognitive Domain: CREATEI can plan

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HOW CAN WE DEVELOP THE HABIT OF ASKING HIGHER-

ORDER QUESTIONS?1. Avoid literal-level questions in favor of those

requiring higher-order thinking.2. Use questions requiring higher-order thinking.

Higher-order questions are important for modeling different ways students can:

- Interpret- Apply- Evaluate- Reflect on what they are learning

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ORDER QUESTIONS?3. Classify questions according to the kinds of thinking required for students to respond.– Use of Bloom’s Taxonomy of Thinking– Questions classified as knowledge or comprehension

should be avoided– Teachers should make sure their questions can be

classified as APPLICATION, ANALYSIS, SYNTHESIS and/or EVALUATION.


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ORDER QUESTIONS?

4. Use verbs associated with higher-order thinking tasks.- Verbs representing cognitive tasks in Bloom’s Taxonomy

5. Consider the learning products associated with higher-order thinking tasks.- Task Oriented Question Construction Wheel


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EFFECTIVE QUESTIONING TECHNIQUES

1. Pose the question first before asking a student to respond.2. Allow plenty of “think time” by waiting at least 7-10 seconds before expecting the student to respond.

-help students adjust to an extended wait time


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3. Give all students the opportunity to respond rather than relying on volunteers.

a. Create a system to help you keep track of who you call on

b. Allow your student to “pass” when he’s not ready to respond

c. Give him another opportunity later


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4. Hold students accountable by expecting, requiring, and facilitating their participation and contributions.a. Never answer your own questions.b. Do NOT accept “I don’t know” for an answer.c. Offer hints or suggestions to guide students.d. Offer two or more options and let the student

choose one


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5. Establish a safe atmosphere for risk taking by guiding students.a. Always “dignify” incorrect responses by saying

something positive about students.b. Build confidence and trust when students make

mistakes.c. Admit your own mistakes and “think aloud”

examples of a reflection.


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