bloom’s taxonomy presentation by : kesang tshering presentation by : kesang tshering

Bloom’s TaxonomyBloom’s Taxonomy

Presentation by : Kesang Tshering

Presentation by : Kesang Tshering

Outline of my presentationOutline of my presentation

What is Bloom’s Taxonomy? Revised Bloom’s Taxonomy. Categories of Bloom’s Taxonomy. Summary of Bloom’s Taxonomy. Sample questions on 3D shapes with Bloom’s

revised taxonomy Sample questions on ‘Model of travel’. Why prepare blue print?

What is Bloom’s Taxonomy? Revised Bloom’s Taxonomy. Categories of Bloom’s Taxonomy. Summary of Bloom’s Taxonomy. Sample questions on 3D shapes with Bloom’s

revised taxonomy Sample questions on ‘Model of travel’. Why prepare blue print?

What is Bloom’s Taxonomy?

What is Bloom’s Taxonomy?

In 1956,Benjamin Bloom headed a group of educational psychologists who developed a classification of levels of intellectual behaviour important in learning. They have classified the level of thinking into six categories. This classification of level of cognitive is name as Bloom’s Taxonomy.

Bloom identified six levels with the cognitive domain from simple recall (Lowest level) to evaluation (Highest level).

In 1956,Benjamin Bloom headed a group of educational psychologists who developed a classification of levels of intellectual behaviour important in learning. They have classified the level of thinking into six categories. This classification of level of cognitive is name as Bloom’s Taxonomy.

Bloom identified six levels with the cognitive domain from simple recall (Lowest level) to evaluation (Highest level).

Revised levels of Bloom’s taxonomy

Revised levels of Bloom’s taxonomy

Categories of Bloom’s taxonomyCategories of Bloom’s taxonomy

1. Remembering (Knowledge) It deals with the recall of previously learnt material

ranging from specific facts (dates, time, place, name..) to complete theories and principles.

2. Understanding (Comprehension): It includes the ability to understand what is learnt in

the form of translating materials from one form to another (e.g paraphrasing), interpreting materials ( e.g summarizing or explaining), or extrapolating ( extending from what is given)

1. Remembering (Knowledge) It deals with the recall of previously learnt material

ranging from specific facts (dates, time, place, name..) to complete theories and principles.

2. Understanding (Comprehension): It includes the ability to understand what is learnt in

the form of translating materials from one form to another (e.g paraphrasing), interpreting materials ( e.g summarizing or explaining), or extrapolating ( extending from what is given)

3. Application: It refers to the ability to apply the acquired skills to

new situations. It ranges from the application of the specific formula to the application of theories and principles.

4. Analysis It is defined by the ability of analyzing a whole into

meaningful components. The content in this level include the analysis of elements, relationships or organized principles.

3. Application: It refers to the ability to apply the acquired skills to

new situations. It ranges from the application of the specific formula to the application of theories and principles.

4. Analysis It is defined by the ability of analyzing a whole into

meaningful components. The content in this level include the analysis of elements, relationships or organized principles.

5. Evaluating: It deals with the ability to judge the value of certain

information. This category concerns with the ability of evaluating information material by applying certain specified criteria (e.g. checking for internal consistency, external validity, etc.)

6. Creating (Synthesis): It refers to the ability of integrating parts into a meaningful

whole. This level may involve the synthesis of ideas into a theme or speech, a plan for action or blue print, or set of abstract relations.

5. Evaluating: It deals with the ability to judge the value of certain

information. This category concerns with the ability of evaluating information material by applying certain specified criteria (e.g. checking for internal consistency, external validity, etc.)

6. Creating (Synthesis): It refers to the ability of integrating parts into a meaningful

whole. This level may involve the synthesis of ideas into a theme or speech, a plan for action or blue print, or set of abstract relations.

Summary of Bloom’s taxonomySummary of Bloom’s taxonomy

1. Remembering: a) Skill Demonstrated: Observation & recall of information, knowledge of dates,

events & places, knowledge of major ideas, mastery of subject matter

b) Questions Cues: List, define, tell, describe, identify, show, label, collect,

examine, tabulate, quote, name, who, when, where, etc

1. Remembering: a) Skill Demonstrated: Observation & recall of information, knowledge of dates,

events & places, knowledge of major ideas, mastery of subject matter

b) Questions Cues: List, define, tell, describe, identify, show, label, collect,

examine, tabulate, quote, name, who, when, where, etc


2. Understanding : a) Skill Demonstrated: Explaining ideas or concepts, grasp meaning, interpret

facts, summarize, paraphrase & classify .

b) Questions Cues: Summarize, interpret, predict, inferring, contrast,

paraphrasing, explaining, etc

2. Understanding : a) Skill Demonstrated: Explaining ideas or concepts, grasp meaning, interpret

facts, summarize, paraphrase & classify .

b) Questions Cues: Summarize, interpret, predict, inferring, contrast,

paraphrasing, explaining, etc


3) Applying: a) Skill Demonstrated: Use information, use methods, concepts, the

theories in new situations, solve problem using required skills & knowledge

b) Question cues: Apply, demonstrate, calculate, complete, show,

illustrate, solve, examine, modify, relate, change, classify, experiment, discover

3) Applying: a) Skill Demonstrated: Use information, use methods, concepts, the

theories in new situations, solve problem using required skills & knowledge

b) Question cues: Apply, demonstrate, calculate, complete, show,

illustrate, solve, examine, modify, relate, change, classify, experiment, discover


4). Analyzing:

a) Skill Demonstrated: Seeing patterns, organization of parts, recognition

of hidden meanings, identification of components

b) Questions Cues: Analyze, separate, order, explain, connect, classify,

arrange, divide, compare, select, explain & infer

4). Analyzing:

a) Skill Demonstrated: Seeing patterns, organization of parts, recognition

of hidden meanings, identification of components

b) Questions Cues: Analyze, separate, order, explain, connect, classify,

arrange, divide, compare, select, explain & infer


5). Evaluating:

a) Skill Demonstrated: Compare & discriminate between ideas, assess value of

theories, presentations, make choices based on reasoned argument, verify value of evidence, recognize subjectivit

b) Questions Cues: Assess, decide, rank, grade, test, measure, recommend,

convince, select, judge, explain, discriminate

5). Evaluating:

a) Skill Demonstrated: Compare & discriminate between ideas, assess value of

theories, presentations, make choices based on reasoned argument, verify value of evidence, recognize subjectivit

b) Questions Cues: Assess, decide, rank, grade, test, measure, recommend,

convince, select, judge, explain, discriminate


6). Creating:

a) Skill Demonstrated: Use old ideas to create new ones, generalize from given

facts, relate knowledge from several areas, predict, draw conclusion

b) Questions Cues: Combine, integrate, modify, rearrange, substitute, plan,

create, design, invent, what if?, compose, formulate, prepare, generalize. rewrite

6). Creating:

a) Skill Demonstrated: Use old ideas to create new ones, generalize from given

facts, relate knowledge from several areas, predict, draw conclusion

b) Questions Cues: Combine, integrate, modify, rearrange, substitute, plan,

create, design, invent, what if?, compose, formulate, prepare, generalize. rewrite

3D shapes with Bloom’s revised taxonomy


1. Remembering List the attributes of your shapes.2. Understanding Find items that you can use to show the shape.

3. Applying Draw a diagram or take a photograph of the shape.

4. Analyzing Identify where the shape is found in the classroom and

School

1. Remembering List the attributes of your shapes.2. Understanding Find items that you can use to show the shape.

3. Applying Draw a diagram or take a photograph of the shape.

4. Analyzing Identify where the shape is found in the classroom and

School



5. Evaluating Tell why your shape is found in the classroom & school

6. Creating Create an item that includes all or part of your shape.

Draw and level your design .

5. Evaluating Tell why your shape is found in the classroom & school

6. Creating Create an item that includes all or part of your shape.

Draw and level your design .

Mode of travelMode of travel

1. Remembering & Understanding List how many ways you can travel. Label the parts of a car. Name all the ways that you can travel on land,

sea and air. Find a magazine picture of different ways to

travel and make a chart showing different ways to travel.

1. Remembering & Understanding List how many ways you can travel. Label the parts of a car. Name all the ways that you can travel on land,

sea and air. Find a magazine picture of different ways to

travel and make a chart showing different ways to travel.


2. Applying Construct a model of a truck. Make a scrap about the history of travel. Make a paper model of a car. Prepare questions for a true or false game on

transport facts.

2. Applying Construct a model of a truck. Make a scrap about the history of travel. Make a paper model of a car. Prepare questions for a true or false game on

transport facts.


3. Analysis Which job require transport as part of their job. Predict the danger of riding skateboard. Compare the job of a pilot to that of a truck driver. Compare the transport in the olden days to

present day. Survey the types of transport that go past by your

school. Then find a way of displaying your resuly.

3. Analysis Which job require transport as part of their job. Predict the danger of riding skateboard. Compare the job of a pilot to that of a truck driver. Compare the transport in the olden days to

present day. Survey the types of transport that go past by your


Mode of travelMode of travel 4. Evaluation Write advantages and disadvantages of horse travel

as compared to air travel. Suggest ways of improving travel to and from school. What changes would you make to road rules to

improve road safety? People riding should always give preference to the

pedestrians to cross the road. Justify this statement. Survey the types of transport that go past by your


4. Evaluation Write advantages and disadvantages of horse travel

as compared to air travel. Suggest ways of improving travel to and from school. What changes would you make to road rules to

improve road safety? People riding should always give preference to the

pedestrians to cross the road. Justify this statement. Survey the types of transport that go past by your



5. Creating Invent a vehicle. Draw or construct it after careful

planning. Write an advertisement to sell an old van. It can

be funny or serious. Imagine that you got a chance to go to space.

What things would you take? Predict what sort of travel will be there in 20

years time. Discuss it. Write about it and present to the class.

5. Creating Invent a vehicle. Draw or construct it after careful

planning. Write an advertisement to sell an old van. It can

be funny or serious. Imagine that you got a chance to go to space.

What things would you take? Predict what sort of travel will be there in 20

years time. Discuss it. Write about it and present to the class.

For the fair assessment of students

performance. Set balanced question paper that would take

care of all types of learners; high achievers and low achievers.

For the fair assessment of students

performance. Set balanced question paper that would take

care of all types of learners; high achievers and low achievers.

Why Prepare Blue Print?Why Prepare Blue Print?

Sl. No.

Chapters Weight. Weight. Re. Und. App. Ana. Eva. Cre. No .of Item

1 Force 3 3 1.a) (1)

3.b) (1)

5. a) (2)

4. b) (1)

7. c) (1)

5

2 Work 4 3

3 Machines 4 2

4 Pressure 3 2

5 Arc. Principle

6 4

6 Refra. Of Light

4 3

TOT 40% 60% 5 10 15 15 10 5

Three Dimensions of The Quality Teaching Model

Three Dimensions of The Quality Teaching Model

Intellectual quality refers to pedagogy focused on producing deep understanding of important, substantive concepts, skills and ideas.

Quality learning environment refers to pedagogy that creates classrooms where students and teachers work productively in an environment clearly focused on learning.

Significance: refers to pedagogy that helps make learning meaningful and important to students.

Intellectual quality refers to pedagogy focused on producing deep understanding of important, substantive concepts, skills and ideas.

Quality learning environment refers to pedagogy that creates classrooms where students and teachers work productively in an environment clearly focused on learning.

Significance: refers to pedagogy that helps make learning meaningful and important to students.

Thank YouThank You

Ka Den Che!Ka Den Che!

bloom’s taxonomy presentation by : kesang tshering presentation by : kesang tshering

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