2. Presented by Dr. T. Kirshtein

3. Today’s Objectives Review the Revised Bloom’s Matrix. Classify selected state standards according to the Revised Bloom’s Matrix. Provide you with resources that are immediately applicable in the classroom. Have a Bloomin’ Good Time!

4. The mind is not a vessel to be filled, but a fire to be ignited. (Plutarch)

5. Evaluation Synthesis Analysis Application Comprehension Knowledge The Original “Bloom’s Taxonomy

6. 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)

7. COGNITIVE PROCESS DIMENSION 1. REMEMBER Recognizing Recalling 2. UNDERSTAND Interpreting Exemplifying Classifying Summarizing Inferring Comparing Explaining 3. APPLY Executing Implementing 4. ANALYZE Differentiating Organizing Attributing 5. EVALUATE Checking Critiquing 6. CREATE Generating Planning Producing KNOWLEDGE DIMENSION Factual Knowledge Conceptual Knowledge Procedural Knowledge Metacognitive Knowledge THE TAXONOMY TABLE THE TAXONOMY TABLE

8. Factual Knowledge Conceptual Knowledge Procedural Knowledge Metacognitive Knowledge

9. Factual Knowledge The basic elements that students must know to be acquainted with a discipline or solve problems in it. –Knowledge of terminology –Knowledge of specific details and elements

10. Conceptual Knowledge The interrelationships among the basic elements within a larger structure that enable them to function together. –Knowledge of classifications and categories –Knowledge of principles and generalizations –Knowledge of theories, models, and structures

11. Procedural Knowledge How to do something, methods of inquiry and criteria for using skills, algorithms, techniques and methods. –Knowledge of subject-specific skills and algorithms –Knowledge of subject-specific techniques and methods –Knowledge of criteria for determining when to use appropriate procedures

12. Metacognitive Knowledge Knowledge of cognition in general as well as awareness and knowledge or one’s own cognition. –Strategic knowledge –Knowledge about cognitive tasks, including appropriate contextual and conditional knowledge –Self-knowledge How did I get that answer?

13. Remember Understand Apply Analyze Evaluate Create

14. 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)

15. Creating Evaluating Analyzing Applying Understanding Remembering BLOOM’S REVISED TAXONOMY Creating Generating new ideas, products, or ways of viewing things Designing, constructing, planning, producing, inventing. Evaluating Justifying a decision or course of action Checking, hypothesising, critiquing, experimenting, judging Analyzing Breaking information into parts to explore understandings and relationships Comparing, organizing, deconstructing, interrogating, finding Applying Using information in another familiar situation Implementing, carrying out, using, executing Understanding Explaining ideas or concepts Interpreting, summarzing, paraphrasing, classifying, explaining Remembering Recalling information Recognizing, listing, describing, retrieving, naming, finding

16. COGNITIVE PROCESS DIMENSION 1. REMEMBER Recognizing Recalling 2. UNDERSTAND Interpreting Exemplifying Classifying Summarizing Inferring Comparing Explaining 3. APPLY Executing Implementing 4. ANALYZE Differentiating Organizing Attributing 5. EVALUATE Checking Critiquing 6. CREATE Generating Planning Producing TAXONOMY TABLE

17. Remembering The learner is able to recall, restate and remember learned information. –Recognizing –Listing –Describing –Identifying –Retrieving –Naming –Locating –Finding Can you recall information?

18. Remembering cont’ List Memorize Relate Show Locate Distinguish Give example Reproduce Quote Repeat Label Recall Know Group Read Write Outline Listen Group Choose Recite Review Quote Record Match Select Underline Cite Sort Recall or recognition of specific information Products include : Quiz Definition Fact Worksheet Test Label List Workbook Reproduction Vocabulary

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

20. Remembering: Potential Activities and Products Make a list of the main events of the story. Make a time line of events. Make a facts chart. Write a list of any pieces of information you can remember. What animals were in the story? Make a chart showing… Make an acrostic. Recite a poem.

21. Understanding The learner grasps the meaning of information by interpreting and translating what has been learned. –Interpreting –Exemplifying –Summarizing –Inferring –Paraphrasing –Classifying –Comparing –Explaining Can you explain ideas or concepts?

22. Understanding cont’ Restate Identify Discuss Retell Research Annotate Translate Give examples of Paraphrase Reorganize Associate Describe Report Recognize Review Observe Outline Account for Interpret Give main idea Estimate Define Understanding of given information Products include : Recitation Summary Collection Explanation Show and tell Example Quiz List Label Outline

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

24. Understanding: Potential Activities and Products Cut out, or draw pictures to show a particular event. Illustrate what you think the main idea may have been. Make a cartoon strip showing the sequence of events. Write and perform a play based on the story. Retell the story in your own words. Write a summary report of the event. Prepare a flow chart to illustrate the sequence of events.

25. Applying The learner makes use of information in a context different from the one in which it was learned. –Implementing –Carrying out –Using –Executing Can you use the information in another familiar situation?

26. Applying cont’ Translate Manipulate Exhibit Illustrate Calculate Interpret Make Practice Apply Operate Interview Paint Change Compute Sequence Show Solve Collect Demonstrate Dramatize Construct Use Adapt Draw Using strategies, concepts, principles and theories in new situations Products include : Photograph Illustration Simulation Sculpture Demonstration Presentation Interview Performance Diary Journal

27. 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

28. Applying: Potential Activities and Products Construct a model to demonstrate how it works. Make a diorama to illustrate an event. Make a scrapbook about the areas of study. Take a collection of photographs to demonstrate a particular point. Make up a puzzle or a game about the topic.

29. Analyzing The learner breaks learned information into its parts to best understand that information. –Comparing –Organizing –Deconstructing –Attributing –Outlining –Finding –Structuring –Integrating Can you break information into parts to explore understandings and relationships?

30. Analyzing cont’ Distinguish Question Appraise Experiment Inspect Examine Probe Separate Inquire Arrange Investigate Sift Research Calculate Criticize Compare Contrast Survey Detect Group Order Sequence Test Debate Analyze Diagram Relate Dissect Categorize Discriminate Breaking information down into its component elements Products include : Graph Spreadsheet Checklist Chart Outline Survey Database Mobile Abstract Report

31. 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

32. Analyzing: Potential Activities and Products Design a questionnaire to gather information. Write a commercial to sell a new product. Make a flow chart to show the critical stages. Construct a graph to illustrate selected information. Make a family tree showing relationships. Write a biography of a person studied. Conduct an investigation to produce information to support a view.

33. Evaluating The learner makes decisions based on in-depth reflection, criticism and assessment. –Checking –Hypothesizing –Critiquing –Experimenting –Judging –Testing –Detecting –Monitoring Can you justify a decision or course of action?

34. Evaluating cont’ Judge Rate Validate Predict Assess Score Revise Infer Determine Prioritize Tell why Compare Evaluate Defend Select Measure Choose Conclude Deduce Debate Justify Recommend Discriminate Appraise Value Probe Argue Decide Criticize Rank Reject Judging the value of ideas, materials and methods by developing and applying standards and criteria. Products include : Debate Panel Report Evaluation Investigation Verdict Conclusion Persuasive speech

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

36. Evaluating: Potential Activities and Products Prepare a list of criteria to judge… Conduct a debate about an issue of special interest. Make a booklet about five rules you see as important. Convince others. Form a panel to discuss views. Write a letter to...advising on changes needed.

37. Creating The learner creates new ideas and information using what has been previously learned. –Designing –Constructing –Planning –Producing –Inventing –Devising –Making Can you generate new products, ideas, or ways of viewing things?

38. Creating cont’ Compose Assemble Organize Invent Compile Forecast Devise Propose Construct Plan Prepare Develop Originate Imagine Generate Formulate Improve Act Predict Produce Blend Set up Devise Concoct Compile Putting together ideas or elements to develop a original idea or engage in creative thinking. Products include : Film Story Project Plan New game Song Newspaper Media product Advertisement Painting

39. Classroom Roles for Creating Teacher roles Facilitates Extends Reflects Analyzes Evaluates Student roles Designs Formulates Plans Takes risks Modifies Creates Proposes Active participant

40. Creating: Potential Activities and Products Invent a machine to do a specific task. Create a new product. Give it a name and plan a marketing campaign. Write about your feelings in relation to... Write a TV show play, puppet show, role play, song or pantomime about.. Design a record, book or magazine cover for... Sell an idea. Devise a way to...

41. Sample Unit : Space Remembering Cut out “space” pictures from a magazine. Make a display or a collage. List space words (Alphabet Key). List the names of the planets in our universe. List all the things an astronaut would need for a space journey. Understanding Make your desk into a spaceship. Make an astronaut for a puppet play. Use it to tell what an astronaut does. Make a model of the planets. Applying Keep a diary of your space adventure (5 days). What sort of instruments would you need to make space music? Make a list of questions you would like to ask an astronaut. Analyzing Make an application form for a person applying for the job of an astronaut. Compare Galileo’s telescope to a modern telescope. Distinguish between the Russian and American space programs. Evaluating Compare the benefits of living on Earth and the moon. You can take three people with you to the moon. Choose and give reasons. Choose a planet you would like to live on- explain why. Creating Write a newspaper report for the following headline: “Spaceship out of control”. Design a space suit. Create a game called “Space Snap”. Prepare a menu for your spaceship crew. Design an advertising program for trips to the moon.

42. Sample Unit : Travel Remembering How many ways can you travel from one place to another? List and draw all the ways you know. Describe one of the vehicles from your list, draw a diagram and label the parts. Collect “transport” pictures from magazines- make a poster with info. Understanding How do you get from school to home? Explain the method of travel and draw a map. Write a play about a form of modern transport. Explain how you felt the first time you rode a bicycle. Make your desk into a form of transport. Applying Explain why some vehicles are large and others small. Write a story about the uses of both. Read a story about “The Little Red Engine” and make up a play about it. Survey 10 other children to see what bikes they ride. Display on a chart or graph. Analyzing Make a jigsaw puzzle of children using bikes safely. What problems are there with modern forms of transport and their uses- write a report. Compare boats to planes. Evaluating What changes would you recommend to road rules to prevent traffic accidents? Debate whether we should be able to buy fuel at a cheaper rate. Rate transport from slow to fast etc.. Creating Invent a vehicle. Draw or construct it after careful planning. What sort of transport will there be in twenty years time? Discuss, write about it and report to the class. Write a song about traveling in different forms of transport.

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

44. Questions for Remembering What happened after...? How many...? What is...? Who was it that...? Can you name...? Find the meaning of… Describe what happened after… Who spoke to...? Which is true or false...? (Pohl, Learning to Think, Thinking to Learn, p. 12)

45. Questions for Understanding Can you write in your own words? How would you explain…? Can you write a brief outline...? What do you think could have happened next...? Who do you think...? What was the main idea...? Can you clarify…? Can you illustrate…? Does everyone act in the way that …….. does? (Pohl, Learning to Think, Thinking to Learn, p. 12)

46. Questions for Applying Do you know of another instance where…? Can you group by characteristics such as…? Which factors would you change if…? What questions would you ask of…? From the information given, can you develop a set of instructions about…? (Pohl, Learning to Think, Thinking to Learn, p. 13)

47. Question for Analyzing Which events could not have happened? If...happened, what might the ending have been? How is...similar to...? What do you see as other possible outcomes? Why did...changes occur? Can you explain what must have happened when...? What are some or the problems of...? Can you distinguish between...? What were some of the motives behind..? What was the turning point? What was the problem with...? (Pohl, Learning to Think, Thinking to Learn, p. 13)

48. Questions for Evaluating Is there a better solution to...? Judge the value of... What do you think about...? Can you defend your position about...? Do you think...is a good or bad thing? How would you have handled...? What changes to.. would you recommend? Do you believe...? How would you feel if...?

49. Questions for Evaluating (cont.) How effective are...? What are the consequences..? What influence will....have on our lives? What are the pros and cons of....? Why is....of value? What are the alternatives? Who will gain & who will loose? (Pohl, Learning to Think, Thinking to Learn, p. 14 )

50. Questions for Creating Can you design a...to...? Can you see a possible solution to...? If you had access to all resources, how would you deal with...? Why don't you devise your own way to...? What would happen if...? How many ways can you...? Can you create new and unusual uses for...? Can you develop a proposal which would...? (Pohl, Learning to Think, Thinking to Learn, p. 14)

51. How Do We Bloom? #1Look at the verb in the indicator. #2Use the verb to identify the cognitive process dimension. #3 Look at the rest of the indicator to match the indicator to the proper knowledge dimension.

52. For Example Science Indicator 3-2.4 –Explain how changes in the habitats of plants and animals affect their survival. #1 What is the verb? #2What cognitive process dimension does that verb belong to? #3What knowledge level does this address? Answer 2.7-B

53. One More English Language Arts 7-2.1 –Analyze central ideas within and across informational text. #1 What is the verb? #2What cognitive process dimension does that verb belong to? #3What knowledge level does this address? Answer B4

54. He who learns but does not think is lost (Chinese Proverb)