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Bloom's Taxonomy What is Bloom’s Taxonomy? Benjamin Bloom created this taxonomy for categorizing level of abstraction of questions that commonly occur in educational settings

Bloom's Taxonomy In other words, a way to prioritize the type of questions being asked as to what knowledge, attitude or skill is required on the part of the responder to answer the question.

Bloom's Taxonomy There are 3 types of learning. Cognitive:– mental skills (knowledge) Affective: growth in feelings or emotional areas (attitude) Psychomotor: manual or physical skills (skills)

Bloom's Taxonomy Definition and Levels of Bloom’s Taxonomy A classification of thinking organized by level of complexity There are six types of questions, #1 being the easiest #6 being the most complex. 1. Knowledge 2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation

Bloom's Taxonomy KNOWLEDGE (RECALL) *observation and recall of information *knowledge of dates, events, places *knowledge of major ideas *mastery of subject matter *Recognize *Memorize

Bloom's Taxonomy KNOWLEDGE Question Cues Recall List/State Identify Recite/Repeat Label Name Describe Define Review Collect

Bloom's Taxonomy KNOWLDEDGE Question Cues Tabulate Quote Who When Where Reproduce Tell Show Match

Bloom's Taxonomy SAMPLE The student will define “kenning.”

Bloom's Taxonomy “Goldilocks & the Three Bears” Sample: Knowledge-recall of specific information Who was Goldilocks? Where did she live? With whom? What did her mother tell her not to do?

Bloom's Taxonomy PRODUCTS OF LEARNING: KNOWLEDGE Flash Cards Scrapbook Drawing Puzzle Tape Recording Mobile Collage Cartoon Strips

Bloom's Taxonomy COMPREHENSION understanding information grasp meaning translate knowledge into new context interpret facts, compare, contrast order, group, infer causes predict consequences

Bloom's Taxonomy Brainstorm Cues

Bloom's Taxonomy COMPREHENSION Question Cues Summarize Describe Interpret Contrast Predict Associate Extend Discuss Differentiate Distinguish Estimate

Bloom's Taxonomy COMPREHENSION Question Cues Paraphrase Explain Generalize Illustrate

Bloom's Taxonomy “Goldilocks & the Three Bears” Sample: Comprehension-an understanding This story was about ___ (Topic) The story tells us ____ (main idea) Why didn’t her mother want her to go to the forest? What did Goldilocks look like? What kind of girl was she?

Bloom's Taxonomy Products of Comprehension Picture dictionary Pamphlet News story Book report Diagram Essay Bulletin board Diary

Bloom's Taxonomy

APPLICATION use information use methods, concepts, theories in new situations solve problems using required skills or knowledge

Bloom's Taxonomy Brainstorm Cues

Bloom's Taxonomy APPLICATION Question Cues Show Translate Make/Construct Illustrate Teach Demonstrate Diagram/Map Record/Chart Apply/Use Calculate Compute Complete Discover

Bloom's Taxonomy APPLICATION Question Cues Modify Relate Change Classify Experiment Practice Solve Transfer

Bloom's Taxonomy “Goldilocks & the Three Bears” Sample: Application-the converting of abstract content to concrete situations How were the bears like real people? Why did Goldilocks go into the little house? Write a sign that should be placed near the edge of the forest. Draw a picture of what the bears’ house looked like. Draw a map showing Goldilock’s house, the path in the forest, the bears’ house, etc.

Bloom's Taxonomy Products of Application Chart Graph Model Display Interview Survey Mini-center Experiment

Bloom's Taxonomy

ANALYSIS *Seeing patterns *Organization of parts *Recognition of hidden meanings *Identification of components

Bloom's Taxonomy Brainstorm Cues

Bloom's Taxonomy ANALYSIS Question Cues Summarize Compare Contrast Order Sequence Dissect Deduce Investigate Justify Classify Categorize

Bloom's Taxonomy ANALYSIS Question Cues Analyze Separate Explain Connect Arrange Divide Select Debate Infer Examine

Bloom's Taxonomy “Goldilocks & the Three Bears” Sample: Analysis-breaking down into parts for examination How did the bears react to what Goldilocks did? How would you react? Compare Goldilocks to any friend. When did Goldilocks leave her real world for fantasy? How do you know?

Bloom's Taxonomy Products of Analysis PowerPoint Presentation Oral report Create a video Collection

Bloom's Taxonomy

Please staple Time Mgmt. & be ready to pass forward after brief discussion. Have out Bloom’s Tax Notes Bloom's Taxonomy

SYNTHESIS *Use old ideas to create new ones *Generalize from given facts *Relate knowledge from several areas *Predict *Draw conclusions *Combining elements into a pattern not clearly there before-using multiple sources

Bloom's Taxonomy Brainstorm Cues

Bloom's Taxonomy SYNTHESIS Question Cues Predict Create Imagine Hypothesize Design Combine Estimate Invent

Bloom's Taxonomy SYNTHESIS Question Cues Integrate Modify Rearrange Substitute Develop Design What if? Formulate Compose Plan/Prepare Rewrite Invent

Bloom's Taxonomy “Goldilocks & the Three Bears” Sample: Synthesis-drawing together a pattern that’s new What is the importance of time in the story? Trace the time sequence words. What other stories do you know in which little girls or boys escape from danger? Make a puppet of one of the characters and use it to act out the character’s part. Write a children’s story incorporating the techniques that are common among children’s stories.

Bloom's Taxonomy Products of Synthesis Create original poems, songs, games, plays, speeches, etc.

Bloom's Taxonomy

EVALUATION *Compare and discriminate between ideas *Assess value of theories, presentations *Make choices based on reasoned argument *Verify value of evidence *Recognize subjectivity *Judgment based on criteria

Bloom's Taxonomy Brainstorm Cues

Bloom's Taxonomy EVALUATION Question Cues Verify Assess Rate/Rank Evaluate Select Recommend Conclude Judge

Bloom's Taxonomy EVALUATION Question Cues Decide Grade Test Measure Convince Select Explain Discriminate Support Compare Summarize

Bloom's Taxonomy “Goldilocks & the Three Bears” Sample: Evaluation-judgment for personal reflection and understanding Why were the bears angry with Goldilocks? Why was Goldilocks happy to get home? What do you think she learned by going into that house? Do you think she will listen to her mother’s warnings in the future?

Bloom's Taxonomy “Goldilocks & the Three Bears” Sample: Evaluation-judgment for personal reflection and understanding Would you have gone into the bears’ house? 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 so many years? Is this a quality children’s story?

Bloom's Taxonomy Products of Evaluation Written Report Book review Photo/picture essay Advertisement Editorial Debate

Bloom's Taxonomy

ACTIVITY #1 For each of the levels of thinking, explain how you use it in everyday life.

Bloom's Taxonomy ACTIVITY #2 You and your partner are to take the poem below and create an activity that would practice each of the levels of thinking in relation to the poem.

Bloom's Taxonomy NOTHING GOLD CAN STAY Nature’s first green is gold Her hardest hue to hold Her early leaf’s a flower But only so an hour Then leaf subsides to leaf So Eden sank to grief As dawn goes down to day Nothing gold can stay. -Robert Frost

Bloom's Taxonomy Sources: From Benjamin S. Bloom Taxonomy of educational objectives. Published by Allyn and Bacon, Boston, MA. Copyright (c) 1984 by Pearson Education. Copyright 1999 by Donald Clark; Created June 5, Updated July 5,