Wilkes County Schools Tracee McManus & Nikki Patrick

  Bloom’s Taxonomy  Investigate the Revised Taxonomy  New terms  New emphasis  Explore each of the six levels  Use the taxonomy to plan a unit and develop an assessment for the learning targets Overview

  Taxonomy of Cognitive Objectives  1950s- developed by Benjamin Bloom  Means of expressing qualitatively different kinds of thinking  Adapted for classroom use as a planning tool  Continues to be one of the most universally applied models  Provides a way to organize thinking skills into six levels, from the most basic to the higher order levels of thinking  Taxonomy recently revised  As a result, a number of changes were made Bloom’s Taxonomy

 Revised Bloom’s Taxonomy

 Original Terms New Terms  Evaluation  Synthesis  Analysis  Application  Comprehension  Knowledge Creating Evaluating Analyzing Applying Understanding Remembering (Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)

 Change in Emphasis  More authentic tool for curriculum planning, instructional delivery and assessment.  Aimed at a broader audience.  Easily applied to all levels of schooling.  The revision emphasises explanation and description of subcategories. ( (accessed July 2003; Pohl, 2000, p. 10).

 Remembering  The learner is able to recall, restate and remember learned information  Can you recall information?

 Classroom Roles for Remembering Teacher roles  Directs  Tells  Shows  Examines  Questions  Evaluates Student roles  Responds  Absorbs  Remembers  Recognizes  Memorizes  Defines  Describes  Retells  Passive recipient

 Assessment for Remembering Includes  Activities Include to:  List  Memorize  Locate  Give Example  Quote  Repeat  Recall  Recite  Sort  Products Include:  Quiz  Definition  Fact  Worksheet  Test  Label  Vocabulary

 Understanding  The learner grasps the meaning of information by interpreting and translating what has been learned.  Can you explain ideas or concepts?

 Classroom Roles for Understanding Teacher roles  Demonstrates  Listens  Questions  Compares  Contrasts  Examines Student roles  Explains  Describes  Outlines  Restates  Translates  Demonstrates  Interprets  Active participant

 Assessment for Understanding Includes  Activities Include to:  Restate  Identify  Discuss  Retell  Translate  Paraphrase  Describe  Give main idea  Products Include:  Recitation  Summary  Collection  Explanation  Example  Outline  Show and Tell

 Applying  The learner makes use of information in a context different from the one in which it was learned  Can you use the information in another familiar situation?

 Classroom Roles for Applying Teacher roles  Shows  Facilitates  Observes  Evaluates  Organizes  Questions Student roles  Solves problems  Demonstrates use of knowledge  Calculates  Compiles  Completes  Illustrates  Constructs  Active recipient

 Assessment for Applying Includes  Activities Include to:  Translate  Manipulate  Exhibit  Interpret  Calculate  Practice  Construct  Demonstrate  Products Include:  Illustration  Simulation  Demonstration  Presentation  Interview  Performance  Journal

 Analyzing  The learner breaks learned information into its parts to best understand that information  Can you break information into parts to explore understandings and relationships?

 Classroom Roles for Analyzing Teacher roles  Probes  Guides  Observes  Evaluates  Acts as a resource  Questions  Organizes  Dissects Student roles  Discusses  Uncovers  Argues  Debates  Thinks deeply  Tests  Examines  Questions  Calculates  Investigates  Inquires  Active participant

 Assessment for Analyzing Includes  Activities Include to:  Distinguish  Experiment  Probe  Criticize  Detect  Sequence  Debate  Dissect  Products Include:  Graph  Spreadsheet  Checklist  Survey  Database  Abstract  Report

 Evaluating  The learner makes decisions based on in- depth reflection, criticism and assessment  Can you justify a decision or course of action?

 Classroom Roles for Evaluating Teacher roles  Clarifies  Accepts  Guides Student roles  Judges  Disputes  Compares  Critiques  Questions  Argues  Assesses  Decides  Selects  Justifies  Active participant

 Assessment for Evaluating Includes  Activities Include to:  Judge  Rate  Validate  Predict  Determine  Tell Why  Compare  Defend  Products Include:  Debate  Panel  Evaluation  Investigation  Verdict  Conclusion  Persuasive Speech

 Creating  The learner creates new ideas and information using what has been previously learned  Can you generate new products, ideas, or ways of viewing things?

 Classroom Roles for Creating Teacher roles  Facilitates  Extends  Reflects  Analyses  Evaluates Student roles  Designs  Formulates  Plans  Takes risks  Modifies  Creates  Proposes  Active participant

 Assessment for Creating Includes  Creating Includes to:  Compose  Assemble  Invent  Compile  Develop  Formulate  Concoct  Products Include:  Film  Story  Project  Song  Advertisement  Painting  Media Product

 Now it’s your turn…  Use the Bloom’s Matrix and these notes to plan two activities or test questions for each level of the taxonomy.  Work with your partner.  We will copy these for our Thinking Skills Folder so everyone can share our BRILLIANT ideas. HAVE FUN!

“A good teacher makes you think even when you don’t want to.” (Fisher, 1998, Teaching Thinking)