1. Presented by Denise Tarlinton Pupil Free Day Monday 14 July, 2003

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

3. Overview Bloom’s Taxonomy and higher-order thinking Investigate the Revised Taxonomy –New terms –New emphasis Explore each of the six levels See how questioning plays an important role within the framework (oral language) Use the taxonomy to plan a unit Begin planning a unit with a SMART Blooms Planning Matrix Present your unit to the group

4. Bloom’s Revised Taxonomy 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 1990s- Lorin Anderson (former student of Bloom) revisited the taxonomy As a result, a number of changes were made (Pohl, 2000, Learning to Think, Thinking to Learn, pp. 7-8)

5. 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)

6. Creating Evaluating Analysing Applying Understanding Remembering BLOOM’S REVISED TAXONOMY Creating Generating new ideas, products, or ways of viewing things Design, construct, produce, invent, assemble, develop, publish, construct, formulate, and generate Evaluating Justifying a decision or course of action Hypothesize, critique, judge, reflect, select, justify, detect, defend, support, and argue Analysing Breaking information into parts to explore understandings and relationships Compare/contrast, appraise, differentiate, discriminate, attribute, criticize, distinguish, explain, experiment, and examine Applying Using information in another familiar situation Implement, execute, demonstrate, employ, interpret, solve, dramatize, illustrate, edit, and predict Understanding Explaining ideas or concepts Summarize, paraphrase, classify, explain, describe, discuss, translate, compare, infer, and exemplify Remembering Recalling information Define, list, retrieve, recall, reproduce, duplicate, memorize, repeat, state and locate

7. A turtle makes progress when it sticks its neck out. ( Anon )

8. What will happen in this workshop? We will focus on one level of the New Bloom’s Taxonomy each month. We will discuss a reading strategy that would be useful at that level. You will work with your team to develop activities related to your unit that incorporate that thinking level. You will present your unit to the faculty at the end of the workshop.

9. Subject Areas Elect a chairperson, secretary, and a timekeeper Determine teams for unit development Document teams and turn-in to chair 10 minutes

10. What do I need to do? Post the posters in your room as soon as possible. Don’t stop what you are already doing, but try to begin incorporating these verbs into your lessons, directions, assignments, EQs, objectives, assessments, etc. Meet with your team before our meeting on October 7 to decide on a unit that you wish to develop over the course of the workshop. Bring a printed text that you would use with your students to introduce this unit (Chapter from text, article, etc.)