Transcript of March 21, 2011 Bassett High School Bloom’s Taxonomy Revised and Revisited.
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- March 21, 2011 Bassett High School Blooms Taxonomy Revised and
Revisited
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- Blooms Taxonomy Multi-tiered model of classifying thinking
according to six cognitive levels of complexity. Throughout the
years, the levels have often been depicted as a stairway, leading
many teachers to encourage their students to "climb to a higher
(level of) thought.
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- 1956 Blooms vs. 2001 Blooms
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- Why Change a Good Thing? During the 1990's, a former student of
Bloom's, Lorin Anderson, led a new assembly which met for the
purpose of updating the taxonomy, hoping to add relevance for 21st
century students and teachers. The 2001 changes occur in three
broad categories: terminology, structure, and emphasis.
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- Terminology Changes in terminology between the two versions are
perhaps the most obvious differences and can also cause the most
confusion. Basically, Bloom's six major categories were changed
from noun to verb forms. Additionally, the lowest level of the
original, knowledge was renamed and became remembering. Finally,
comprehension and synthesis were retitled to understanding and
creating.
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- Terminology Defined The new terms are defined as: Remembering:
Retrieving, recognizing, and recalling relevant knowledge from
long-term memory. Understanding: Constructing meaning from oral,
written, and graphic messages through interpreting, exemplifying,
classifying, summarizing, inferring, comparing, and explaining.
Applying: Carrying out or using a procedure through executing, or
implementing. Analyzing: Breaking material into constituent parts,
determining how the parts relate to one another and to an overall
structure or purpose through differentiating, organizing, and
attributing. Evaluating: Making judgments based on criteria and
standards through checking and critiquing. Creating: Putting
elements together to form a coherent or functional whole;
reorganizing elements into a new pattern or structure through
generating, planning, or producing.
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- Structure Structural changes seem dramatic at first, yet are
quite logical when closely examined. Bloom's original cognitive
taxonomy was a one-dimensional form. With the addition of products,
the Revised Bloom's Taxonomy takes the form of a two-dimensional
table. One of the dimensions identifies The Knowledge Dimension (or
the kind of knowledge to be learned) while the second identifies
The Cognitive Process Dimension (or the process used to
learn).
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- Structure
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- Emphasis Emphasis is placed upon its use as a "more authentic
tool for curriculum planning, instructional delivery and
assessment" (oz-TeacherNet, 2001).
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- Why Use Blooms Taxonomy? The structure of the Revised Taxonomy
Table matrix "provides a clear, concise visual representation"
(Krathwohl, 2002) of the alignment between standards and
educational goals, objectives, products, and activities. Today's
teachers must make tough decisions about how to spend their
classroom time. Clear alignment of educational objectives with
local, state, and national standards is a necessity. Like pieces of
a huge puzzle, everything must fit properly. The Revised Bloom's
Taxonomy Table clarifies the fit of each lesson plan's purpose,
"essential question," goal or objective. When used in this manner
the "Essential Question" or lesson objective becomes clearly
defined.
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- How Can it be Used? Using the Revised Taxonomy a lesson
objective based upon the story of Goldilocks and the Three Bears is
presented for each of the six levels of the Cognitive Process as
shown on the Revised Taxonomy Table. Remember: Describe where
Goldilocks lived. Understand: Summarize what the Goldilocks story
was about. Apply: Construct a theory as to why Goldilocks went into
the house. Analyze: Differentiate between how Goldilocks reacted
and how you would react in each story event. Evaluate: Assess
whether or not you think this really happened to Goldilocks.
Create: Compose a song, skit, poem, or rap to convey the Goldilocks
story in a new form.
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- Three Models to be Used to Guide Instruction New Blooms
Taxonomy
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- Blooms Taxonomy Quiz 9 Questions E-mail Answers to
tblanken@henry.k12.va.us
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- Which of the following is NOT a benefit of Blooms Taxonomy? a.
It creates common ground for discussions about educational goals
and objectives. It creates common ground for discussions about
educational goals and objectives. b. It helps ensure the alignment
of objectives with standards and assessments. It helps ensure the
alignment of objectives with standards and assessments. c. It is
sufficient as the only model teachers need to use to be successful.
It is sufficient as the only model teachers need to use to be
successful.
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- Ms. Harrison wants her students to compare and contrast two
Native American folktales and the cultures each represents. At
which level of thought is Ms. Harrison asking her students to work
according to Blooms Taxonomy? a. Remembering Remembering b.
Understanding Understanding c. Analyzing Analyzing
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- Mrs. LaPrade has asked her students to classify the items in a
diagram as living or nonliving. At what level of Blooms Taxonomy is
she having her students think? a. Understanding Understanding b.
Applying Applying c. Evaluating Evaluating
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- How has Blooms Taxonomy changed from its original version to
the revised version? a. New uses, terminology, and domain New uses,
terminology, and domain b. New terminology, structure, and emphasis
New terminology, structure, and emphasis c. New examples,
categories, and classifications New examples, categories, and
classifications
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- Students in Mrs. Deckers class have been asked to read a
research article and summarize it in their own words. At which
level of Blooms Taxonomy is she asking them to think? a.
Understanding Understanding b. Remembering Remembering c. Applying
Applying
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- Mrs. Ison has asked students to list every possible way to
answer the math word problem on the board. Then she asks them to
choose the best method for solving the problem and to defend their
answers. At which level of Blooms Taxonomy is she asking them to
think? a. Creating Creating b. Analyzing Analyzing c. Evaluating
Evaluating
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- a. Knowledge and Cognitive Process Knowledge and Cognitive
Process b. Meta-cognitive Process and Understanding Meta-cognitive
Process and Understanding c. Knowledge and Classification Knowledge
and Classification Which two dimensions are used in the Taxonomy
Table?
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- Which of the following statements describes how the revised
Blooms Taxonomy differs from the original? a. It uses verbs instead
of nouns. It uses verbs instead of nouns. b. Creating has replaced
Evaluation as the highest level. Creating has replaced Evaluation
as the highest level. c. The taxonomy is two-dimensional. The
taxonomy is two-dimensional. d. All of the above All of the
above
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- Mr. Whiting knows that the new Blooms Taxonomy Table can help
him write better lesson objectives. He wants to write one that will
require his students to apply the factual knowledge they have
learned. According to the table, what verb might he use in an
assignment that will accomplish this? a. Describe b.
SummarizeDescribeSummarize c. Assess d. ClassifyAssessClassify
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- Questions? Comments? Concerns?