Blooms Taxonomy

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Blooms Taxonomy

• Daniel Collier, Shannon Vickers, Christine
  Valentine, Lauren Price, Kristen Miller

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Basis of Blooms Research

• Bloom asserted that "many teachers prize
  knowledge because of the simplicity with which it
  can be taught or learned.
• It is not how much knowledge an individual
  possesses, but what the individual can do with
  the knowledge that characterizes intelligence

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Two Domains

• Knowledge Fact based, involves memorization
• Examples of knowledge activities include
  worksheets and memorization of poems
• Cognitive Includes six levels of learning
• Examples of cognitive activities include debate,
  creating ideas, and discussion questions

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6 Levels of Learning in the Cognitive Domain

• Remember What specific facts do you want
  students to learn?
• Understand What types of translations will
  students need to perform?
• Apply What will students be required to perform
  or do to show they can use the info. in practical
  situations?

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6 Levels Continued

• Analysis -- What kinds of elements should
  students be able to analyze? What relationships
• Synthesis -- create something new and unique
• Evaluation -- What kinds of evaluation should
  students be able to perform? Can they use
  internal evidence?

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Remember

• Useful Verbs
• Tell
• List
• Describe
• Relate
• Locate
• Write
• Find
• State
• Name

• Sample Question Stems
• What happened after
• How many
• Can you name the
• Describe what happened at
• Who spoke to
• Which is true or false
• What is the meaning of
• What is
• Can you tell why

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Understand

• Useful Verbs
• Explain
• Interpret
• Outline
• Discuss
• Distinguish
• Predict
• Restate
• Translate

• Sample Question Stems
• Can you write in you own words
• Can you write a brief outline
• Who do you think
• Can you provide a definition for
• What differences exist between

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Apply

• Useful Verbs
• Show
• Solve
• Use
• Illustrate
• Construct
• Complete
• Examine
• Classify

• Sample Question Stems
• Do you know another instance where
• Could this have happened in
• What factors would you change if
• What questions would you ask of
• Would this information be useful if you had a

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Analysis

• Useful Verbs
• Analyze
• Distinguish
• Examine
• Compare
• Contrast
• Investigate
• Categorize
• Identify

• Sample Question Stems
• Which events could have happened...
• I ... happened, what might the ending have been?
• How was this similar to...?What was the
  underlying theme of...?
• What do you see as other possible outcomes?
• Why did ... changes occur?

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Synthesis

• Useful Verbs
• Create
• Invent
• Predict
• Plan
• Construct
• Design
• Imagine
• Propose
• Devise
• Formulate

• Sample Question Stems
• Can you design a ... to ...
• Why not compose a song about
• Can you see a possible solution to...
• If you had access to all resources how would you
  deal with...
• Why don't you devise your own way to deal with...
  
• What would happen if...

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Evaluation

• Useful Verbs
• Judge
• Select
• Choose
• Decide
• Justify
• Debate
• Verify
• Argue
• Recommend
• Rate

• Sample Question Stems
• Is there a better solution to...
• Judge the value of...Can you defend your
  position about...
• Do you think ... is a good or a bad thing?
• How would you have handled...
• What changes to ... would you recommend?

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Using All the Learning Aspects Together

• Teachers should keep in mind that the learning
  levels represent a hierarchy before students can
  deal with analysis, they must be able to function
  at the three previous levels
• Important to remember that interaction of the
  domains occurs naturally they are not
  necessarily found in isolation in the curriculum
  (For example, an activity may involve knowledge
  and cognitive aspects and require objectives from
  both domains)
• Remember when your class achieves the Evaluation
  stage to not just keep them there, but continue
  to incorporate the other 5 levels

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Classroom Example

• An English class just finished reading Mark
  Twains Huckleberry Finn. The teacher wants to
  test the information they have learned from
  reading the novel using the six learning levels.
  
• Come up with a question for each learning level.
• Remember memorization
• Understand understanding in own words and
  examples
• Apply use of abstractions in concrete
  situations
• Analysis breaks down complex into parts to
  determine relationship among parts
• Synthesis create something new and unique
• Evaluation make qualitative and quantitative
  judgments based on criteria
• Dr. Mc Mullens PowerPoint Presentation, What to
  Assess and How

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Blooms Research What to Avoid

• Using Blooms Taxonomies will help you to avoid
• overlooking entire classes of outcomes
• overemphasis on the lower levels of the cognitive
  domains

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Works Cited

• Dr. McMullens PowerPoint, What to Assess and
  How http//www.coun.uvic.ca/learn/program/hndouts
  /bloom.html
• Ornstein, A.C., Lasley, T.J., Mindes, G.
  (2005). Secondary and middle school methods.
  Boston Pearson/Allyn Bacon.
• Wiggins, G. McTighe, J. (2006). Understanding
  by Design. 2nd Edition. Columbus, OH Merrill

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QUIZ TIME!!!

• 1. Which of the following is NOT one of the
  Levels of Learning
• Remember
• Interpretation
• Analysis
• Evaluation

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QUIZ TIME!!!!

• 2. Bloom thought intelligence was determined by
  how much knowledge possessed True or False

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QUIZ TIME!!!

• 3. The teacher asks, is there a better solution
  to this problem? How would you have handlened
  this quote? What level of learning is applied by
  asking these questions?
• Evaluation
• Remember
• Understand
• Apply

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QUIZ TIME!!!

• 4. Before a student can evaluate, he or she must
  be able to perform at the other 5 levels True or
  False

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QUIZ TIME

• 5. Which of the following is false regarding
  Blooms Taxonomy
• A) Interaction of domains naturally occurs
• B) A teacher should avoid too much emphasis on
  the first levels of the cognitive domain
• C) Verbs describing application (Apply Level)
  include solve, illustrate, and construct
• D) Analysis is the first Learning Level