Revisiting_Revised-Blooms-Taxonomy.pptx
- 1. Revisiting REVISED BLOOMS TAXONOMY LARINA M. COLOBONG Education Program Supervisor
- 2. Outline Revisiting the Bloom’s Taxonomy (Original and Revised) Investigate the Revised Taxonomy New terms New emphasis Explore each of the six levels Sample questions in each taxonomic level ( Multiple Choice)
- 3. 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. 1
- 8. 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 ANALYSING Breaking information into parts to explore understandings and relationships Comparing, organising, deconstructing, interrogating, finding
- 9. 1 BLOOM’S REVISED TAXONOMY APPLYING Using information in another familiar situation, Implementing, carrying out, using executing UNDERSTANDING Explaining ideas or concepts,Interpreting, summarising, paraphrasing, classifying, explaining REMEMBERING Recalling information Recognising, listing, describing, retrieving, naming, finding
- 10. Remembering The learner is able to recall, restate and remember learned information. –Recognising –Listing –Describing –Identifying –Retrieving –Naming –Locating –Finding
- 11. Remembering cont’ • List • Memorise • 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
- 12. Classroom Roles for Remembering Teacher roles •Directs •Tells •Shows •Examines •Questions •Evaluates Student roles •Responds •Absorbs •Remembers •Recognizes •Memorizes •Defines •Describes •Retells •Passive recipient
- 13. Remembering: Potential Activities and Products • Make a story map showing the main events of the story. • Make a time line of your typical day. • Make a concept map of the topic. • Write a list of keywords you know about…. • What characters were in the story? • Make a chart showing… • Make an acrostic poem about… • Recite a poem you have learnt.
- 14. UNDERSTANDING The learner grasps the meaning of information by interpreting and translating what has been learned. –Interpreting –Exemplifying –Summarising –Inferring –Paraphrasing –Classifying –Comparing –Explaining
- 15. UNDERSTANDING cont’ • Restate • Identify • Discuss • Retell • Research • Annotate • Translate • Give examples of • Paraphrase • Reorganise • Associate • Describe • Report • Recognise • 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
- 16. Classroom Roles for UNDERSTANDING Teacher Roles •Demonstrates •Listens •Questions •Compares •Contrasts •Examines Student Roles •Explains •Describes •Outlines •Restates •Translates •Demonstrates •Interprets •Active participant
- 17. UNDERSTANDING: Potential Activities and Products • Write in your own words… • Cut out, or draw pictures to illustrate a particular event in the story. • Report to the class… • Illustrate what you think the main idea may have been. • Make a cartoon strip showing the sequence of events in the story. • Write and perform a play based on the story. • Write a brief outline to explain this story to someone else • Explain why the character solved the problem in this particular way • Write a summary report of the event. • Prepare a flow chart to illustrate the sequence of events. • Make a colouring book. • Paraphrase this chapter in the book. • Retell in your own words. • Outline the main points.
- 18. 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?
- 19. APPLYINGcont’ • Translate • Manipulate • Exhibit • Illustrate • Calculate • Interpret • Make • Practice • Apply • Operate • Interview • Paint • Change • Compute • Sequence • Show • Solve • Collect • Demonstrate • Dramatise • 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
- 20. Classroom Roles for APPLYING Teacher roles • Shows • Facilitates • Observes • Evaluates • Organises • Questions Student roles •Solves problems •Demonstrates use of knowledge •Calculates •Compiles •Completes •Illustrates •Constructs •Active recipient
- 21. APPLYING: Potential Activities and Products • CONSTRUCT A MODEL TO DEMONSTRATE HOW IT LOOKS OR WORKS • PRACTICE A PLAY AND PERFORM IT FOR THE CLASS • MAKE A DIORAMA TO ILLUSTRATE AN EVENT • WRITE A DIARY ENTRY • MAKE A SCRAPBOOK ABOUT THE AREA OF STUDY. • PREPARE INVITATIONS FOR A CHARACTER’S BIRTHDAY PARTY • MAKE A TOPOGRAPHIC MAP • TAKE AND DISPLAY A COLLECTION OF PHOTOGRAPHS ON A PARTICULAR TOPIC. • MAKE UP A PUZZLE OR A GAME ABOUT THE TOPIC. • WRITE AN EXPLANATION ABOUT THIS TOPIC FOR OTHERS. • DRESS A DOLL IN NATIONAL COSTUME. • MAKE A CLAY MODEL… • PAINT A MURAL USING THE SAME MATERIALS. • CONTINUE THE STORY…
- 22. ANALYZING The learner breaks learned information into its parts to best understand that information. –Comparing –Organising –Deconstructing –Attributing –Outlining –Finding –Structuring –Integrating Can you break information into parts to explore understandings and relationships?
- 23. Analysing 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
- 24. Classroom Roles for ANALYZING Teacher Roles • Probes • Guides • Observes • Evaluates • Acts As A Resource • Questions • Organises • Dissects Student roles • Discusses • Uncovers • Argues • Debates • Thinks deeply • Tests • Examines • Questions • Calculates • Investigates • Inquires • Active participant
- 25. ANALYZING: Potential Activities and Products • Use a Venn Diagram to show how two topics are the same and different • Design a questionnaire to gather information. • Survey classmates to find out what they think about a particular topic. Analyse the results. • Make a flow chart to show the critical stages. • Classify the actions of the characters in the book • Create a sociogram from the narrative • Construct a graph to illustrate selected information. • Make a family tree showing relationships. • Devise a roleplay about the study area. • Write a biography of a person studied. • Prepare a report about the area of study. • Conduct an investigation to produce information to support a view. • Review a work of art in terms of form, colour and texture. • Draw a graph • Complete a Decision Making Matrix to help you decide which breakfast cereal to purchase
- 26. Evaluating The learner makes decisions based on in-depth reflection, criticism and assessment. –Checking –Hypothesising –Critiquing –Experimenting –Judging –Testing –Detecting –Monitoring Can you justify a decision or course of action?
- 27. EVALUATING cont’ • Judge • Rate • Validate • Predict • Assess • Score • Revise • Infer • Determine • Prioritise • Tell why • Compare • Evaluate • Defend • Select • Measure • Choose • Conclude • Deduce • Debate • Justify • Recommend • Discriminate • Appraise • Value • Probe • Argue • Decide • Criticise • 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
- 28. Classroom Roles for EVALUATING Teacher roles • Clarifies • Accepts • Guides Student roles • Judges • Disputes • Compares • Critiques • Questions • Argues • Assesses • Decides • Selects • Justifies • Active participant
- 29. EVALUATING: Potential Activities and Products • Write a letter to the editor • Prepare and conduct a debate • Prepare a list of criteria to judge… • Write a persuasive speech arguing for/against… • Make a booklet about five rules you see as important. Convince others. • Form a panel to discuss viewpoints on…. • Write a letter to. ..advising on changes needed. • Write a half-yearly report. • Prepare a case to present your view about... • Complete a PMI on… • Evaluate the character’s actions in the story
- 30. 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?
- 31. CREATING cont’ • Compose • Assemble • Organize • Invent • Compile • Forecast • Devise • Propose • Construct • Plan • Prepare • Develop • Originate • Imagine • 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
- 32. Classroom Roles for CREATING Teacher roles •Facilitates •Extends •Reflects •Analyses •Evaluates Student roles •Designs •Formulates •Plans •Takes risks •Modifies •Creates •Proposes •Active participant
- 33. CREATING: Potential Activities and Products • Use the SCAMPER strategy to invent a new type of sports shoe • Invent a machine to do a specific task. • Design a robot to do your homework. • 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 new monetary system • Develop a menu for a new restaurant using a variety of healthy foods • Design a record, book or magazine cover for... • Sell an idea • Devise a way to... • Make up a new language and use it in an example • Write a jingle to advertise a new product.
- 35. 1 Remembering In the area of physical science, which one of the following definitions describes the term “polarization”? A.The separation of electric charges by friction. B. The ionization of atoms by high temperatures. C. The interference of sound waves in a closed chamber. D. The excitation of electrons by high-frequency light. E. The vibration of transverse waves in a single plane.
- 36. 1 Remembering
- 37. 1 Comprehending Which one of the following describes what takes place in the so-called PREPARATION stage of the creative process, as applied to the solution of a particular problem? A. The problem is identified and defined. B. All available information about the problem is collected. C. An attempt is made to see if the proposed solution to the problem is acceptable. D. The person goes through some experience leading to a general idea of how the problem can be solved.
- 38. 1 Applying: Mrs. H has had little energy to care for her young children or her house since her husband died a few months ago. She has no income and little food. The protective service agency has become involved since her children were left unsupervised. What is the FIRST goal to work toward in implementing a treatment plan for Mrs. H? A. Help her grieve her husband’s death B. Get a volunteer parent aid to help with parenting skills C. Help her get AFDC and food stamps D. Refer her for medication for depression
- 39. 1 Applying:
- 40. 1 Analysing 4. Read carefully through the paragraph below, and decide which of the options A-D is correct. “The basic premise of pragmatism is that questions posed by speculative metaphysical propositions can often be answered by determining what the practical consequences of the acceptance of a particular metaphysical proposition are in this life. Practical consequences are taken as the criterion for assessing the relevance of all statements or ideas about truth, norm, and hope.”
- 41. Analyzing Cont’ A. The word “acceptance” should be replaced by “rejection.” B. The word “often” should be replaced by “only.” C. The word “speculative” should be replaced by hypothetical.” D. The word “criterion” should be replaced by “measure.” This question requires prior knowledge of and understanding about the concept of pragmatism.
- 42. 1 Evaluating Judge the sentence in italics according to the criteria given below: “The United States took part in the Gulf War against Iraq BECAUSE of the lack of civil liberties imposed on the Kurds by Saddam Hussein’s regime.” A. The assertion and the reason are both correct, and the reason is valid. B. The assertion and the reason are both correct, but the reason is invalid. C. The assertion is correct but the reason is incorrect. D. The assertion is incorrect but the reason is correct. E. Both the assertion and the reason are incorrect.
- 43. 1 Evaluating
- 44. 1 CREATING
- 45. 1 CREATING Develop a menu for a new restaurant using a variety of healthy foods indicated below Spinach Fish Lettuce Horse raddish Mushrooms Squash Cucumber Beef String beans carrots Tomatoes Pork ribs Chicken Wings Eggs Swamp cabbage
- 46. Level Test
- 47. 1 1. Suppose you are given two clay balls of equal size and shape. The two clay balls also weigh the same. One ball is flattened into a pancake-shaped piece. Which of these statements is correct? A.The pancake-shaped piece weighs more than the ball B. The two pieces still weigh the same C.The ball weighs more than the pancake-shaped piece 2. because A. the flattened piece covers a larger area. B. the ball pushes down more on one spot. C. when something is flattened it loses weight. D. clay has not been added or taken away. E. when something is flattened it gains weight. Comprehension
- 49. 1 APPLICATION Based on the table, which choice gives the correct percentages of purines in yeast DNA? A.17.1% and 18.7% B.17.1% and 32.9 % C.17.7% and 31.3% D.31.3% and 32.9%
- 50. 2 EVALUATION
- 51. 3 COMPREHENSION The termination process is MOST often associated with: a. Evaluating goals and accomplishments b. Implementing a plan of action c. Setting limits d. Developing a contract
- 53. 4 CREATING Design a complete one week meal plan for a diabetic person,taking note on the appropriate amount per food item selected, given the table above
- 54. 4 References: Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom's Taxonomy of educational outcomes: Complete edition, New York : Longman. https://www.slideshare.net/candyvdv/revised-blooms-taxonomy-ppt https://www.utica.edu/academic/Assessment/new/Bloom%20tx%20revised%20combined.pdf http://cmsmediaspot.wiki.hempfieldsd.org/file/view/4teachbloomcirc.gif/177908523/4teachbloomcirc.gif
Editor's Notes
- #4: The names of six major categories were changed from noun to verb forms. As the taxonomy reflects different forms of thinking and thinking is an active process verbs were more accurate. The subcategories of the six major categories were also replaced by verbs Some subcategories were reorganised. The knowledge category was renamed. Knowledge is a product of thinking and was inappropriate to describe a category of thinking and was replaced with the word remembering instead. Comprehension became understanding and synthesis was renamed creating in order to better reflect the nature of the thinking described by each category.
- #6: The names of six major categories were changed from noun to verb forms. As the taxonomy reflects different forms of thinking and thinking is an active process verbs were more accurate. The subcategories of the six major categories were also replaced by verbs Some subcategories were reorganised. The knowledge category was renamed. Knowledge is a product of thinking and was inappropriate to describe a category of thinking and was replaced with the word remembering instead. Comprehension became understanding and synthesis was renamed creating in order to better reflect the nature of the thinking described by each category.
- #13: Can you recall information?
- #17: Can you explain ideas or concepts?
- #36: (S) Substitute, (C) Combine, (A) Adapt, (M) Modify, (P) Put to another use, (E) Eliminate and (R) Reverse.
- #38: Simple recall of the correct definition of polarization is required.
- #39: Simple recall of the correct definition of polarization is required.
- #40: The knowledge of the five stages of the creative process must be recalled (knowledge), and the student is tested for an understanding (comprehension) of the meaning of each term, in this case, “preparation.”
- #41: This question tests for the application of previously acquired knowledge (the various memory systems).
- #42: This question tests for the application of previously acquired knowledge (the various memory systems).
- #44: The student is tested on his/her ability to analyze whether a word fits with the accepted definition of pragmatism.
- #45: A knowledge and understanding of Middle East politics are assumed. The student is tested in the ability to evaluate between cause and effect in the sentence in terms of predefined criteria.
- #46: A knowledge and understanding of Middle East politics are assumed. The student is tested in the ability to evaluate between cause and effect in the sentence in terms of predefined criteria.
- #47: synthesis: these questions ask you to draw conclusions and make connections between 2 related passages or between passages and informational graphics.
- #48: synthesis: these questions ask you to draw conclusions and make connections between 2 related passages or between passages and informational graphics.