Understanding Bloom’s Understanding Bloom’s TaxonomyTaxonomy

Antwuan Stinson, Ed.D.Antwuan Stinson, Ed.D.http://www.slideshare.net/castanlucy/blohttp://www.slideshare.net/castanlucy/blooms-taxonomy-457128?from=share_emoms-taxonomy-457128?from=share_email_logout3ail_logout3

Howard GardnerHoward GardnerMultiple IntelligencesMultiple Intelligences

Verbal/LinguisticVerbal/Linguistic– Report, interview, listen to tape, read applicationReport, interview, listen to tape, read application

Musical/RhythmicMusical/Rhythmic– Compose a song, listen to music, write a poem, Compose a song, listen to music, write a poem,

make a cheer, connect learning to musicmake a cheer, connect learning to music NaturalistNaturalist

– Conduct experiment, categorize, look for ideas Conduct experiment, categorize, look for ideas in nature, investigatein nature, investigate

Bodily/KinestheticBodily/Kinesthetic– Role-play, construct a modelRole-play, construct a model

Multiple Intelligences (cont.)Multiple Intelligences (cont.)

InterpersonalInterpersonal– Work in a group to dialogue and solve problems, Work in a group to dialogue and solve problems,

class debates, peed mentoringclass debates, peed mentoring Logical/mathematicsLogical/mathematics

– Create a pattern, analyze a situation, interpret Create a pattern, analyze a situation, interpret evidence, critical thinking skillsevidence, critical thinking skills

Visual/SpatialVisual/Spatial– Draw a picture or poster, create a diagramDraw a picture or poster, create a diagram

IntrapersonalIntrapersonal– Think about a plan, write in a journal, connect the Think about a plan, write in a journal, connect the

new with the old, student-centered and ownershipnew with the old, student-centered and ownership

RememberingRemembering

The learner is able to recall, restate and remember The learner is able to recall, restate and remember learned informationlearned information

Recognizing Recognizing ListingListing DescribingDescribing IdentifyingIdentifying RetrievingRetrieving NamingNaming LocatingLocating FindingFindinghttp://www.slideshare.net/castanlucy/blooms-taxonohttp://www.slideshare.net/castanlucy/blooms-taxonomy-457128?from=share_email_logout3my-457128?from=share_email_logout3

Remember cont’Remember cont’ ListList MemorizeMemorize RelateRelate ShowShow LocateLocate DistinguishDistinguish Give exampleGive example ReproduceReproduce QuoteQuote RepeatRepeat LabelLabel RecallRecall KnowKnow GroupGroup ReadRead WriteWrite OutlineOutline

ListenListen GroupGroup ChooseChoose ReciteRecite ReviewReview RecordRecord MatchMatch SelectSelect UnderlineUnderline CiteCite SortSort

Classroom roles for RememberingClassroom roles for Remembering

Teacher rolesTeacher roles DirectsDirects TellsTells ShowsShows ExaminesExamines QuestionsQuestions EvaluatesEvaluates

Student rolesStudent roles RespondsResponds AbsorbsAbsorbs RemembersRemembers RecognizesRecognizes MemorizesMemorizes DefinesDefines DescribesDescribes RetellsRetells Passive recipientPassive recipient

Remembering: Potential Activities Remembering: Potential Activities and Productsand Products

Make a story map showing the main Make a story map showing the main events of the storyevents of the story

Make a time-line of your typical dayMake a time-line of your typical day Write a list of keywords you know about…Write a list of keywords you know about… What characters were in the story?What characters were in the story? Make a chart showing…Make a chart showing… Make an acrostic poem about…Make an acrostic poem about… Recite a poem you have learned.Recite a poem you have learned.

UnderstandingUnderstanding

The learner grasps the meaning of information by The learner grasps the meaning of information by interpreting and translating what has beeninterpreting and translating what has been

− InterpretingInterpreting− ExemplifyingExemplifying− SummarizingSummarizing− Inferring Inferring − ParaphrasingParaphrasing− ClassifyingClassifying− ComparingComparing− ExplainingExplainingCan you explain ideas or concepts?Can you explain ideas or concepts?

Understanding cont’Understanding cont’ RestateRestate IdentifyIdentify DiscussDiscuss RetellRetell ResearchResearch AnnotateAnnotate TranslateTranslate Give examplesGive examples ParaphraseParaphrase ReorganizeReorganize AssociateAssociate

DescribeDescribe ReportReport RecognizeRecognize ReviewReview ObserveObserve OutlineOutline Account forAccount for InterpretInterpret Give the main ideaGive the main idea EstimateEstimate DefineDefine

Classroom Roles for UnderstandingClassroom Roles for Understanding

Teacher rolesTeacher roles DemonstratesDemonstrates ListensListens QuestionsQuestions ComparesCompares ContrastsContrasts ExaminesExamines

Student rolesStudent roles ExplainsExplains DescribesDescribes OutlinesOutlines RestatesRestates TranslatesTranslates DemonstratesDemonstrates InterpretsInterprets Active ParticipantActive Participant

Understanding: Potential ActivitiesUnderstanding: Potential Activities

Write in your own words…Write in your own words… Cut out, or draw pictures to illustrate a particular event in Cut out, or draw pictures to illustrate a particular event in

the story.the story. Report to the class…Report to the class… Illustrate what you think the main idea may have been.Illustrate what you think the main idea may have been. Make a cartoon strip showing the sequence of events in the Make a cartoon strip showing the sequence of events in the

story.story. Write and perform a play based on the story.Write and perform a play based on the story. Write a brief summary outline to explain this story to Write a brief summary outline to explain this story to

someone else.someone else. Explain why the character solved the problem in this Explain why the character solved the problem in this

particular way.particular way. Prepare a flow chart to illustrate the sequence of events.Prepare a flow chart to illustrate the sequence of events. Retell in your own words.Retell in your own words. Outline the main points.Outline the main points.

ApplyingApplying

The learner makes use of the The learner makes use of the information in a context different information in a context different from the one in which it was learned.from the one in which it was learned.

ImplementingImplementing Carrying outCarrying out UsingUsing ExecutingExecuting

Applying cont’Applying cont’ TranslateTranslate ManipulateManipulate ExhibitExhibit IllustrateIllustrate CalculateCalculate InterpretInterpret MakeMake PracticePractice ApplyApply OperateOperate InterviewInterview

PaintPaint ChangeChange ComputeCompute SequenceSequence ShowShow SolveSolve CollectCollect DemonstrateDemonstrate DramatizeDramatize ConstructConstruct UseUse AdaptAdapt DrawDraw

Classroom Roles for ApplyingClassroom Roles for Applying

Teacher rolesTeacher roles ShowsShows FacilitatesFacilitates ObservesObserves EvaluatesEvaluates OrganizesOrganizes QuestionsQuestions

Student rolesStudent roles Solves problemsSolves problems Demonstrates use of Demonstrates use of

knowledgeknowledge CalculatesCalculates CompilesCompiles CompletesCompletes IllustratesIllustrates ConstructsConstructs Active recipientActive recipient

Applying: Potential ActivitiesApplying: Potential Activities Construct a model to demonstrate how it looks or worksConstruct a model to demonstrate how it looks or works Practice a play and perform it for the classPractice a play and perform it for the class Make a diagram to illustrate an eventMake a diagram to illustrate an event Write a diary entry or blogWrite a diary entry or blog Make a scrapbook about the area of studyMake a scrapbook about the area of study Prepare invitations for a character’s birthday partyPrepare invitations for a character’s birthday party Make a topographic mapMake a topographic map Take and display a collection of photographs on a particular Take and display a collection of photographs on a particular

topictopic Make a puzzle or a game about the topicMake a puzzle or a game about the topic Write an explanation about this topic for othersWrite an explanation about this topic for others Make a clay modelMake a clay model Continue the story…Continue the story…

AnalyzingAnalyzing

The learner breaks learned information into is parts The learner breaks learned information into is parts to best understand that information.to best understand that information.

− ComparingComparing− OrganizingOrganizing− DeconstructingDeconstructing− AttributingAttributing− OutliningOutlining− FindingFinding− StructuringStructuring− IntergratingIntergrating

Analyzing cont’Analyzing cont’ DistinguishDistinguish QuestionQuestion AppraiseAppraise ExperimentExperiment InspectInspect ExamineExamine ProbeProbe SeparateSeparate InquireInquire ArrangeArrange InvestigateInvestigate SiftSift ResearchResearch CalculateCalculate CriticizeCriticize

CompareCompare ContrastContrast SurveySurvey DetectDetect DetectDetect GroupGroup OrderOrder SequenceSequence TestTest DebateDebate AnalyzeAnalyze DiagramDiagram RelateRelate DissectDissect CategorizeCategorize DiscriminateDiscriminate

Classroom Roles for AnalyzingClassroom Roles for Analyzing

Teacher rolesTeacher roles ProbesProbes GuidesGuides ObservesObserves EvaluatesEvaluates Acts as a resourceActs as a resource QuestionsQuestions OrganizesOrganizes DissectsDissects

Student rolesStudent roles DiscussesDiscusses UncoversUncovers ArguesArgues Thinks deeplyThinks deeply TestsTests ExaminesExamines QuestionsQuestions CalculatesCalculates InvestigatesInvestigates InquiresInquires Active participantActive participant

Analyzing: Potential ActivitiesAnalyzing: Potential Activities Use a Venn Diagram to show how two topics are the same Use a Venn Diagram to show how two topics are the same

and differentand different Design a questionnaire to gather informationDesign a questionnaire to gather information Make a flow chart to show the critical stagesMake a flow chart to show the critical stages Classify the actions of the characters in the bookClassify the actions of the characters in the book Create a sociogram from the narrativeCreate a sociogram from the narrative Construct a graph to illustrate selected informationConstruct a graph to illustrate selected information Make a family tree showing relationshipsMake a family tree showing relationships Devise a roleplay about the study areaDevise a roleplay about the study area Write a biography of a person studiedWrite a biography of a person studied Conduct an investigation to support a viewConduct an investigation to support a view Draw a graphDraw a graph

EvaluatingEvaluating

The learner makes decisions based on in-The learner makes decisions based on in-depth reflection, criticism, and assessmentdepth reflection, criticism, and assessment

CheckingChecking HypothesizingHypothesizing CritiquingCritiquing ExperimentingExperimenting JudgingJudging TestingTesting DetectingDetecting MonitoringMonitoring

CreatingCreating

The learner creates new ideas and The learner creates new ideas and information using what has been information using what has been previously learned.previously learned.

− DesigningDesigning− ConstructingConstructing− PlanningPlanning− ProducingProducing− InventingInventing− DevisingDevising− MakingMaking

Creating cont’Creating cont’− ComposeCompose− AssembleAssemble− OrganizeOrganize− InventInvent− CompileCompile− ForecastForecast− DeviseDevise− ProposePropose− ConstructConstruct− PlanPlan− PreparePrepare− DevelopDevelop− OriginateOriginate− ImagineImagine− GenerateGenerate

FormulateFormulate ImproveImprove ActAct Predict\ProducePredict\Produce BlendBlend Set upSet up DeviseDevise ConcoctConcoct CompileCompile

Classroom Roles for CreatingClassroom Roles for Creating

Teacher rolesTeacher roles FacilitatesFacilitates ExtendsExtends ReflectsReflects AnalyzesAnalyzes EvaluatesEvaluates

Student rolesStudent roles DesignsDesigns FormulatesFormulates PlansPlans Takes risksTakes risks ModifiesModifies Creates Creates ProposesProposes Active participantActive participant

Creating: Potential ActivitiesCreating: Potential Activities

Invent a machine to do a specific taskInvent a machine to do a specific task Design a robot to do your homeworkDesign a robot to do your homework Design a monetary systemDesign a monetary system Develop a menu for a new restaurant Develop a menu for a new restaurant

using a variety of healthy foodusing a variety of healthy food Design a record, book, or magazine cover, Design a record, book, or magazine cover,

company…company… Sell an ideaSell an idea Write a jingle to advertise a new productWrite a jingle to advertise a new product

Evaluating cont’Evaluating cont’ JudgeJudge RateRate ValidateValidate PredictPredict AssessAssess ScoreScore ReviseRevise InferInfer DetermineDetermine PrioritizePrioritize Tell whyTell why CompareCompare EvaluateEvaluate DefendDefend Select Select MeasureMeasure

ChooseChoose ConcludeConclude DeduceDeduce DebateDebate JustifyJustify RecommendRecommend DiscriminateDiscriminate AppraiseAppraise ValueValue ProbeProbe ArgueArgue DecideDecide CriticizeCriticize RankRank RejectReject

Classroom Roles for EvaluatingClassroom Roles for Evaluating

Teacher rolesTeacher roles ClarifiesClarifies AcceptsAccepts GuidesGuides

Student rolesStudent roles JudgesJudges DisputesDisputes ComparesCompares CritiquesCritiques QuestionsQuestions ArguesArgues AssessesAssesses DecidesDecides SelectsSelects JustifiesJustifies Active ParticipantActive Participant

Evaluating: Potential ActivitiesEvaluating: Potential Activities Write a letter to the editorWrite a letter to the editor Prepare and conduct a debatePrepare and conduct a debate Prepare a list of criteria to judge…Prepare a list of criteria to judge… Write a persuasive speech arguing for/against…Write a persuasive speech arguing for/against… Make a booklet about five rules you see as Make a booklet about five rules you see as

important to convince othersimportant to convince others Form a panel to discuss viewpoints on…Form a panel to discuss viewpoints on… Write a letter to…..advising on changes needed.Write a letter to…..advising on changes needed. Prepare a case to present your view about…Prepare a case to present your view about… Evaluate the character’s actions in the storyEvaluate the character’s actions in the story

Blooming QuestionsBlooming Questions Questioning should be used purposefully to Questioning should be used purposefully to

achieve well-defined goalsachieve well-defined goals Bloom’s Taxonomy is a classification of thinking Bloom’s Taxonomy is a classification of thinking

organized by level of complexity. It gives organized by level of complexity. It gives teachers and students an opportunity to learn teachers and students an opportunity to learn and practice a range of thinking and provides a and practice a range of thinking and provides a simple structure for many different kinds of simple structure for many different kinds of questions and thinkingquestions and thinking

The taxonomy involves all categories of questions The taxonomy involves all categories of questions and thinkingand thinking

Typically a teacher would vary the level of Typically a teacher would vary the level of question within a single lessonquestion within a single lesson

Lower and Higher-Order QuestionsLower and Higher-Order Questions

Lower level questions are those at the Lower level questions are those at the level remembering, understanding and level remembering, understanding and lower level application levels of the lower level application levels of the taxonomytaxonomy

Usually questions at the lower levels are Usually questions at the lower levels are appropriate for:appropriate for:– Evaluating students’ preparation and Evaluating students’ preparation and

comprehensioncomprehension– Diagnosing students’ strengths and Diagnosing students’ strengths and

weaknessesweaknesses– Reviewing and/or summarizing contentReviewing and/or summarizing content

Higher level questions are those requiring Higher level questions are those requiring complex application, analysis, evaluation complex application, analysis, evaluation or creation skillsor creation skills

Questions at higher levels of the taxonomy Questions at higher levels of the taxonomy are usually most appropriate for:are usually most appropriate for:– Encouraging students to think more deeply and Encouraging students to think more deeply and

criticallycritically– Problem solvingProblem solving– Encouraging discussionsEncouraging discussions– Stimulating students to seek information on Stimulating students to seek information on

their owntheir own

Lower and Higher-Order QuestionsLower and Higher-Order Questions

Questions for RememberingQuestions for Remembering

What happened after….?What happened after….? How many…?How many…? What is…?What is…? Who was it that…?Who was it that…? Can you name…?Can you name…? Find the definition of…?Find the definition of…? Describe what happened after…?Describe what happened after…? Who spoke to…?Who spoke to…? Which is true or false…?Which is true or false…?

Questions for UnderstandingQuestions for Understanding Can you explain why…?Can you explain why…? Can you write in your own words…?Can you write in your own words…? How would you explain…?How would you explain…? Can you write a brief outline…?Can you write a brief outline…? What do you think could have What do you think could have

happened…?happened…? Who do you think…?Who do you think…? What was the main idea…?What was the main idea…? Can you clarify…?Can you clarify…? Can you illustrate…?Can you illustrate…?

Questions for ApplyingQuestions for Applying

Do you know of another instance Do you know of another instance where…?where…?

Can you group by characteristics Can you group by characteristics such as…?such as…?

Which factors would you change if…?Which factors would you change if…? What questions would you ask of…?What questions would you ask of…? From the information given, can you From the information given, can you

develop a set of instructions about…?develop a set of instructions about…?

Questions for AnalyzingQuestions for Analyzing Which events could not have happened?Which events could not have happened? If…happened, what might the ending have been?If…happened, what might the ending have been? How is…similar to…?How is…similar to…? What do you see as other possible outcomes?What do you see as other possible outcomes? Can you explain what must have happened Can you explain what must have happened

when…?when…? What are some or the problems of…?What are some or the problems of…? Can you distinguish between…?Can you distinguish between…? What were some of the motives behind…?What were some of the motives behind…? What was the turning point?What was the turning point? What was the problem with…?What was the problem with…?

Questions for EvaluatingQuestions for Evaluating

Is there a better solution to…?Is there a better solution to…? Judge the value of…What do you Judge the value of…What do you

think about…?think about…? Can you think…is a good or bad Can you think…is a good or bad

thing?thing? How would you have handled…?How would you have handled…? What changes to…would you What changes to…would you

recommend?recommend?

Questions/Remarks…Questions/Remarks…