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BLOOM’S TAXONOMY
Jamaica C. Olazohttps://www.facebook.com/ja.maica.393
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• comes from the Greek word “taxis=arrangements” and “nomos=science”
• Science of arrangements• means 'a set of classification principles', or
'structure', and • Domain simply means 'category'.
TAXONOMY
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- was a Jewish-American educational psychologist.
Contributions:1. Classification of Educational
Objectives 2. Theory of Mastery-Learning
(Feb. 1913 – Sep. 1999)
Who is BENJAMIN BLOOM?
BENJAMIN SAMUEL BLOOM
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COGNITIVE DOMAIN
KnowledgeComprehension
ApplicationAnalysis
SynthesisEvaluation
PSYCHOMOTOR DOMAIN
AFFECTIVE DOMAIN
Reflex Movements
Basic Fundamental Movements
Perceptual Abilities
Physical Abilities
Skilled Movements
Non-Discursive Movements
ReceivingResponding
ValuingOrganization
Characterization
Attitude and emotions domain
Physical tasks such asthe manipulating of objects
Development of critical thinking skills
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THREE DOMAINS OF LEARNING
Cognitive Domain (Knowing/Head)
• Mental Skills (KNOWLEDGE)
Psychomotor Domain (Doing/Hands)
• Manual or physical skills (SKILLS)
Affective Domain (Feeling/Heart)
• Growth in feelings or emotional areas (ATTITUDE)
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Lower-order Thinking Skills
to
Higher-order Thinking Skills
Evolved function, High complexity
Basic function, Low complexity
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Bloom’s Taxonomy of Objectives in the Cognitive Domain
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
The Cognitive Domain
1956
Lower-orderThinking Skills
Higher-orderThinking Skills
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Bloom’s Taxonomy of Objectives in the Cognitive Domain
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
The Cognitive Domain
1956
Lower-orderThinking Skills
Higher-orderThinking Skills
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Bloom’s Taxonomy of Objectives in the Cognitive Domain
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
The Cognitive Domain
2001(Revised)
Lower-orderThinking Skills
Higher-orderThinking Skills
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High Order Thinking Skills
Low Order Thinking Skills
ORIGINAL TAXONOMY (1956) ---> REVISED TAXONOMY (2001)
• Knowledge• Comprehension• Analysis• Application• Synthesis• Evaluation
Remember (I know) Understand (I comprehend) Apply (I can use it) Analyze (I can be logical) Evaluate (I can judge) Create ( I can plan)Jamaica C. Olazo || https://www.facebook.com/ja.maica.393
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• REMEMBERING- Recall previous learned information.
- Recalling relevant knowledge from long term memory.
- Rote learning or memorization.
Bloom’s Revised TaxonomyREMEMBERING
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• UNDERSTANDING- Comprehending the meaning,
translation, interpolation, and interpretation of instructions and problems. State a problem in one's own words.- Construct meaning and explain.
Bloom’s Revised TaxonomyUNDERSTANDING
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• APPLYING- Use a concept in a new situation or
unprompted use of abstraction. - applies what was learned in the classroom into novel situations.- abstract ideas into practical situations
Bloom’s Revised TaxonomyAPPLYING
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• ANALYZING- Breaking the concept into parts and
understand how each part is related to one another.
- Illustrate relationships to one another.
Bloom’s Revised TaxonomyANALYZING
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• EVALUATING- Making judgments based on a set of
guidelines and the value of ideas or materials.- Judge, criticize and assess information
using what you know to make decisions and support your views.
Bloom’s Revised TaxonomyEVALUATING
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• CREATING- Builds a structure or pattern from
diverse elements. Put parts together to form a whole, with emphasis on creating a new meaning or structure.- Putting information together in an
innovative way.
Bloom’s Revised TaxonomyCREATING
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Cognitive Domain: REMEMBER
APPROPRIATE VERBSChoose, describe, define, identify, label, list, locate, match, memorize, name, omit, recite, recognize, select, state, underline
I know
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PRODUCTSChart, model, worksheet, draw a map, picture, demonstrate, graphs
Cognitive Domain: REMEMBERI know
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MODEL QUESTIONS• Who? Where? Which
One? What? How?• What is the best one?
Why? How much? When?
• What does it mean?
INSTRUCTIONAL STRATEGIES
• Highlighting• Rehearsal• Memorizing• Mnemonics
Cognitive Domain: REMEMBERI know
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APPROPRIATE VERBSClassify, defend, communicate, demonstrate, distinguish, explain, express extend, give example, illustrate, indicate, interrelate, report, interpret, infer, judge, match, paraphrase, represent, restate, rewrite, select, interpret
Cognitive Domain: UNDERSTAND
I comprehend
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PRODUCTSChart, model, making a film strip, worksheet, draw a map, picture, demonstrate, timeline, diorama, game, report, diagram
Cognitive Domain: UNDERSTAND
I comprehend
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MODEL QUESTIONS• State in your own words.
Which are facts?• What does this mean? Is
this the same as. . .? Give an example.
• Select the best definition.• State in one word . . .
Explain what is happening.
INSTRUCTIONAL STRATEGIES
• Key examples• Emphasize
connections• Elaborate concepts• Summarize
Cognitive Domain: UNDERSTAND
I comprehend
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Cognitive Domain: APPLY
APPROPRIATE VERBS
Apply, choose, practice, solve, illustrate, conduct, classify, employ, dramatize, explain, generalize, judge, organize, paint, prepare, produce, select, show, sketch, solve, use, construct, investigate, restructure, manipulate
I can use it
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PRODUCTSSurvey, diary, scrapbook, photograph, cartoon, learning center, illustration, construction, sculpture
Cognitive Domain: APPLYI can use it
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MODEL QUESTIONS• Predict what would happen if…
Choose the best statements that apply…
• Judge the effects…• What would result…• Tell what would happen…• Tell how, when, where, why
Tell how much change there would be…
• Identify the results of…
INSTRUCTIONAL STRATEGIES
• Modeling• Cognitive apprenticeships
“Mindful” practice – NOT just a “routine” practice
• Part and whole sequencing
• Authentic situations “Coached” practice Case studies Simulations Algorithms
Cognitive Domain: APPLYI can use it
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Cognitive Domain: ANALYZE
APPROPRIATE VERBS• Analyze, categorize, classify,
compare, differentiate, question, distinguish, identify,
• Infer, point out, select, subdivide, survey, contrast, categorize, debate, examine, deduce
I can be logical
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PRODUCTSGraph, survey, family tree, timeline, questionnaire, commercial, diagram, chart, report, fact file
Cognitive Domain: ANALYZEI can be logical
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MODEL QUESTIONS• What is the function of . . .?
What's fact? Opinion? What assumptions. . .?
• What statement is relevant? What motive is there?
• Related to, extraneous to, not applicable.
• What conclusions?• What does the author believe?
What does the author assume? • Make a distinction.
INSTRUCTIONAL STRATEGIES
• Models of thinking• Challenging assumptions• Retrospective analysis• Reflection through
journaling Debates• Discussions and other
collaborating learning activities Decision-making situations
Cognitive Domain: ANALYZEI can be logical
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Cognitive Domain: EVALUATE
APPROPRIATE VERBS
• Appraise, judge, criticize, defend, estimate, compare, measure, verify, justify, select, decide, choose, recommend, assess, critique, revise, validate, standardize, argue, rate, measure
I can judge
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PRODUCTSSelf evaluation, survey, editorial, experiment, panel evaluation, recommendation, conclusion, court trial, essay, letter
Cognitive Domain: EVALUATEI can judge
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MODEL QUESTIONS• What fallacies,
consistencies, inconsistencies appear?
• Which is more important, moral, better, logical, valid, appropriate?
• Find the errors.
INSTRUCTIONAL STRATEGIES
• Challenging assumptions
• Journaling• Debates• Discussions and other
collaborating learning activities Decision-making situations
Cognitive Domain: EVALUATEI can judge
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Cognitive Domain: CREATE
APPROPRIATE VERBS• Choose, combine, compose, construct, create, design,
manage, develop, do, improve, formulate, hypothesize, invent, make up, originate, organize, plan, imagine, produce, role play, tell
I can plan
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PRODUCTSStory, poem, play, radio show, puppet show, news article, invention, dance, mural, comic strip, recipe, pantomime, travelogue
Cognitive Domain: CREATEI can plan
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MODEL QUESTIONS
• How would you test…? • Propose an alternative.• Solve the following.• How else would you...?• State a rule.
INSTRUCTIONAL STRATEGIES
• Modeling• Challenging assumptions
Reflection through journaling Debates
• Discussions and other• collaborating learning
activities• Design• Decision-making situations
Cognitive Domain: CREATEI can plan
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HOW CAN WE DEVELOP THE HABIT OF ASKING HIGHER-
ORDER QUESTIONS?
1. Avoid literal-level questions in favor of those requiring higher-order thinking.
2. Use questions requiring higher-order thinking.Higher-order questions are important for modeling
different ways students can:- Interpret- Apply- Evaluate- Reflect on what they are learning
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HOW CAN WE DEVELOP THE HABIT OF ASKING HIGHER-
ORDER QUESTIONS?
3. Classify questions according to the kinds of thinking required for students to respond.– Use of Bloom’s Taxonomy of Thinking– Questions classified as knowledge or comprehension
should be avoided– Teachers should make sure their questions can be
classified as APPLICATION, ANALYSIS, SYNTHESIS and/or EVALUATION.
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HOW CAN WE DEVELOP THE HABIT OF ASKING HIGHER-
ORDER QUESTIONS?
4. Use verbs associated with higher-order thinking tasks.- Verbs representing cognitive tasks in Bloom’s Taxonomy
5. Consider the learning products associated with higher-order thinking tasks.- Task Oriented Question Construction Wheel
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EFFECTIVE QUESTIONING TECHNIQUES
1. Pose the question first before asking a student to respond.2. Allow plenty of “think time” by waiting at least 7-10 seconds before expecting the student to respond.
-help students adjust to an extended wait time
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EFFECTIVE QUESTIONING TECHNIQUES
3. Give all students the opportunity to respond rather than relying on volunteers.
a. Create a system to help you keep track of who you call on
b. Allow your student to “pass” when he’s not ready to respond
c. Give him another opportunity later
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EFFECTIVE QUESTIONING TECHNIQUES
4. Hold students accountable by expecting, requiring, and facilitating their participation and contributions.a. Never answer your own questions.b. Do NOT accept “I don’t know” for an answer.c. Offer hints or suggestions to guide students.d. Offer two or more options and let the student
choose one
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EFFECTIVE QUESTIONING TECHNIQUES
5. Establish a safe atmosphere for risk taking by guiding students.a. Always “dignify” incorrect responses by saying
something positive about students.b. Build confidence and trust when students make
mistakes.c. Admit your own mistakes and “think aloud”
examples of a reflection.
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