Bloom’s Taxonomy How to Create REALLY good questions!!

Slides:

Advertisements

Similar presentations

A Focus on Higher-Order Thinking Skills

Advertisements

Bloom's Taxonomy.

? Tulsa Community College- Engaged Student Programming.

A Focus on Higher Level Thinking Skills

? freely adapted from Tulsa Community College- Engaged Student Programming.

Bloom's Taxonomy of Cognitive Development

Creating an SLO or PLO Statement Presented by ORIE Team Summer 2013 Academy for Planning, Assessment, and Research.

Module Two: Learning Strategies Learning strategies are methods used by individuals in their interactions with learning tasks. Source:

Bloom's Taxonomy of Learning (Cognitive domain)

Bloom's Taxonomy of Cognitive Development

Coach J. What’s the big deal?  Learning takes place when you produce knowledge not re produce it.  Recognize a higher-level thinking question: Colleges.

OF THE COGNITIVE DOMAIN

Bloom’s Critical Thinking Questioning Strategies

Lesson Planning. Teachers Need Lesson Plans So that they know that they are teaching the curriculum standards required by the county and state So that.

1 Assessment Gary Beasley Stephen L. Athans Central Carolina Community College Spring 2008.

Quick Flip Questioning for Critical Thinking Kobets S.A. Lyceum №87.

Levels of Questioning Mr. Bishop English 12CP.

Increasing Critical Thinking POWER VERBS with. Remembering Level.

Student Learning Outcomes

Writing Objectives Including Bloom’s Taxanomy. Three Primary Components of an Objective Condition –What they’re given Behavior –What they do Criteria.

Writing Student-Centered Learning Objectives Please see Reference Document for references used in this presentation.

How to Ask Reading Questions 北一女中寧曉君老師

Bloom’s Taxonomy And we don’t mean Evan Bloom!. Have you ever wondered… How do we really learn information? What is the goal of learning? What do our.

Bloom’s Taxonomy Revised Version. Bloom’s Taxonomy of Instructional Activities ( REVISED VERSION – PAGE 52) Create Evaluate Analyze Apply Understand Remember.

Bloom’s Taxonomy.

What should our graduates know?. We ask this question when designing Our lectures A test A laboratory exercise for students Out of class assignments A.

Blooms Taxonomy Margaret Gessler Werts Department of Language, Reading, and Exceptionalities.

Bloom’s Critical Thinking Questioning Strategies A Guide to Higher Level Thinking Ruth SundaKyrene de las Brisas.

A Decision-Making Tool.  Goal  Educational Objectives  Student Learning Outcomes  Performance Indicators or Criteria  Learning Activities or Strategies.

Does this learning goal focus on what the student will do? Objective: Conservation of energy A.Yes B.No C.Depends on context.

Bloom’s Critical Thinking Questioning Strategies A Guide to Higher Level Thinking Adapted from Ruth Sunda and Kyrene de las Brisas.

Bloom’s Taxonomy Composition book.

BLOOM’S TAXONOMY OF THE COGNITIVE DOMAIN. BLOOM’S TAXONOMY Benjamin Bloom (et al.) created this taxonomy for categorizing levels of abstraction of questions.

BLOOM’S TAXONOMY Mrs. Eagen A, A. Bloom identified six levels within the cognitive domain, from the simple recall or recognition of facts,

Bloom’s Taxonomy A Focus on Higher-Order Thinking Skills.

Higher Order Thinking Skills

1xx K K K Program Level Student Learning Outcomes K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation 1xx S K.

COMPREHENSION ANALYSIS EVALUATION APPLICATION SYNTHESIS KNOWLEDGE

QUESTIONING! 10/15. Agenda Discuss open-ended questions Discuss different question stems and levels Blooms and Costas Watch a clip on gun violence and.

Unit 5 Seminar D ESCRIBING Y OUR L EARNING. Agenda Unit Objectives Bloom’s Taxonomy Learning Statements Questions.

Teaching and Thinking According to Blooms Taxonomy human thinking can be broken down into six categories.

D ESCRIBING Y OUR L EARNING Unit 5 Seminar. Agenda Unit Objectives Bloom’s Taxonomy Learning Statements Questions.

Maximizing Instructional Time Student Engagement through Questioning.

?. Why ask questions????? 11( RED ) – INPUT COMPLETE, COUNT, DEFINE, DESCRIBE, IDENTIFY, SCAN LIST, MATCH, NAME, OBSERVE, RECITE, 22( YELLOW ) –P ROCESS.

Evaluating the Alignment and Quality of the Written, Taught, and Tested Curriculum Written Taught Test Curriculum Presented By: Dr. Shawnrell Blackwell.

BLOOMS OBJECTIVESLEVEL. Bloom’s Six Levels Knowledge Knowledge Comprehension Comprehension Application Application Analysis Analysis Synthesis Synthesis.

Facilitating Higher Order Thinking in Classroom and Clinical Settings Vanneise Collins, PhD Director, Center for Learning and Development Cassandra Molavrh,

Higher Order Thinking Overview. What to Expect in this Course This course may be different than others by: Incorporating instructional strategies that.

BLOOM'S TAXONOMY OF EDUCATIONAL OBJECTIVES From: Benjamin S. Bloom, Taxonomy of Educational Objectives: The Classification of Educational Goals.

A classification of learning objectives within education

Objectives Course Goal

Bloom’s Taxonomy (1956) Evaluation Making critical judgments

A Focus on Higher-Order Thinking Skills

85. BLOOM’S TAXONOMY “Bloom’s Taxonomy is a guide to educational learning objectives. It is the primary focus of most traditional education.”

A guide to reading, writing, thinking and understanding

Author: Brenda Stephenson The University of Tennessee

Teacher’s Name Date of Lesson Title of Lesson

Depth of Knowledge (DOK) Levels

Bloom’s Taxonomy (1956) Evaluation Making critical judgments

Assessments for “Remembering” Outcomes

What you assess makes a statement about what you value

Higher Order Thinking Skills

Bloom’s Taxonomy Higher Order Thinking HOT

A Focus on Higher-Order Thinking Skills

Costa’s Levels of Questioning

Teacher’s Name Date of Lesson Title of Lesson

Teacher’s Name Date of Lesson Title of Lesson

Our goal is to be thinking at a higher level.

Classifying Questions

? INQUIRY to question is to learn.

Presentation transcript:

Bloom’s Taxonomy How to Create REALLY good questions!!

Level 6: Evaluation Level 5: Synthesis Level 4: Analysis Level 3: Application Level 2: Comprehension Level 1: Knowledge Higher-Level Thinking Skills

Level 1: Knowledge Being able to recall information that was given to you. Example: What color was the girl’s dress? Green list name identify show define recognize recall match define classify describe locate outline give examples distinguish opinion from fact

Level 2: Comprehension The ability to understand the information given to you. Example: Why did the girl wear a green dress? Because it was her favorite color paraphrase differentiate demonstrate visualize restate rewrite give examples summarize explain interpret describe compare convert distinguish estimate

Level 3: Application Being able to use the information given and transfer it to another situation Example: Is the green dress a dress you would wear to church? No, because it is very short and sleeveless, therefore not appropriate. apply classify modify put into practice demonstrate compute operate solve illustrate calculate interpret manipulate predict show

Level 4: Analysis Being able to take two things and tell their similarities and differences based on things you learned Example: How are the girl’s green dress and the girl’s blue dress the same and different? contrast compare distinguish categorize outline relate analyze organize deduce choose diagram discriminate

Level 5: Synthesis Being able to combine information to create new information Example: Use the information about the girl’s green dress to make a sample of what you think the dress looks like. discuss plan compare create construct rearrange compose organize design hypothesize support write report combine comply develop

Level 6: Evaluation Being able to give an opinion about something using information given. Example: What do you think about wearing green dresses based on what people said to the girl? Use specific information from the story to explain why you think that. criticize justify debate support your reason conclude assess rate evaluate choose estimate judge defend appraise