Blooms taxonomy in prose
- 1. BLOOMS TEXONOMY IN PROSE BY NADIA JAFFERY
- 5. HOT
- 6. Why Higher Level Thinking is Important In addition to content (the what of student’s learning and achievement) we also need to be concerned with student’s thinking skills or mental processes( the how in learning). Thinking provides the software for the mind. Higher level thinking allows student’s memory to be used effectively. Develop reasoning skill
- 7. Blooms Taxonomy in Teaching Prose • HIS First Flight Liam o’Flaherty
- 8. ELEMENTS OF A STORY Characters The people & their relationships Setting Location & time Style Writing techniques Theme Main or recurrent idea (could also be a lesson to learn) Plot/ story line Actions and events Elements of a story Elements of a story
- 10. Level Attribute s Keywords Questions 1: Knowledge Exhibits previously learned material by recalling facts, terms, basic concepts and answers. who, what, why, when, omit, where, which, choose, find, how, define, label, show, spell, list, match, name, relate, tell, recall, selec What is …? How is …? Where is ...? When did _______ happen? How did ______ happen? How would you explain ...? Why did ...? How would you describe ...? When did ...? Can you recall ...? How would you
- 11. Level Level Attributes Keywords Questions 2: Comprehension Demonstrating understanding of facts and ideas by organizing, comparing, translating, interpreting, giving descriptions and stating main ideas. compare, contrast, demonstrate, interpret, explain, extend, illustrate, infer, outline, relate, rephrase, translate, summarize, show, classify How would you classify the type of ...? How would you compare ...? contrast ...? Will you state or interpret in your own words ...? How would you rephrase the meaning ...? What facts or ideas show ...? What is the main idea of ...? Which statements support ...?
- 12. His first Flight Liam O’Flaherty Remembering (Knowledge) • Why was the young seagull still on the ledge? • How log had the young seagull been sitting on the ledge by himself ? • What are the parents teaching the young seagull who were flying ?
- 13. Understanding (Comprehension) • How would you rephrase the meaning“A monstrous terror seized him and his heart stood still”? • How would you interpret the feelings of young seagull in your own words
- 14. Level Attributes Keywords Questions 4: Analysis Examining and breaking information into parts by identifying motives or causes; making inferences and finding evidence to support generalizations. analyze, categorize, classify, compare, contrast, discover, dissect, divide, examine, inspect, simplify, survey, take part in, test for, distinguish, list, distinction, theme, relationships, function, motive, inference, assumption, conclusion What are the parts or features of ...? How is _______ related to ...? Why do you think ...? What is the theme ...? What motive is there ...? Can you list the parts ...? What inference can you make ...? What conclusions can you draw ...? How would you classify ...? How would you categorize ...?
- 15. ANALYSIS (Analyzing) • What is the turning point(climax) of the story? • How would you categorize the development of story? ? ? ? ? ?
- 16. Level Level Attributes Keywords Questions 3: Application Solving problems by applying acquired knowledge, facts, techniques and rules in a different way. apply, build, choose, construct, develop, interview, make use of, organize, experiment with, plan, select, solve, utilize, model, identify How would you use ...? What examples can you find to ...? How would you solve _______ using what you have learned ...? How would you organize _______ to show ...? How would you show your understanding of ...? What approach would you use to ...? How would you apply what you learned to develop ...? What other way would you plan to ...? What would result if ...? Can you make use of the facts to ...?
- 17. Application (Applying) • Can you think of an other way the family could have encouraged the young seagull to fly? • The events in this story occur in an order. Plot a time line of the events in the story. The first event and the last event are given below. Young seagull left on cliff--------- Praised by family …………
- 18. Level Attributes Keywords Questions 6: Evaluation Presenting and defending opinions by making judgments about information, validity of ideas or quality of work based on a set of criteria. award, choose, conclude, criticize, decide, defend, determine, dispute, evaluate, judge, justify, measure, compare, mark, rate, recommend, rule on, select, agree, interpret, explain, appraise, prioritize, opinion, ,support, importance, criteria, prove, disprove, assess, influence, perceive,
- 19. EVALUATION (EVALUATING) • Do you think it was cruel of mother’s seagull to tempt the young seagull with fish ? Give reasons to support your answer. • Can you think of another way the family could have encouraged the young seagull?
- 20. Level Level Attributes Keywords Questions 5: Synthesis Compiling information together in a different way by combining elements in a new pattern or proposing alternative solutions. build, choose, combine, compile, compose, construct, create, design, develop, estimate, formulate, imagine, invent, make up, originate, plan, predict, propose, solve, solution, suppose, discuss, modify, change, original, improve, adapt, minimize, maximize, delete, theorize, elaborate, What changes would you make to solve ...? How would you improve ...? What would happen if ...? Can you elaborate on the reason ...? Can you propose an alternative ...? Can you invent ...? How would you adapt ________ to create a different ...? How could you
- 21. SYNTHESIS (CREATING) • What changes would you make to sole seagull’s problem? • Can you propose an alternative way to a different ending?
- 23. “The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires.” – William Arthur Ward and “The average teacher explains complexity; the gifted teacher reveals simplicity.” Robert Brault