Bloom’s TaxonomyErica Abangan EDU 560

• It is a list of learning objectives that help teachers take a more holistic approach to teaching

• Bloom, along with a group of educational psychologists identified three domains which aid in helping students learn• Cognitive Domain (mental skills)• Affective Domain (growth in feelings or emotions)• Psychomotor Domain (manual or physical skills)

•What is Bloom’s Taxonomy?

• Involves knowledge and the development of intellectual skills

• Includes the recall of specific facts, procedural patterns and concepts that help students develop their intellectual skills and abilities

• There are 6 major categories within this domain.

• Bloom's Wheel

•COGNITIVE DOMAIN

•Using Bloom’s Taxonomy gives classroom teachers a list of action verbs to help teachers establish objectives of lessons•Differentiated Instruction

•EDUCATIONAL USEFULNESSWhere do we use Bloom’s Taxonomy in the classroom?

• Bloom divided useful verbs into 6 categories.

• All the verbs in a group invoke a specific kind of thinking skill needed to complete an assignment.

• The level of thinking you want from a student in an assignment is based on the level from which you select the verb to use.

Where do we use Bloom’s Taxonomy in the classroom?•EDUCATIONAL USEFULNESS

• This thinking skill tells you that a student can recall or recognize information, concepts, and ideas in the approximate form in which they were learned.

• ACTION VERBS• Define, fill in the blank, identify, label, list, locate,

match, memorize, name, recall, spell, state, tell, underline

Use these verbs to ask a student to recall informationKnowledge

• This thinking skill tells you that a student can grasp and interpret prior learning.

• ACTION VERBS• Convert, describe, explain, interpret, paraphrase,

put in order, restate, retell in your own words, rewrite, summarize, trace, translate

Use these verbs to ask a student to show understanding•Comprehension

• This thinking skill tells you that a student can transfer selected information to a life problem or a new task with a minimum of direction

• ACTION VERBS• Apply, compute, conclude, construct, demonstrate,

determine, draw, find out, give an example, illustrate, make, operate, show, solve, state a rule or principle, use

Use these verbs to ask a student to use learning in a new situation

•Application

• This thinking skill tells you that a student can examine, take apart, classify, predict and draw conclusions.

• ACTION VERBS• Analyze, categorize, classify, compare, contrast,

debate, deduct, determine the factors, diagnose, diagram, differentiate, dissect, distinguish, examine, infer, specify

Use these verbs to ask a student to show that he or she can see parts and relationships

•Analysis

• This thinking skill tells you that student can originate, combine, and integrate parts of prior knowledge into a product, plan, or proposal that is new

• ACTION VERBS• Change, combine, compose, construct, create

design, find an unusual way, formulate, generate, invent, originate, plan, predict, pretend, produce, rearrange, reconstruct, reorganize, revise, suggest, suppose, visualize, write

Use these verbs to ask a student to take parts of information to create an original whole

•Synthesis

• This thinking skill tells you that a student can appraise, assess, or criticize on the basis of specific standards and criteria

• ACTION VERBS• Appraise, choose, compare, conclude, decide,

defend, evaluate, give your opinion, judge, justify, prioritize, rank, rate, select, support, value

Use these verbs to ask a student to make a judgment based on criteria

•Evaluation

•Resources

• http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm

• http://en.wikipedia.org/wiki/Bloom's_Taxonomy• http://web.uct.ac.za/projects/cbe/mcqman/mcqappc.html• The New Teacher’s Complete Sourcebook by Paula Naegle• The First Days of School by Harry Wong