OF THE COGNITIVE DOMAIN BLOOM’S TAXONOMY OF THE COGNITIVE DOMAIN

BLOOM’S TAXONOMY Competence Skills Demonstrated Remembering The recall of specific information Understanding Comprehension of what was read Applying Converting abstract content to concrete situations Analyzing Comparison and contrast of the content to personal experiences Evaluating Judgment and evaluation of characters, actions, outcomes, etc., for personal reflection and understanding Creating Invention, production of an original piece. YOU design it!

Remembering Memorization Observation and recall of information Knowledge of dates, events, places Knowledge of major ideas Mastery of subject matter

Remembering Memorization Arrange Define Describe Duplicate Identify Label List Memorize Name Order Quote Recall Recognize Relate Repeat Reproduce

Understanding COMPREHENSION Understand information Grasp meaning Translate knowledge into new content Interpret facts, compare, contrast Order, group, infer causes Predict consequences

Understanding COMPREHENSION Classify Describe Discuss Explain Express Identify Indicate Locate Recognize Report Restate Review Select Translate

Applying Using Use information Use methods, concepts, theories in new situations Solve problems using required skills or knowledge

Applying Using Apply Choose Demonstrate Dramatize Employ Illustrate Interpret Operate Practice Schedule Sketch Solve Use Write

Analyzing Taking apart Recognition of patterns Organization of parts Discovery of hidden meanings Identification of components

Analyzing Taking apart Analyze Appraise Calculate Categorize Compare Contrast Criticize Differentiate Discriminate Distinguish Examine Experiment Question Test

Evaluating Judging Compare and discriminate between ideas Assess value of theories, presentations Make choices based on reasoned argument Verify value of evidence Recognize subjectivity

Evaluating Judging Appraise Argue Assess Attach Choose Compare Defend Estimate Judge Predict Rate Select Support Value Evaluate Explain

Creating Assemble Construct Design Develop Formulate Write

REFERENCES Bloom, B., Englehart M., Furst, E., Hill, W.,& Krathwohl, D. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive Domain. New York: Longmans Green.

Web resources http://www.che.wsu.edu/~millerre/bloom.html http://www.coun.uvic.ca/learn/program/hndouts/bloom.html http://www.kent.wednet.edu/KSD/MA/resources/blooms/teachers_blooms.html http://www.tecweb.org/eddevel/blooms.html http://www.valdosta.peachnet.edu/~whuitt/psy702/cogsys/critthnk.html

applied to GOLDILOCKS AND THE THREE BEARS BLOOM’S TAXONOMY applied to GOLDILOCKS AND THE THREE BEARS

Remembering the recall of specific information Who was Goldilocks? Where did she live? With whom? What did she do in the forest?

Understanding comprehending of what was read This story is about ___________ (topic). This story tells us _________(main idea). What did Goldilocks look like?

Applying the converting of abstract content to concrete situations How were the bears like real people? Why did Goldilocks go into the little house? Draw a picture of what the bears’ house looked like. Draw a map showing Goldilocks’ house, the path in the forest, the bears’ house, etc.

Analyzing the comparison and contrast of the content to personal experience How did each bear react to what Goldilocks did? How would you react? Compare Goldilocks to any of your friends. Do you know any animals (pets) that act human?

EVALUATION the judgment and evaluation of characters, actions, outcomes, etc., for personal reflection and understanding Why were the bears angry with Goldilocks? Do you think Goldilocks was happy to get home? Explain your answer. Do you think she learned anything by going into the bears’ house? Explain your answer. Would you have gone into the bears’ house? Why or why not?

EVALUATION CON’T. Do parents have more experience and background than their children? Give an example from your own history. Do you think this really happened to Goldilocks? Why or why not? Why would a grown-up write this story for children to read? Why has the story of Goldilocks been told to children for many, many years?

Creating Make a diorama of the bears’ house and the forest. Make a puppet out of one of the characters. Using the puppet, act out the story.

References http://www.ops.org/reading/blooms_taxonomy.html