Upload
nhil-cabillon-quieta
View
227
Download
0
Embed Size (px)
Citation preview
8/9/2019 Blooms Revised.printing
1/25
8/9/2019 Blooms Revised.printing
2/25
The mind is not a vessel to
be filled, but a fire to be
ignited.
(Plutarch)
8/9/2019 Blooms Revised.printing
3/25
Overview
Blooms Taxonomy and higher-order thinking Investigate the Revised Taxonomy
New terms
New emphasis Explore each of the six levels
Use the taxonomy to constrct a test
8/9/2019 Blooms Revised.printing
4/25
Blooms Revised
Taxonom Taxonomy of !ognitive "#$ectives
%&'(s- developed #y Ben$amin Bloom
)eans of expressing *alitatively different kinds of thinking
Been adapted for classroom se as a planning tool
!ontines to #e one of the most niversally applied models
+rovides a way to organise thinking skills into six levels,
from the most #asic to the more complex levels of thinking
%&&(s- orin .nderson /former stdent of Bloom0 revisitedthe taxonomy
.s a reslt, a nm#er of changes were made(Pohl, 2000, !earning to Thin", Thin"ing to !earn, ##. $%&)
8/9/2019 Blooms Revised.printing
5/25
Original Terms 'ew Terms
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowlede
Creatin
Evaluatin
Analysin
Applyin
!nderstandin
"emem#erin
($ased on Pohl, 2000, !earning to Thin", Thin"ing to !earn, #. &%
8/9/2019 Blooms Revised.printing
6/25
B!OO R*+*- T/O'O0
1reating1reating
2enerating new ideas, #roducts, or was of viewing things
-esigning, constructing, #lanning, #roducing, inventing.
*valuating*valuating
3ustifing a decision or course of action
1hec"ing, h#othesising, criti4uing, ex#erimenting, 5udging
nalsingnalsing
Brea"ing information into #arts to ex#lore understandings and relationshi#s
1om#aring, organising, deconstructing, interrogating, finding
##ling##ling
6sing information in another familiar situation
m#lementing, carring out, using, executing
6nderstanding6nderstanding
*x#laining ideas or conce#ts
nter#reting, summarising, #ara#hrasing, classifing, ex#laining
RememberingRemembering
Recalling informationRecognising, listing, describing, retrieving, naming, finding
8/9/2019 Blooms Revised.printing
7/25
Remembering
&he learner is a#le to recall, restate and remem#erlearned in'ormation "econi)in
*istin
+escri#in
denti'yin
"etrievin
-amin
*ocatin
.indin
Can you recall in'ormation/
8/9/2019 Blooms Revised.printing
8/25
Remembering 7 8e 9ords Cite Choose +e'ine +istinuish .ind ive e1ample roup
Know *a#el *isten *ist *ocate atch emori)e -ame 3mit 3utline 4uote
"ecall or
reconition o'
speci'ic
in'ormation
"ead "ecall "ecite "ecord "elate
"epeat "eproduce "eview Select Spell
Show Sort !nderline 5rite
6ow 5hat
5hen 5here 5hich 5ho
5hy
8/9/2019 Blooms Revised.printing
9/25
:uestions for Remembering
5hat happened a'ter/ 6ow many/
5hat is/
5ho was it that/
Can you name /
.ind the meanin o'7
+escri#e what happened a'ter7
5ho spo8e to/ 5hich is true or 'alse/
(Pohl, !earning to Thin", Thin"ing to !earn, p 92%
8/9/2019 Blooms Revised.printing
10/25
6nderstanding
&he learner rasps the meanin o' in'ormation #yinterpretin and translatin what has #een learned
nterpretin
E1empli'yin
Summari)in
n'errin
Paraphrasin
Classi'yin
Comparin
E1plainin
Can you e1plain ideas or concepts/
8/9/2019 Blooms Revised.printing
11/25
6nderstanding 7 8e 9ords Account for
Annotate
Associate
Classify
Compare
Contrast
Dene
Demonstrate Describe
Discuss
Estimate
Explain
Extend Give main idea
!nderstandin
o' iven
in'ormation
Identify
IllustrateInfer
Interpret
Observe
Outline
Paraphrase
Reconi!e
Relate
Rephrase
Reorani!e
Report
Retell
Research
Restate
Revie"
#ummari!e
$ranslate
8/9/2019 Blooms Revised.printing
12/25
8/9/2019 Blooms Revised.printing
13/25
8/9/2019 Blooms Revised.printing
14/25
8/9/2019 Blooms Revised.printing
15/25
:uestions for ##ling
+o you 8now o' another instance where7/
Can you roup #y characteristics such as7/
5hich 'actors would you chane i'7/
5hat :uestions would you as8 o'7/
.rom the in'ormation iven, can you develop
a set o' instructions a#out7/
(Pohl, !earning to Thin", Thin"ing to !earn, p 9;%
8/9/2019 Blooms Revised.printing
16/25
nal;ing&he learner #rea8s learned in'ormation into its parts to #est
understand that in'ormation Comparin
3ranisin
"econstructin
Attri#utin
3utlinin
.indin
Structurin
nteratin
Can you #rea8 in'ormation into parts to e1plore understandins
and relationships/
8/9/2019 Blooms Revised.printing
17/25
nal;ing 7 8e 9ords
Analy)e Appraise Arrane Assume Cateori)e +etect +iaram
+issect +iscriminate +istinuish Calculate
Cateori)e
Classi'y
Compare conclude
Contrast Critici)e +e#ate
$rea8in
in'ormation down
into its component
elements
+iscover +issect +istinuish E1amine E1periment roup .unction
n'er n:uire nspect nvestiate *ist otive 3rder
Pro#e 4uestion "elate "esearch Se:uence
Si't Survey
&a8e part in &est 'or &heme
8/9/2019 Blooms Revised.printing
18/25
:uestion for nal;ing
5hich events could not have happened/
' happened, what miht the endin have #een/
6ow issimilar to/
5hat do you see as other possi#le outcomes/
5hy didchanes occur/
Can you e1plain what must have happened when/
5hat are some or the pro#lems o'/
Can you distinuish #etween/
5hat were some o' the motives #ehind/ 5hat was the turnin point/
5hat was the pro#lem with/(Pohl, !earning to Thin", Thin"ing to !earn, p 9;%
8/9/2019 Blooms Revised.printing
19/25
*valuating
&he learner ma8es decisions #ased on in
8/9/2019 Blooms Revised.printing
20/25
*valuating 7 8e 9ords Aree
Appraise Arue Assess Award Choose Compare
Conclude Critici)e +e#ate +ecide +educe +e'end +etermine +iscriminate +isprove +ispute
=udin the value o'
ideas, materials and
methods #y developin
and applyin standards
and criteria
Estimate Evaluate n'er mportance n'luence
nterpret =ude =usti'y ar8 easure 3pinion
Perceive ?alidate Predict Prioriti)e Prove
"an8 "ate "ecommend "e>ect
"evise "ule on Select Score &ell why Select value
8/9/2019 Blooms Revised.printing
21/25
:uestions for *valuating s there a #etter solution to/
=ude the value o' 5hat do you thin8 a#out/
Can you de'end your position a#out/
+o you thin8is a ood or #ad thin/
6ow would you have handled/
5hat chanes to would you recommend/
+o you #elieve/ 6ow would you 'eel i' / 6ow e''ective are /
5hat are the conse:uences/
5hat in'luence willhave on our lives/
5hat are the pros and cons o'/
5hy is o' value/
5hat are the alternatives/
5ho will ain @ who will loose/
(Pohl, !earning to Thin", Thin"ing to !earn, p 9%
8/9/2019 Blooms Revised.printing
22/25
1reating
&he learner creates new ideas and in'ormation usin
what has #een previously learned +esinin
Constructin
Plannin
Producin
nventin
+evisin
a8in
Can you enerate new products, ideas, or ways o'viewin thins/
8/9/2019 Blooms Revised.printing
23/25
1reating 7 8e 9ords
Act
Adapt Assem#le $lend $uild Chane Choose Com#ine Compile Compose Construct Create
+esin +evelop +evise +iscuss
Puttin toether ideas
or elements to develop
a oriinal idea or
enae in creative
thin8in
Ela#orate Estimate .orecast .orecast .ormulate
enerate maine mprove nvent a8e up inimi)e
a1imi)e odi'y 3rani)e 3riinate
8/9/2019 Blooms Revised.printing
24/25
:uestions for 1reating
Can you desin ato/ Can you see a possi#le solution to/
' you had access to all resources, how would you deal
with/
5hy donBt you devise your own way to/
5hat would happen i' /
6ow many ways can you/
Can you create new and unusual uses 'or/
Can you develop a proposal which would/
(Pohl, !earning to Thin", Thin"ing to !earn, p 9%
8/9/2019 Blooms Revised.printing
25/25