Blooming Materials: Aligning Learning, Teaching and Assessment Goals by the application of Bloom’s...
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Transcript of Blooming Materials: Aligning Learning, Teaching and Assessment Goals by the application of Bloom’s...
Blooming Materials
Aligning Learning, Teaching and Assessment Goals by the
application of Bloom’s Taxonomy
Caveat!
• In any study related to the brain or mind, we are using the mind to measure itself
• Neurologists and biologists working at the level of the neuron do not know exactly how the brain functions
• Nobody can claim this is how something works, when talking about the mind, everything is filtered through the individual’s personal experience, knowledge and perceptions of their own mind/brain and how it works for them in relation to others
What is a taxonomy?
• A taxonomy is a system of classification which provides a unique (i.e. single) point within the system for every item which is to be classified
Example: the system used to identify living organisms, plants, animals, etc. identifies modern-day human beings as homo sapiens sapiens
Why a Taxonomy for Educators?
• Standards
• Handling a large number of seeming vague or disconnected objectives
• A framework for learning, teaching and assessing both the effectiveness of instruction and the abilities of the students
Bloom’s Original Taxonomy
• Cognitive• Affective• Psychomotor
• Knowledge• Attitudes• Skills
The Cognitive DomainEvaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
recommend, judge, summarize
create, invent, hypothesize
separate, compare, analyse
use, apply, demonstrate
write, explain, justify
define, name, describe
Modifications to the original
Note the change from Nouns to Verbs [e.g., Application to Applying] to describe the different levels of the taxonomy. Note that the top two levels are essentially exchanged from the Old to the New version.
Source: http://www.odu.edu/educ/llschult/blooms_taxonomy.htm
The Knowledge Domain
KnowledgeDomain
The Cognitive Domain
Remembering Understanding Applying Analysing Evaluating Creating
Factual
1. Knowledge of terminology
2. Knowledge of specific details and elements
The Knowledge Domain
KnowledgeDomain
The Cognitive Domain
Remembering Understanding Applying Analysing Evaluating Creating
Conceptual
1. Knowledge of classifications and categories
2. Knowledge of principles and generalizations
3. Knowledge of theories, models, and structures
The Knowledge Domain
KnowledgeDomain
The Cognitive Domain
Remembering Understanding Applying Analysing Evaluating Creating
Procedural
1. Knowledge of subject-specific skills and algorithms
2. Knowledge of subject-specific techniques and methods
3. Knowledge of criteria for determining when to use appropriate procedures
The Knowledge Domain
KnowledgeDomain
The Cognitive Domain
Remembering Understanding Applying Analysing Evaluating Creating
Metacognitive
1. Strategic knowledge
2. Knowledge about cognitive tasks, including appropriate contextual and conditional knowledge
3. Self-knowledge
The Cognitive Domain
KnowledgeDomain
The Cognitive Domain
Remember
Factual
1. Recognizing
2. Recalling
Conceptual
Procedural
Metacognitive
The Cognitive Domain
KnowledgeDomain
The Cognitive Domain
Understand
Factual 1. Interpreting
2. Exemplifying
3. Classifying
4. Summarizing
5. Inferring
6. Comparing
7. Explaining
Conceptual
Procedural
Metacognitive
The Cognitive Domain
KnowledgeDomain
The Cognitive Domain
Apply
Factual
1. Executing
2. Implementing
Conceptual
Procedural
Metacognitive
The Cognitive Domain
KnowledgeDomain
The Cognitive Domain
Analyse
Factual
1. Differentiating
2. Organizing
3. Attributing
Conceptual
Procedural
Metacognitive
The Cognitive Domain
KnowledgeDomain
The Cognitive Domain
Evaluate
Factual
1. Checking
2. Critiquing
Conceptual
Procedural
Metacognitive
The Cognitive Domain
KnowledgeDomain
The Cognitive Domain
Create
Factual
1. Generating
2. Planning
3. Producing
Conceptual
Procedural
Metacognitive
The “Complete” Picture
KnowledgeDomain
The Cognitive Domain
Remember Understand Apply Analyse Evaluate Create
Factual List Summarize Classify Order Rank Combine
Conceptual Describe Interpret Experiment Explain Assess Plan
Procedural Tabulate Predict Calculate Differentiate Conclude Compose
MetacognitiveAppropriate
useExecute Construct Achieve Action Actualize
Why a Taxonomy for Educators?
• Standards
• Handling a large number of seeming vague or disconnected objectives
• A framework for learning, teaching and assessing both the effectiveness of instruction and the abilities of the students
Why a Taxonomy for Educators?
• Global
• Educational
• Instructional
• All students will start school ready to learn
• The ability to read musical scores
• The students learn to solve quadratic equations
Objectives
What’s the relationship?
Level of ObjectiveGlobal Educational Instructional
Scope Broad Moderate Narrow
Time needed to learn
One or more years (often many)
Weeks or monthsr Hours or days
Purpose or function
Provide vision Design curriculum Plan lessons
ExamplePlan a multi-year curriculum for elementary reading
Plan units of instruction, e.g. the Romans in Britain
Plan daily activities, experiences, and exercises
Caveat 2!
• Be careful not to confuse an instructional objective with the activity used to carry it out
• Compare these two teachers’ statements:My students are going to learn how dominant and recessive genes explain the differential inheritance of some characteristics in brothers and sistersMy students are going on a field trip to the zoo
Four Important Questions
• Learning – What is important for students to learn in the limited school and classroom time available?
• Instruction – How does one plan and deliver instruction that will result in high levels of learning for large numbers of students?
• Assessment – How does one select or design assessment instruments and procedures that provide accurate information about how well students are learning?
• Alignment – How does one ensure that objectives, instruction, and assessment are consistent with one another?
Where next?
• As a starting point, the online Wiki about Bloom’s Taxonomy has some useful links to click.
• Anderson and Krathwohl (2001) is also very readable, whatever your position as an educator within the school system
• You can e-mail me if you have any questions: [email protected](Please put THT Phil in the subject line)