BARRETT’S TAXONOMY READING COMPREHENSION LEVEL OR READING SKILL.

Slides:

Advertisements

Similar presentations

A Focus on Higher-Order Thinking Skills

Advertisements

Bloom's Taxonomy.

Traits of an Effective Reader. What does a good reader do when they read? When good readers read, they read critically, they read deeply, they apply information.

Critical Thinking Skills Academic Support Unit Adapted from: Practicing College Learning Strategies 3 rd edition Carolyn H. Hopper.

Effective Questioning

Level 1 Recall Recall of a fact, information, or procedure. Level 2 Skill/Concept Use information or conceptual knowledge, two or more steps, etc. Level.

Critical Thinking Course Introduction and Lesson 1

ACTION PLAN Ayesha Mujtaba DA Public School (O & A Levels) English, Grade VIII.

Making Assignment Expectations Clear: Create a Grading Rubric Barb Thompson Communication Skills Libby Daugherty Assessment FOR Student Learning 1.

Writing Objectives General Education’s Great Expectations (GE)2 Tamara Rosier, Assistant Director of Assessment Julie Guevara, Assessment and Accreditation.

6 th Grade 2013 INTRODUCTION TO BLOOM’S TAXONOMY.

Introduction to Bloom’s Taxonomy. The Idea Purpose ◦ Organize and classify educational goals ◦ Provide a systematized approach to course design Guided.

TEACHING APPROACH: LITERATURE

Writing Goals and Objectives EDUC 490 Spring 2007.

Formulating objectives, general and specific

Review 3 Documents In groups of 2-3, highlight things students must know and be able to do in the 21 st Century Select a speaker to share your items with.

Bloom’s Critical Thinking Questioning Strategies

Bloom’s Critical Thinking Level 1 Knowledge Exhibits previously learned material by recalling facts, terms, basic concepts, and answers.

Bloom’s Cognitive and Affective Taxonomies Cognitive and Affective Taxonomies.

Dillon School District Two Revised Bloom’s Taxonomy.

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

Who is Benjamin Bloom? Bloom developed the “Taxonomy of Cognitive Objectives.” In the 1950’s, the taxonomy was developed by Benjamin Bloom, a professor.

ATL’s in the Personal Project

Metacognition & Higher Order Thinking Skills

Educational Objectives

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.

Bloom’s Taxonomy Ceanlia Vermeulen.

Bloom’s Taxonomy.

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

BBI3420 PJJ 2009/2010 Dr. Zalina Mohd. Kasim.  Bloom’s taxonomy of Educational Objectives (1956) provides 6 levels of thinking and questioning. A close.

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.

Assessment. Levels of Learning Bloom Argue Anderson and Krathwohl (2001)

EXTENDING COMPREHENSION ELICITING ENCOURAGING ELABORATING INFERERENCE SKILLS.

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

Class 2 Chapter 2.  Open-minded  Knowledgeable  Mentally active  Curious  Independent thinkers  Skilled discussants  Insightful  Self-aware 

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

BLHC4032 CRITICAL AND CREATIVE THINKING SIX STEPS OF CRITICAL THINKING.

CREATING AN ACTIVE LEARNING ENVIRONMENT Using Inquiry and Primary Sources.

Common Core State Standards in English/Language Arts What science teachers need to know.

Human Learning Ryan Glidden.

Bloom’s Taxonomy Benjamin Samuel Bloom He was one of the greatest minds to influence the field of education. He was born on February 21, 1913 in Lansford,

Workshop 2014 Cam Xuyen, October 14, 2014 Testing/ assessment/ evaluation BLOOM’S TAXONOMY.

Ch3-3. Goals and Objectives. QUESTIONS 1.What are the three characteristics that Mager insists be included in a behavioral, or an instructional, objective?

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

POWERPOINT PRESENATTION BLOOM’S TAXONOMY Presented by Ms

A classification of learning objectives within education

A Focus on Higher-Order Thinking Skills

Metacognition & Higher Order Thinking Skills

Creating an Active Learning environment

Creating an Active Learning environment

Author: Brenda Stephenson The University of Tennessee

Bloom's Revised Taxonomy.

Outcome Based Education

Socratic Seminar *I can balance listening with speaking.

مركز تطوير التدريس والتدريب الجامعي ورقة بعنوان

مركز تطوير التدريس والتدريب الجامعي ورقة بعنوان إعداد

Bloom's Taxonomy Prepared by: Maridalys López Melissa Torres

Step 1: Knowledge Exhibits previously learned material by recalling facts, terms, basic concepts and answers. Direction: List knowledge of the problem.

BBI3420 PJJ 2009/2010 Dr. Zalina Mohd. Kasim

Depth of Knowledge (DOK) Levels

Bloom’s Taxonomy Higher Order Thinking HOT

A Focus on Higher-Order Thinking Skills

Our goal is to be thinking at a higher level.

Hess Cognitive Rigor Matrix

Presentation transcript:

BARRETT’S TAXONOMY READING COMPREHENSION LEVEL OR READING SKILL

FUNCTION OF BARRETT’S TAXONOMY The Barrett Taxonomy designed originally to assist classroom teachers in developing comprehension questions and / or test questions for reading

Levels of The Barrett Taxonomy LEVEL 1: Literal Comprehension LEVEL 2: Reorganization Level 3: Inferential Comprehension LEVEL 4: Evaluation LEVEL 5: Appreciation

Reading Comprehension Barrett’s Taxonomy

1.Literal comprehension Involve recognition and recall of ideas and information.

2. Reorganization Dealing with the organizing of ideas and information.

Reorganization tasks are: classifying Outlining Summarizing Synthesizing

3. Inferential comprehension Ideas and information are used as the basis for making intelligent hypotheses .

4.Evaluation Requiring response indicating that an evaluative judgment has been made.

5. Appreciation Involving all the above related dimension of reading , and requiring to be interesting and emotionally, (affectively) sensitive to the ideas and information in the reading selection. Appreciation includes both the knowledge of, and the emotional response to, literary techniques, forms, styles, and structures

LEVEL IN READING SKILL

Level in reading skill The level we have identified are: recognition of words; association of meaning with symbols; literal comprehension; interpretation; critical reading; creative reading.

Recognition of words mean the ability to translate orally or sub vocally the written symbol into a spoken word

Association of meaning with symbols When the learner comes across a new word and learns it, and then recognises it in different contexts, we say he/she has learnt a new concept.

Literal comprehension Involves skills reading for facts and central ideas, noting down supporting arguments.

INTERPRETATION Combine ideas together that have connections between the reader about he or she past reading and life experience. Then, the reader is able to make inferences and draw conclusions.

Critical reading Ability to analyze, evaluate and synthesize of what they have read. Can make their own judgment

Creative reading come up with new or effective alternative ideas and solutions to those presented by the writer