BLOOMS TAXONOMY Jamaica C Olazo https www facebook

BLOOM’S TAXONOMY Jamaica C. Olazo https: //www. facebook. com/ja. maica. 393

TAXONOMY • 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'. Jamaica C. Olazo || 2 https: //www. facebook. com/ja. maica. 393

Who is BENJAMIN BLOOM? BENJAMIN SAMUEL BLOOM - was a Jewish-American educational psychologist. (Feb. 1913 – Sep. 1999) Contributions: 1. Classification of Educational Objectives 2. Theory of Mastery-Learning 3

Development of critical thinking skills COGNITIVE DOMAIN Knowledge Comprehension Application Analysis Synthesis Evaluation PSYCHOMOTOR DOMAIN Physical tasks such as the manipulating of objects Reflex Movements Basic Fundamental Movements Perceptual Abilities Attitude and emotions domain AFFECTIVE DOMAIN Receiving Responding Valuing Organization Characterization Physical Abilities Skilled Movements Non-Discursive Movements 4

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) Jamaica C. Olazo || 5 https: //www. facebook. com/ja. maica. 393

Evolved function, High complexity to Higher-order Thinking Skills Lower-order Thinking Skills Basic function, Low complexity Jamaica C. Olazo || 6 https: //www. facebook. com/ja. maica. 393

Bloom’s Taxonomy of Objectives in the Cognitive Domain The Cognitive Domain 1956 Evaluation Higher-order Thinking Skills Synthesis Analysis Lower-order Thinking Skills Application Comprehension Knowledge 7

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Bloom’s Taxonomy of Objectives in the Cognitive Domain The Cognitive Domain 1956 Evaluation Higher-order Thinking Skills Synthesis Analysis Lower-order Thinking Skills Application Comprehension Knowledge 10

Bloom’s Taxonomy of Objectives in the Cognitive Domain The Cognitive Domain 2001(Revised) Creating Higher-order Thinking Skills Evaluating Analyzing Lower-order Thinking Skills Applying Understanding Remembering 11

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ORIGINAL TAXONOMY (1956) ---> REVISED TAXONOMY (2001) High Order Thinkin g Skills Low Order Thinkin g Skills • • • Knowledge Comprehension Analysis Application Synthesis Evaluation Ø Remember (I know) Ø Understand (I comprehend) Ø Apply (I can use it) Ø Analyze (I can be logical) Ø Evaluate (I can judge) Ø Create ( I can plan) 13 Jamaica C. Olazo || https: //www. facebook. com/ja. maica. 393

Bloom’s Revised Taxonomy R E M B E R I N G • REMEMBERING - Recall previous learned information. - Recalling relevant knowledge from long term memory. - Rote learning or memorization. Jamaica C. Olazo || https: //www. facebook. com/ja. maica. 393 14

U N D E R S T A N D I N G Bloom’s Revised Taxonomy • UNDERSTANDING - Comprehending the meaning, translation, interpolation, and interpretation of instructions and problems. State a problem in one's own words. - Construct meaning and explain. Jamaica C. Olazo || https: //www. facebook. com/ja. maica. 393 15

A P P L Y I N G Bloom’s Revised Taxonomy • 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 Jamaica C. Olazo || https: //www. facebook. com/ja. maica. 393 16

A N A L Y Z I N G Bloom’s Revised Taxonomy • ANALYZING - Breaking the concept into parts and understand how each part is related to one another. - Illustrate relationships to one another. Jamaica C. Olazo || https: //www. facebook. com/ja. maica. 393 17

E V A L U A T I N G Bloom’s Revised Taxonomy • 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. Jamaica C. Olazo || https: //www. facebook. com/ja. maica. 393 18

C R E A T I N G Bloom’s Revised Taxonomy • 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. Jamaica C. Olazo || https: //www. facebook. com/ja. maica. 393 19

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Cognitive Domain: REMEMBER I know ü APPROPRIATE VERBS Choose, describe, define, identify, label, list, locate, match, memorize, name, omit, recite, recognize, select, state, underline Jamaica C. Olazo || 21 https: //www. facebook. com/ja. maica. 393

Cognitive Domain: REMEMBER I know ü PRODUCTS Chart, model, worksheet, draw a map, picture, demonstrate, graphs Jamaica C. Olazo || 22 https: //www. facebook. com/ja. maica. 393

Cognitive Domain: REMEMBER I know ü INSTRUCTIONAL STRATEGIES • Highlighting • Rehearsal • Memorizing • Mnemonics ü MODEL QUESTIONS • Who? Where? Which One? What? How? • What is the best one? Why? How much? When? • What does it mean? 23

Cognitive Domain: UNDERSTAND I comprehend ü APPROPRIATE VERBS Classify, defend, communicate, demonstrate, distinguish, explain, express extend, give example, illustrate, indicate, interrelate, report, interpret, infer, judge, match, paraphrase, represent, restate, rewrite, select, interpret Jamaica C. Olazo || 24 https: //www. facebook. com/ja. maica. 393

Cognitive Domain: UNDERSTAND I comprehend ü PRODUCTS Chart, model, making a film strip, worksheet, draw a map, picture, demonstrate, timeline, diorama, game, report, diagram Jamaica C. Olazo || 25 https: //www. facebook. com/ja. maica. 393

Cognitive Domain: UNDERSTAND I comprehend ü INSTRUCTIONAL STRATEGIES • Key examples • Emphasize connections • Elaborate concepts • Summarize ü 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. 26

Cognitive Domain: APPLY I can use it ü 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 Jamaica C. Olazo || 27 https: //www. facebook. com/ja. maica. 393

Cognitive Domain: APPLY I can use it ü PRODUCTS Survey, diary, scrapbook, photograph, cartoon, learning center, illustration, construction, sculpture Jamaica C. Olazo || 28 https: //www. facebook. com/ja. maica. 393

Cognitive Domain: APPLY I can use it ü INSTRUCTIONAL STRATEGIES • Modeling • Cognitive apprenticeships “Mindful” practice – NOT just a “routine” practice • Part and whole sequencing • Authentic situations “Coached” practice Case studies Simulations Algorithms ü 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… 29

Cognitive Domain: ANALYZE I can be logical ü APPROPRIATE VERBS • Analyze, categorize, classify, compare, differentiate, question, distinguish, identify, • Infer, point out, select, subdivide, survey, contrast, categorize, debate, examine, deduce Jamaica C. Olazo || 30 https: //www. facebook. com/ja. maica. 393

Cognitive Domain: ANALYZE I can be logical ü PRODUCTS Graph, survey, family tree, timeline, questionnaire, commercial, diagram, chart, report, fact file 31

Cognitive Domain: ANALYZE I can be logical ü INSTRUCTIONAL STRATEGIES • Models of thinking • Challenging assumptions • Retrospective analysis • Reflection through journaling Debates • Discussions and other collaborating learning activities Decisionmaking situations ü 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. 32

Cognitive Domain: EVALUATE I can judge ü APPROPRIATE VERBS • Appraise, judge, criticize, defend, estimate, compare, measure, verify, justify, select, decide, choose, recommend, assess, critique, revise, validate, standardize, argue, rate, measure Jamaica C. Olazo || 33 https: //www. facebook. com/ja. maica. 393

Cognitive Domain: EVALUATE I can judge ü PRODUCTS Self evaluation, survey, editorial, experiment, panel evaluation, recommendation, conclusion, court trial, essay, letter 34

Cognitive Domain: EVALUATE I can judge ü INSTRUCTIONAL STRATEGIES • Challenging assumptions • Journaling • Debates • Discussions and other collaborating learning activities Decision-making situations ü MODEL QUESTIONS • What fallacies, consistencies, inconsistencies appear? • Which is more important, moral, better, logical, valid, appropriate? • Find the errors. 35

Cognitive Domain: CREATE I can plan ü 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 Jamaica C. Olazo || 36 https: //www. facebook. com/ja. maica. 393

Cognitive Domain: CREATE I can plan ü PRODUCTS Story, poem, play, radio show, puppet show, news article, invention, dance, mural, comic strip, recipe, pantomime, travelogue Jamaica C. Olazo || 37 https: //www. facebook. com/ja. maica. 393

Cognitive Domain: CREATE I can plan ü INSTRUCTIONAL STRATEGIES • Modeling • Challenging assumptions Reflection through journaling Debates • Discussions and other • collaborating learning activities • Design • Decision-making situations ü MODEL QUESTIONS • How would you test…? • Propose an alternative. • Solve the following. • How else would you. . . ? • State a rule. 38

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. q Higher-order questions are important for modeling different ways students can: - Interpret - Apply - Evaluate - Reflect on what they are learning 39

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. Jamaica C. Olazo || 40 https: //www. facebook. com/ja. maica. 393

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 Jamaica C. Olazo || 41 https: //www. facebook. com/ja. maica. 393

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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 Jamaica C. Olazo || 43 https: //www. facebook. com/ja. maica. 393

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 44 Jamaica C. Olazo || https: //www. facebook. com/ja. maica. 393

EFFECTIVE QUESTIONING TECHNIQUES 4. Hold students accountable by expecting, requiring, and facilitating their participation and contributions. a. b. c. d. Never answer your own questions. Do NOT accept “I don’t know” for an answer. Offer hints or suggestions to guide students. Offer two or more options and let the student choose one 45 Jamaica C. Olazo || https: //www. facebook. com/ja. maica. 393

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. 46 Jamaica C. Olazo || https: //www. facebook. com/ja. maica. 393