1. BCCO PCT #4 PowerPoint Texas Commission On Law Enforcement ADVANCED INSTRUCTOR COURSE # 1017 UNIT SEVEN

2. THE STUDENT WILL BE ABLE TO DEFINE & DESCRIBE BLOOMS TAXONOMY Learning Objective 7.1

3. One of the basic questions facing educators has always been “Where do we begin in seeking to improve human thinking.” Before we can make it better, we need to know more of what it is One of the basic questions facing educators has always been “Where do we begin in seeking to improve human thinking.” Before we can make it better, we need to know more of what it is Bloom’s Taxonomy

4. Benjamin Bloom extensively contemplated the nature of thinking. In 1956, Benjamin Bloom headed a group of educational psychologists who developed a classification of levels of intellectual behavior important in learning. Bloom’s Taxonomy

5. Bloom found that over 95 % of the test questions students encounter require them to think only at the lowest possible level...the recall of information. Bloom found that over 95 % of the test questions students encounter require them to think only at the lowest possible level...the recall of information.

6. One of Bloom’s talents was having a nose for what is significant. One of Bloom’s talents was having a nose for what is significant. Bloom’s Taxonomy is one of the most widely applied and often cited references in education. Bloom’s Taxonomy is one of the most widely applied and often cited references in education. One of Bloom’s talents was having a nose for what is significant. One of Bloom’s talents was having a nose for what is significant. Bloom’s Taxonomy is one of the most widely applied and often cited references in education. Bloom’s Taxonomy is one of the most widely applied and often cited references in education.

7. Taxonomy and classification are synonymo Taxonomy and classification are synonymous. Bloom’s Taxonomy is a classification of learning objectives within education. Taxonomy and classification are synonymo Taxonomy and classification are synonymous. Bloom’s Taxonomy is a classification of learning objectives within education. What is Bloom’s Taxonomy

8. Bloom's Taxonomy divides educational objectives into three "domains:" Affective, Psychomotor, and Cognitive. Bloom's Taxonomy divides educational objectives into three "domains:" Affective, Psychomotor, and Cognitive. Skills in the affective domain describe the way people react emotionally and their ability to feel another living thing's pain or joy. Skills in the affective domain describe the way people react emotionally and their ability to feel another living thing's pain or joy. Bloom's Taxonomy divides educational objectives into three "domains:" Affective, Psychomotor, and Cognitive. Bloom's Taxonomy divides educational objectives into three "domains:" Affective, Psychomotor, and Cognitive. Skills in the affective domain describe the way people react emotionally and their ability to feel another living thing's pain or joy. Skills in the affective domain describe the way people react emotionally and their ability to feel another living thing's pain or joy.

9. Skills in the psychomotor domain describe the ability to physically manipulate a tool or instrument like a hand or a hammer. Skills in the cognitive domain revolve around knowledge, comprehension, and critical thinking of a particular topic. Skills in the cognitive domain revolve around knowledge, comprehension, and critical thinking of a particular topic. Skills in the psychomotor domain describe the ability to physically manipulate a tool or instrument like a hand or a hammer. Skills in the cognitive domain revolve around knowledge, comprehension, and critical thinking of a particular topic. Skills in the cognitive domain revolve around knowledge, comprehension, and critical thinking of a particular topic.

10. Traditional education tends to emphasize the skills in the cognitive domain, particularly the lower-order objectives. Traditional education tends to emphasize the skills in the cognitive domain, particularly the lower-order objectives. There are six levels in the taxonomy, moving through the lowest order processes to the highest. Traditional education tends to emphasize the skills in the cognitive domain, particularly the lower-order objectives. Traditional education tends to emphasize the skills in the cognitive domain, particularly the lower-order objectives. There are six levels in the taxonomy, moving through the lowest order processes to the highest.

11. These levels classify thinking according to complexity. These levels classify thinking according to complexity. The levels are often depicted as a stairway encouraging students to climb to a higher level of thought. The levels are often depicted as a stairway encouraging students to climb to a higher level of thought. The levels are grouped into three lower levels and three higher levels. The levels are grouped into three lower levels and three higher levels. These levels classify thinking according to complexity. These levels classify thinking according to complexity. The levels are often depicted as a stairway encouraging students to climb to a higher level of thought. The levels are often depicted as a stairway encouraging students to climb to a higher level of thought. The levels are grouped into three lower levels and three higher levels. The levels are grouped into three lower levels and three higher levels.

12. three higher levels The three higher levels in ascending order are: Knowledge - Exhibit memory of previously-learned materials by recalling facts, terms, basic concepts and answers 1. Knowledge - Exhibit memory of previously-learned materials by recalling facts, terms, basic concepts and answers. Knowledge of specifics - terminology, specific facts three higher levels The three higher levels in ascending order are: Knowledge - Exhibit memory of previously-learned materials by recalling facts, terms, basic concepts and answers 1. Knowledge - Exhibit memory of previously-learned materials by recalling facts, terms, basic concepts and answers. Knowledge of specifics - terminology, specific facts What is Bloom’s Taxonomy

13. The three higher levels in ascending order are: Knowledge of ways 2. Knowledge of ways and means of dealing with specifics conventions, trends and sequences, classifications and categories, criteria, methodology Knowledge of the universals 3. Knowledge of the universals and abstractions in a field - principles and generalizations, theories and structures The three higher levels in ascending order are: Knowledge of ways 2. Knowledge of ways and means of dealing with specifics conventions, trends and sequences, classifications and categories, criteria, methodology Knowledge of the universals 3. Knowledge of the universals and abstractions in a field - principles and generalizations, theories and structures

14. The three higher levels in ascending order are: Questions like Questions like : What are the health benefits of eating apples? The three higher levels in ascending order are: Questions like Questions like : What are the health benefits of eating apples?

15. The three lower levels in ascending order are: Knowledge Comprehension Comprehension - Demonstrative understanding of facts and ideas by organizing, comparing, translating, interpreting, giving descriptions, and stating main ideas The three lower levels in ascending order are: Knowledge Comprehension Comprehension - Demonstrative understanding of facts and ideas by organizing, comparing, translating, interpreting, giving descriptions, and stating main ideas What is Bloom’s Taxonomy

16. The three lower levels in ascending order are: (Continued) Comprehension - 1. Translation 2. Interpretation 3. Extrapolation Questions like: Compare the health benefits of eating apples vs. oranges. The three lower levels in ascending order are: (Continued) Comprehension - 1. Translation 2. Interpretation 3. Extrapolation Questions like: Compare the health benefits of eating apples vs. oranges.

17. The three lower levels in ascending order are: Knowledge Comprehension Application Application - Using new knowledge. Solve problems to new situations by applying acquired knowledge, facts, techniques and rules in a different way Questions like: Which kinds of apples are best for baking a pie, and why? The three lower levels in ascending order are: Knowledge Comprehension Application Application - Using new knowledge. Solve problems to new situations by applying acquired knowledge, facts, techniques and rules in a different way Questions like: Which kinds of apples are best for baking a pie, and why? What is Bloom’s Taxonomy

18. higher levels The three higher levels in ascending order are: Analysis 1. Analysis - Examine and break information into parts by identifying motives or causes. Make inferences and find evidence to support generalizations higher levels The three higher levels in ascending order are: Analysis 1. Analysis - Examine and break information into parts by identifying motives or causes. Make inferences and find evidence to support generalizations What is Bloom’s Taxonomy

19. The three higher levels in ascending order are (Continued) : Analysis of elements Analysis of relationships Analysis of organizational principles The three higher levels in ascending order are (Continued) : Analysis of elements Analysis of relationships Analysis of organizational principles

20. The three higher levels in ascending order are: Questions like Questions like : List four ways of serving foods made with apples and explain which ones have the highest health benefits. Provide references to support your statements. The three higher levels in ascending order are: Questions like Questions like : List four ways of serving foods made with apples and explain which ones have the highest health benefits. Provide references to support your statements.

21. The three higher levels in ascending order are: 2. Synthesis - Compile information together in a different way by combining elements in a new pattern or proposing alternative solutions. Production of a unique communication Production of a plan, or proposed set of operations Derivation of a set of abstract relations The three higher levels in ascending order are: 2. Synthesis - Compile information together in a different way by combining elements in a new pattern or proposing alternative solutions. Production of a unique communication Production of a plan, or proposed set of operations Derivation of a set of abstract relations What is Bloom’s Taxonomy

22. Synthesis Questions like Questions like : Convert an "unhealthy" recipe for apple pie to a "healthy" recipe by replacing your choice of ingredients. Explain Explain the health benefits of using the ingredients you chose vs. the original ones.Synthesis Questions like Questions like : Convert an "unhealthy" recipe for apple pie to a "healthy" recipe by replacing your choice of ingredients. Explain Explain the health benefits of using the ingredients you chose vs. the original ones.

23. The three higher levels in ascending order are: 3. Evaluation 3. Evaluation - Present and defend opinions by making judgments about information, validity of ideas or quality of work based on a set of criteria. Judgments in terms of internal evidence Judgments in terms of external criteria The three higher levels in ascending order are: 3. Evaluation 3. Evaluation - Present and defend opinions by making judgments about information, validity of ideas or quality of work based on a set of criteria. Judgments in terms of internal evidence Judgments in terms of external criteria What is Bloom’s Taxonomy

24. Evaluation The three higher levels in ascending order are: Evaluation Questions like Questions like : Do you feel that serving apple pie for an after school snack for children is healthy? Why or why not? Evaluation The three higher levels in ascending order are: Evaluation Questions like Questions like : Do you feel that serving apple pie for an after school snack for children is healthy? Why or why not?

25. Bloom’s Taxonomy is hierarchical, students functioning at higher levels are assumed to have mastered the levels below. Bloom’s Taxonomy has stood the test of time Bloom’s Taxonomy is hierarchical, students functioning at higher levels are assumed to have mastered the levels below. Bloom’s Taxonomy has stood the test of time What is Bloom’s Taxonomy

26. It has been condensed, expanded, and reinterpret One recent revision merits attention. It has been condensed, expanded, and reinterpret One recent revision merits attention.

27. THE STUDENT WILL BE ABLE TO DESCRIBE THE CHANGES MADE TO BLOOM’S TAXONOMY DURING REVISIONS DONE IN THE 1990’S. Learning Objective 7.2

28. A new group of cognitive psychologists, lead by Lorin Anderson (a former student of Bloom's), updated the taxonomy reflecting relevance to 21st century work. Changes to Bloom’s Taxonomy

29. terminology The changes in terminology are the most obvious difference and the cause of most of the confusion. Nouns Nouns instead of Verbs were used to describe the different levels of the taxonomy and provide for easier comprehension. terminology The changes in terminology are the most obvious difference and the cause of most of the confusion. Nouns Nouns instead of Verbs were used to describe the different levels of the taxonomy and provide for easier comprehension. Changes to Bloom’s Taxonomy Continued

30. Terminology Terminology of the terms used in the new version is defined as: 1. Remembering 1. Remembering : Retrieving, recognizing, and recalling relevant knowledge from long-term memory. Terminology Terminology of the terms used in the new version is defined as: 1. Remembering 1. Remembering : Retrieving, recognizing, and recalling relevant knowledge from long-term memory. Changes to Bloom’s Taxonomy Continued

31. Terminology of the terms used in the new version is defined as Terminology of the terms used in the new version is defined as :Remembering 2. Understanding 2. Understanding : Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining. Terminology of the terms used in the new version is defined as Terminology of the terms used in the new version is defined as :Remembering 2. Understanding 2. Understanding : Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining. Changes to Bloom’s Taxonomy Continued

32. Terminology of the terms used in the new version is defined as Terminology of the terms used in the new version is defined as: 1. Remembering 2. Understanding 3. Applying: 3. Applying: Carrying out or using a procedure through executing, or implementing. Terminology of the terms used in the new version is defined as Terminology of the terms used in the new version is defined as: 1. Remembering 2. Understanding 3. Applying: 3. Applying: Carrying out or using a procedure through executing, or implementing. Changes to Bloom’s Taxonomy Continued

33. Terminology of the terms used in the new version is defined as: 1. Remembering 2. Understanding 3. Applying Analyzing: Terminology of the terms used in the new version is defined as: 1. Remembering 2. Understanding 3. Applying Analyzing: Changes to Bloom’s Taxonomy Continued

34. Analyzing: Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing. Changes to Bloom’s Taxonomy Continued

35. Terminology of the terms used in the new version is defined as: Remembering Understanding Applying AnalyzingEvaluating: Terminology of the terms used in the new version is defined as: Remembering Understanding Applying AnalyzingEvaluating: Changes to Bloom’s Taxonomy Continued

36. Evaluating: Evaluating: Making judgments based on criteria and standards through checking and critiquing. Changes to Bloom’s Taxonomy Continued

37. Terminology of the terms used in the new version is defined as: Remembering Understanding Applying Analyzing EvaluatingCreating: Terminology of the terms used in the new version is defined as: Remembering Understanding Applying Analyzing EvaluatingCreating: Changes to Bloom’s Taxonomy Continued

38. Creating: Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing. Changes to Bloom’s Taxonomy Continued

39. Comparison of Changes Bloom’s Taxonomy EvaluatingCreating Evaluating Synthesis AnalysisAnalyzing ApplicationApplying ComprehensionUnderstanding KnowledgeRemembering OLDNEW

40. Structural changes to Bloom’s Taxonomy were created by the adoption of the new terminology. Although they seem dramatic at first, these changes are logical once they are examined Structural changes to Bloom’s Taxonomy were created by the adoption of the new terminology. Although they seem dramatic at first, these changes are logical once they are examined Changes to Bloom’s Taxonomy Continued

41. The new structure is two- dimensional rather than the one dimensional form of the original Bloom’s Taxonomy. One dimension identifies the knowledge to be learned. The second dimension identifies the cognitive process used to learn. The new structure is two- dimensional rather than the one dimensional form of the original Bloom’s Taxonomy. One dimension identifies the knowledge to be learned. The second dimension identifies the cognitive process used to learn. Changes to Bloom’s Taxonomy Continued

42. The intersection of the knowledge and cognitive process form a Taxonomy Table. The Knowledge Dimension is composed of four levels: They are; The intersection of the knowledge and cognitive process form a Taxonomy Table. The Knowledge Dimension is composed of four levels: They are; Changes to Bloom’s Taxonomy Continued

43. The Knowledge Dimension is composed of four levels: 1.Factual Knowledge 2.Conceptual Knowledge 3.Procedural Knowledge 4.Meta-Cognitive Knowledge The Knowledge Dimension is composed of four levels: 1.Factual Knowledge 2.Conceptual Knowledge 3.Procedural Knowledge 4.Meta-Cognitive Knowledge

44. The Cognitive Process Dimension has six levels The Cognitive Process Dimension has six levels : 1.Remember 2.Understand 3.Apply 4.Analyze 5.Evaluate 6.Create The Cognitive Process Dimension has six levels The Cognitive Process Dimension has six levels : 1.Remember 2.Understand 3.Apply 4.Analyze 5.Evaluate 6.Create Changes to Bloom’s Taxonomy Continued

45. Both knowledge and cognitive process dimensions are divided into three to eight different sub-categories. Copyright (c) 2005 Extended Campus -- Oregon State University http://oregonstate.edu/instruct/coursedev/models/id/taxonomy/#table Changes to Bloom’s Taxonomy Continued

46. Continued

47. The Knowledge Dimension sub- categories are defined as: #1 1.The Factual Knowledge 1.The Factual Knowledge sub- categories which include: Factual Knowledge - The basic elements students must know to be acquainted with a discipline or solve problems in it. The Knowledge Dimension sub- categories are defined as: #1 1.The Factual Knowledge 1.The Factual Knowledge sub- categories which include: Factual Knowledge - The basic elements students must know to be acquainted with a discipline or solve problems in it. Changes to Bloom’s Taxonomy Continued

48. The Knowledge Dimension sub- categories are defined as: #1 - The Factual Knowledge sub- categories which include: 1.Factual Knowledge 2.Knowledge of terminology technical vocabulary, musical symbols. 2.Knowledge of terminology - technical vocabulary, musical symbols. The Knowledge Dimension sub- categories are defined as: #1 - The Factual Knowledge sub- categories which include: 1.Factual Knowledge 2.Knowledge of terminology technical vocabulary, musical symbols. 2.Knowledge of terminology - technical vocabulary, musical symbols. Changes to Bloom’s Taxonomy Continued

49. The Knowledge Dimension sub- categories are defined as: #1 - The Factual Knowledge sub- categories which include: 1.Factual Knowledge 2.Knowledge of terminology 3.Knowledge of specific details and elements Major natural resources, reliable sources of information 3.Knowledge of specific details and elements - Major natural resources, reliable sources of information The Knowledge Dimension sub- categories are defined as: #1 - The Factual Knowledge sub- categories which include: 1.Factual Knowledge 2.Knowledge of terminology 3.Knowledge of specific details and elements Major natural resources, reliable sources of information 3.Knowledge of specific details and elements - Major natural resources, reliable sources of information Changes to Bloom’s Taxonomy Continued

50. The Knowledge Dimension sub- categories are defined as: 1 - The Factual Knowledge sub- categories #2 - The Conceptual Knowledge sub- categories which include: 1.Conceptual Knowledge 1.Conceptual Knowledge - The Knowledge Dimension sub- categories are defined as: 1 - The Factual Knowledge sub- categories #2 - The Conceptual Knowledge sub- categories which include: 1.Conceptual Knowledge 1.Conceptual Knowledge - Changes to Bloom’s Taxonomy Continued

51. The Conceptual Knowledge sub- categories which include: 1.Conceptual Knowledge - The interrelationships among the basic elements within a larger structure that enable them to function together. The Conceptual Knowledge sub- categories which include: 1.Conceptual Knowledge - The interrelationships among the basic elements within a larger structure that enable them to function together. Changes to Bloom’s Taxonomy Continued

52. The Conceptual Knowledge sub- categories which include: 1.Conceptual Knowledge 2.Knowledge of classifications & categories 2.Knowledge of classifications & categories - periods of geologic time. The Conceptual Knowledge sub- categories which include: 1.Conceptual Knowledge 2.Knowledge of classifications & categories 2.Knowledge of classifications & categories - periods of geologic time. Changes to Bloom’s Taxonomy Continued

53. 2 - The Conceptual Knowledge sub- categories which include: 1.Conceptual Knowledge 2.Knowledge of classifications and categories 3.Knowledge of principles and generalizations - Pythagorean theorem, law of supply and demand. 2 - The Conceptual Knowledge sub- categories which include: 1.Conceptual Knowledge 2.Knowledge of classifications and categories 3.Knowledge of principles and generalizations - Pythagorean theorem, law of supply and demand. Changes to Bloom’s Taxonomy Continued

54. #2 - The Conceptual Knowledge sub-categories which include: 1.Conceptual Knowledge 2.Knowledge of classifications and categories 3.Knowledge of principles and generalizations 4.Knowledge of theories, models and structures 4.Knowledge of theories, models and structures - theory of evolution, structure of congress. #2 - The Conceptual Knowledge sub-categories which include: 1.Conceptual Knowledge 2.Knowledge of classifications and categories 3.Knowledge of principles and generalizations 4.Knowledge of theories, models and structures 4.Knowledge of theories, models and structures - theory of evolution, structure of congress. Changes to Bloom’s Taxonomy Continued

55. The Knowledge Dimension sub- categories are defined as: 3 - The Procedural Knowledge sub- categories which include: 1.Procedural Knowledge 1.Procedural Knowledge - How to do something, methods of inquiry, and criteria for using skills, algorithms, techniques, and methods. The Knowledge Dimension sub- categories are defined as: 3 - The Procedural Knowledge sub- categories which include: 1.Procedural Knowledge 1.Procedural Knowledge - How to do something, methods of inquiry, and criteria for using skills, algorithms, techniques, and methods. Changes to Bloom’s Taxonomy Continued

56. 3 - The Procedural Knowledge sub-categories which include : 1.Procedural Knowledge 2.Knowledge of subject- specific skills and algorithms - painting with watercolors, whole-number division. 3 - The Procedural Knowledge sub-categories which include : 1.Procedural Knowledge 2.Knowledge of subject- specific skills and algorithms - painting with watercolors, whole-number division. Changes to Bloom’s Taxonomy Continued

57. #3 - The Procedural Knowledge sub-categories which include: 1.Procedural Knowledge 2.Knowledge of subject-specific skills and algorithms 3.Knowledge of subject- specific techniques and methods 3.Knowledge of subject- specific techniques and methods - interviewing techniques, scientific method. #3 - The Procedural Knowledge sub-categories which include: 1.Procedural Knowledge 2.Knowledge of subject-specific skills and algorithms 3.Knowledge of subject- specific techniques and methods 3.Knowledge of subject- specific techniques and methods - interviewing techniques, scientific method. Changes to Bloom’s Taxonomy Continued

58. The Knowledge Dimension sub-categories are defined as: #3 - The Procedural Knowledge sub-categories which include: 1.Procedural Knowledge 2.Knowledge of subject-specific skills and algorithms 3.Knowledge of subject-specific techniques and methods 4.Knowledge of criteria for determining when to use appropriate procedures when to apply Newton's second law, when to use a particular method of estimation. 4.Knowledge of criteria for determining when to use appropriate procedures - when to apply Newton's second law, when to use a particular method of estimation. The Knowledge Dimension sub-categories are defined as: #3 - The Procedural Knowledge sub-categories which include: 1.Procedural Knowledge 2.Knowledge of subject-specific skills and algorithms 3.Knowledge of subject-specific techniques and methods 4.Knowledge of criteria for determining when to use appropriate procedures when to apply Newton's second law, when to use a particular method of estimation. 4.Knowledge of criteria for determining when to use appropriate procedures - when to apply Newton's second law, when to use a particular method of estimation. Changes to Bloom’s Taxonomy Continued

59. The Knowledge Dimension sub- categories are defined as: #4 - The Meta-Cognitive Knowledge sub categories which include: 1.Meta-Cognitive Knowledge 1.Meta-Cognitive Knowledge - Knowledge of cognition in general as well as awareness and knowledge of one's own cognition. The Knowledge Dimension sub- categories are defined as: #4 - The Meta-Cognitive Knowledge sub categories which include: 1.Meta-Cognitive Knowledge 1.Meta-Cognitive Knowledge - Knowledge of cognition in general as well as awareness and knowledge of one's own cognition. Changes to Bloom’s Taxonomy Continued

60. #4 - The Meta-Cognitive Knowledge sub categories which include: 1.Meta-Cognitive Knowledge 2.Strategic knowledge 2.Strategic knowledge - outlining as a means of capturing the structure of a unit of subject matter in a textbook. #4 - The Meta-Cognitive Knowledge sub categories which include: 1.Meta-Cognitive Knowledge 2.Strategic knowledge 2.Strategic knowledge - outlining as a means of capturing the structure of a unit of subject matter in a textbook. Changes to Bloom’s Taxonomy Continued

61. 4 - The Meta-Cognitive Knowledge sub categories which include: 1.Meta-Cognitive Knowledge 2.Strategic knowledge 3.Cognitive tasks 3.Cognitive tasks - knowledge of the different types of tests, cognitive demands of different tasks. 4 - The Meta-Cognitive Knowledge sub categories which include: 1.Meta-Cognitive Knowledge 2.Strategic knowledge 3.Cognitive tasks 3.Cognitive tasks - knowledge of the different types of tests, cognitive demands of different tasks. Changes to Bloom’s Taxonomy Continued

62. 4 - The Meta-Cognitive Knowledge sub categories which include: 1.Meta-Cognitive Knowledge 2.Strategic knowledge 3.Cognitive tasks 4.Self-knowledge - 4.Self-knowledge - knowledge that critiquing essays is a personal strength, whereas writing essays is a personal weakness; awareness of one's own knowledge level. 4 - The Meta-Cognitive Knowledge sub categories which include: 1.Meta-Cognitive Knowledge 2.Strategic knowledge 3.Cognitive tasks 4.Self-knowledge - 4.Self-knowledge - knowledge that critiquing essays is a personal strength, whereas writing essays is a personal weakness; awareness of one's own knowledge level. Changes to Bloom’s Taxonomy Continued

63. The six levels of the Cognitive Process Dimension are divided into sub-categories. The Remember sub-categories and examples are: 1. Remember 1. Remember - Retrieve relevant knowledge from long-term memory. The six levels of the Cognitive Process Dimension are divided into sub-categories. The Remember sub-categories and examples are: 1. Remember 1. Remember - Retrieve relevant knowledge from long-term memory. Changes to Bloom’s Taxonomy Continued

64. The Remember sub-categories and examples are: 1.Remember 2.Recognizing 2.Recognizing - Recognize the dates of important events in US history. The Remember sub-categories and examples are: 1.Remember 2.Recognizing 2.Recognizing - Recognize the dates of important events in US history. Changes to Bloom’s Taxonomy Continued

65. The Remember sub-categories and examples are: 1.Remember 2.Recognizing 3.Recalling 3.Recalling - Recall the dates of important events in US history The Remember sub-categories and examples are: 1.Remember 2.Recognizing 3.Recalling 3.Recalling - Recall the dates of important events in US history Changes to Bloom’s Taxonomy Continued

66. The Understand sub-categories and examples are: 1.Understand 1.Understand - Construct meaning from instructional messages, including oral, written, and graphic communication. The Understand sub-categories and examples are: 1.Understand 1.Understand - Construct meaning from instructional messages, including oral, written, and graphic communication. Changes to Bloom’s Taxonomy Continued

67. The Understand sub-categories and examples are: 1.Understand 2.Interpreting 2.Interpreting - Paraphrase important speeches and documents. The Understand sub-categories and examples are: 1.Understand 2.Interpreting 2.Interpreting - Paraphrase important speeches and documents. Changes to Bloom’s Taxonomy Continued

68. The Understand sub-categories and examples are: 1.Understand 2.Interpreting 3.Exemplifying 3.Exemplifying - Give examples of various artistic painting styles. The Understand sub-categories and examples are: 1.Understand 2.Interpreting 3.Exemplifying 3.Exemplifying - Give examples of various artistic painting styles. Changes to Bloom’s Taxonomy Continued

69. The Understand sub-categories and examples are: 1.Understand 2.Interpreting 3.Exemplifying 4.Classifying 4.Classifying - Classify observed or described cases of mental disorders ). The Understand sub-categories and examples are: 1.Understand 2.Interpreting 3.Exemplifying 4.Classifying 4.Classifying - Classify observed or described cases of mental disorders ). Changes to Bloom’s Taxonomy Continued

70. The Understand sub-categories and examples are: 1.Understand 2.Interpreting 3.Exemplifying 4.Classifying 5.Summarizing 5.Summarizing - Write a short summary of the events portrayed on videotapes). The Understand sub-categories and examples are: 1.Understand 2.Interpreting 3.Exemplifying 4.Classifying 5.Summarizing 5.Summarizing - Write a short summary of the events portrayed on videotapes). Changes to Bloom’s Taxonomy Continued

71. The Understand sub-categories and examples are: 1.Understand 2.Interpreting 3.Exemplifying 4.Classifying 5.Summarizing 6.Inferring 6.Inferring - In learning a foreign language, infer grammatical principles from examples) The Understand sub-categories and examples are: 1.Understand 2.Interpreting 3.Exemplifying 4.Classifying 5.Summarizing 6.Inferring 6.Inferring - In learning a foreign language, infer grammatical principles from examples) Changes to Bloom’s Taxonomy Continued

72. The Understand sub-categories and examples are: 1.Understand 2.Interpreting 3.Exemplifying 4.Classifying 5.Summarizing 6.Inferring 7.Comparing 7.Comparing - Compare historical events to contemporary situations) The Understand sub-categories and examples are: 1.Understand 2.Interpreting 3.Exemplifying 4.Classifying 5.Summarizing 6.Inferring 7.Comparing 7.Comparing - Compare historical events to contemporary situations) Changes to Bloom’s Taxonomy Continued

73. The Understand sub-categories and examples are: 1.Understand 2.Interpreting 3.Exemplifying 4.Classifying 5.Summarizing 6.Inferring 7.Comparing 8. Explaining 8. Explaining - Explain the causes of important eighteenth-century events in France The Understand sub-categories and examples are: 1.Understand 2.Interpreting 3.Exemplifying 4.Classifying 5.Summarizing 6.Inferring 7.Comparing 8. Explaining 8. Explaining - Explain the causes of important eighteenth-century events in France Changes to Bloom’s Taxonomy Continued

74. The six levels of the Cognitive Process Dimension are divided into sub- categories. 1 - The Remember sub-categories 2 - The Understand sub-categories #3 - The Apply sub-categories and examples are: 1.Apply 1.Apply - Carry out or use a procedure in a given situation. The six levels of the Cognitive Process Dimension are divided into sub- categories. 1 - The Remember sub-categories 2 - The Understand sub-categories #3 - The Apply sub-categories and examples are: 1.Apply 1.Apply - Carry out or use a procedure in a given situation. Changes to Bloom’s Taxonomy Continued

75. #3 - The Apply sub-categories and examples are: 1.Apply 2.Executing 2.Executing - Divide one whole number by another whole number, both with multiple digits. #3 - The Apply sub-categories and examples are: 1.Apply 2.Executing 2.Executing - Divide one whole number by another whole number, both with multiple digits. Changes to Bloom’s Taxonomy Continued

76. #3 - The Apply sub-categories and examples are: 1.Apply 2.Executing 3.Implementing 3.Implementing - Determine in which situations Newton's second law is appropriate. #3 - The Apply sub-categories and examples are: 1.Apply 2.Executing 3.Implementing 3.Implementing - Determine in which situations Newton's second law is appropriate. Changes to Bloom’s Taxonomy Continued

77. The six levels of the Cognitive Process Dimension are divided into sub- categories. #4 - The Analyze sub-categories and examples are: 1.Analyze 1.Analyze - Break material into constituent parts and determine how parts relate to one another and to an overall structure or purpose The six levels of the Cognitive Process Dimension are divided into sub- categories. #4 - The Analyze sub-categories and examples are: 1.Analyze 1.Analyze - Break material into constituent parts and determine how parts relate to one another and to an overall structure or purpose Changes to Bloom’s Taxonomy Continued

78. #4 - The Analyze sub-categories and examples are: 1.Analyze 2.Differentiating 2.Differentiating - Distinguish between relevant and irrelevant numbers in a mathematical word problem). #4 - The Analyze sub-categories and examples are: 1.Analyze 2.Differentiating 2.Differentiating - Distinguish between relevant and irrelevant numbers in a mathematical word problem). Changes to Bloom’s Taxonomy Continued

79. # 4 - The Analyze sub-categories and examples are: 1.Analyze 2.Differentiating 3.Organizing 3.Organizing - Structure evidence in a historical description into evidence for or against a particular historical explanation # 4 - The Analyze sub-categories and examples are: 1.Analyze 2.Differentiating 3.Organizing 3.Organizing - Structure evidence in a historical description into evidence for or against a particular historical explanation Changes to Bloom’s Taxonomy Continued

80. # 4 - The Analyze sub-categories and examples are: 1.Analyze 2.Differentiating 3.Organizing 4.Attributing 4.Attributing - Determine the point of view of the author of an essay in terms of his or her political perspective # 4 - The Analyze sub-categories and examples are: 1.Analyze 2.Differentiating 3.Organizing 4.Attributing 4.Attributing - Determine the point of view of the author of an essay in terms of his or her political perspective Changes to Bloom’s Taxonomy Continued

81. #5 - The Evaluate sub-categories and examples are: 1.Evaluate 1.Evaluate - Make judgments based on criteria and standards. 2.Checking - determine whether a scientists' conclusions follow from observed data 3.Critiquing 3.Critiquing - Judge which of two methods is the best way to solve a given problem. #5 - The Evaluate sub-categories and examples are: 1.Evaluate 1.Evaluate - Make judgments based on criteria and standards. 2.Checking - determine whether a scientists' conclusions follow from observed data 3.Critiquing 3.Critiquing - Judge which of two methods is the best way to solve a given problem. Changes to Bloom’s Taxonomy Continued

82. The six levels of the Cognitive Process Dimension are divided into sub-categories. # 6 - The Create sub-categories and examples are: 1.Create 1.Create - Put elements together to form a coherent or functional whole; reorganize elements into a new pattern or structure. The six levels of the Cognitive Process Dimension are divided into sub-categories. # 6 - The Create sub-categories and examples are: 1.Create 1.Create - Put elements together to form a coherent or functional whole; reorganize elements into a new pattern or structure. Changes to Bloom’s Taxonomy

83. The six levels of the Cognitive Process Dimension are divided into sub-categories. # 6 - The Create sub-categories and examples are: 1.Create 2.Generating 2.Generating - Generate hypotheses to account for an observed phenomenon. The six levels of the Cognitive Process Dimension are divided into sub-categories. # 6 - The Create sub-categories and examples are: 1.Create 2.Generating 2.Generating - Generate hypotheses to account for an observed phenomenon. Changes to Bloom’s Taxonomy

84. The six levels of the Cognitive Process Dimension are divided into sub-categories. #6 - The Create sub-categories and examples are: 1.Create 2.Generating 3.Planning 3.Planning - Plan a research paper on a given historical topic. The six levels of the Cognitive Process Dimension are divided into sub-categories. #6 - The Create sub-categories and examples are: 1.Create 2.Generating 3.Planning 3.Planning - Plan a research paper on a given historical topic. Changes to Bloom’s Taxonomy

85. The six levels of the Cognitive Process Dimension are divided into sub-categories. #6 - The Create sub-categories and examples are: 1.Create 2.Generating 3.Planning 4.Producing 4.Producing - Build habitats for certain species for certain purposes. The six levels of the Cognitive Process Dimension are divided into sub-categories. #6 - The Create sub-categories and examples are: 1.Create 2.Generating 3.Planning 4.Producing 4.Producing - Build habitats for certain species for certain purposes. Changes to Bloom’s Taxonomy

86. The new version of Bloom’s Taxonomy changes the emphasis in its use. Bloom’s original taxonomy was used by groups never considered as an audience. The new Bloom’s Taxonomy is a more authentic tool for curriculum planning, instruction delivery and assessment of training. The new version of Bloom’s Taxonomy changes the emphasis in its use. Bloom’s original taxonomy was used by groups never considered as an audience. The new Bloom’s Taxonomy is a more authentic tool for curriculum planning, instruction delivery and assessment of training.

87. LIST THE REASONS WHY BLOOM’S TAXONOMY IS IMPORTANT AND EFFECTIVE THE STUDENT WILL BE ABLE TO LIST THE REASONS WHY BLOOM’S TAXONOMY IS IMPORTANT AND EFFECTIVE TO USE IN CLASSROOM INSTRUCTION Learning Objective 7.3

88. Bloom’s Taxonomy Bloom’s Taxonomy and its impact on the learning process has been proven by its continued use by educators. Bloom’s Taxonomy filled a void Bloom’s Taxonomy filled a void and provided educators with one of the first systematic classifications of the processes of thinking and learning. Bloom’s Taxonomy Bloom’s Taxonomy and its impact on the learning process has been proven by its continued use by educators. Bloom’s Taxonomy filled a void Bloom’s Taxonomy filled a void and provided educators with one of the first systematic classifications of the processes of thinking and learning. Importance of Bloom’s Taxonomy

89. The cumulative hierarchical framework requires achievement of the prior skill or ability before the next, more complex, one, remains easy to understand. Out of necessity, teachers must measure their students' ability. The cumulative hierarchical framework requires achievement of the prior skill or ability before the next, more complex, one, remains easy to understand. Out of necessity, teachers must measure their students' ability. Importance of Bloom’s Taxonomy – Cont’d

90. 1. Accurately doing so requires a classification of levels of intellectual behavior important in learning. Bloom's Taxonomy provided the measurement tool for thinking. 2.The Revised Bloom's 2.The Revised Bloom's Taxonomy provides an even more powerful tool to fit today's teachers' needs 1. Accurately doing so requires a classification of levels of intellectual behavior important in learning. Bloom's Taxonomy provided the measurement tool for thinking. 2.The Revised Bloom's 2.The Revised Bloom's Taxonomy provides an even more powerful tool to fit today's teachers' needs

91. The revised Bloom’s Taxonomy meets the needs of today’s classroom. The Revised Bloom’s Taxonomy Table provides a clear, concise visual representation of the alignment between standards and educational goals, objectives, products, and activities. The revised Bloom’s Taxonomy meets the needs of today’s classroom. The Revised Bloom’s Taxonomy Table provides a clear, concise visual representation of the alignment between standards and educational goals, objectives, products, and activities. Importance of Bloom’s Taxonomy

92. Today's teachers - instructors must make tough decisions with clear alignment of educational objectives meeting local, state, and national standards.

93. Practical example of how to use the six levels of the Revised Bloom’s Taxonomy can be applied to the story of Goldilocks and the Three Bears. Importance of Bloom’s Taxonomy – Cont’d

94. Remember: Describe where Goldilocks lived. Understand: Summarize what the Goldilocks story was about. Apply: Construct a theory as to why Goldilocks went into the house. Remember: Describe where Goldilocks lived. Understand: Summarize what the Goldilocks story was about. Apply: Construct a theory as to why Goldilocks went into the house. Importance of Bloom’s Taxonomy

95. Analyze: Differentiate between how Goldilocks reacted and how you would react in each story event. Evaluate: Assess whether or not you think this really happened to Goldilocks. Create: Compose a song, skit, poem, or rap to convey the Goldilocks story in a new form. Analyze: Differentiate between how Goldilocks reacted and how you would react in each story event. Evaluate: Assess whether or not you think this really happened to Goldilocks. Create: Compose a song, skit, poem, or rap to convey the Goldilocks story in a new form.

96. Review

97. What was the central focus of Bloom’s life work? A.Creating a diagram to organize his six levels of thought. B. Improving student learning C. Classifying the affective and psychomotor domains

98. A.It creates common ground for discussions about educational goals and objectives. B.It helps ensure the alignment of objectives with standards and assessments. C.It is sufficient as the only model teachers – instructors need to use to be successful Which of the following is NOT a benefit of Bloom’s Taxonomy?

99. Mrs. Macintosh wants her students to compare and contrast two Native American folktales and the cultures each represents. At which level of thought is Mrs. Macintosh asking her students to work according to Bloom’s Taxonomy? A.Remembering B.Understanding C.Analyzing

100. Mrs. Smith has asked her students to classify the items in a diagram as living or nonliving. At what level of Bloom’s Taxonomy is she having her students think? A. Understanding B. Applying C. Evaluating

101. How has Bloom’s Taxonomy changed from its original version to the revised version? A. New uses, terminology and domain B. New terminology, structure, and emphasis C. New examples, categories, and classifications

102. Students in Mrs. McElveen’s class have been asked to read a research article and summarize it in their own words. At which level of Bloom’s Taxonomy is she asking them to think? A. Understanding B. Remembering C. Applying

103. Mrs. Hodge has asked students to list every possible way to answer the math word problem on the board. Then she asks them to choose the best method for solving the problem and to defend their answers. At which level of Bloom’s Taxonomy is she asking them to think? A. Creating B. Analyzing C. Evaluating

104. Which two dimensions are used in the Taxonomy Table? A. Knowledge and Cognitive Process B. Meta-cognitive process and understanding C. Knowledge and classification

105. 1.Place the events of the story in chronological order. 2.Write a new ending for the story. 3.Choose one of the story’s characters as a “best friend” and justify your choice. 4.On what date did this story begin? Mrs. Andrews assigned the following tasks as part of a reading lesson. Place them in order of their location on the revised Bloom’s Taxonomy from lowest to highest. a. 1,2,3,4 b. 4,1,3,2 c. 4,1,2,3 d. 1,4,3,2

106. Which of the following statements describes how the revised Bloom’s Taxonomy differs from the original? A. It uses verbs instead of nouns B. Creating has replaced Evaluation as the highest level. C. The Taxonomy is two- dimensional D. All the above

107. Mr. Jones knows that the new Bloom’s Taxonomy Table can help him write better lesson objectives. He wants to write one that will require his students to apply the factual knowledge they have learned. According to the table, what verb might he use in an assignment that will accomplish this? a. Describeb. Summarize c. Assessd. Classify

108. The original Bloom group met for the purpose of helping A.University professors who wanted to classify objectives, experiences, processes and evaluation questions B.Classroom teachers who had been criticized by education experts for focusing on low level student tasks C. Business trainers who wanted their employees to be more imaginative

109. QUESTIONS PENNY FOR YOUR THOUGHTS