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Bloom's taxonomy


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i presented this in my class with Dr. Rommel Castro

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Bloom's taxonomy

  1. 1. - orderly classification ofitems according to asystematic relationship(low to high, small to big,or simple to complex)
  2. 2. He was one of the greatest minds toinfluence the field of education. He wasborn on February 21, 1913 in Lansford,Pennsylvania. As a young man, he wasalready an avid reader and curiousresearcher.
  3. 3. Bloom’s most recognized and highlyregarded initial work spawned from hiscollaboration with his mentor andfellow examiner Ralph W. Tyler andcame to be known as Bloom’sTaxonomy.These ideas are highlighted in his third publication, Taxonomyof Educational Objectives: Handbook I, The Cognitive Domain.He later wrote a second handbook for the taxonomy in 1964,which focuses on the affective domain. Bloom’s research inearly childhood education, published in his 1964 Stability andChange in Human Characteristics sparked widespread interestin children and learning and eventually and directly led to theformation of the Head Start program in America. In all, Bloomwrote or collaborated on eighteen publications from 1948-1993.
  4. 4. Fire AlarmObservations of bothelementary and secondaryclassrooms has shown thatteachers significantly overuseknowledge questions. In fact,during the course of an
  5. 5. Analysis is the ability to break down material into its component parts.To analyze requires students toidentify reasons, causes ormotives and reach conclusionsand generalization.
  6. 6. analyzedistinguish examine compare categorize contrast identifyinvestigate explain separate advertise
  7. 7. What are some of the factors thatcause rust?Why did the United States go to warwith England?What literary devices did the writeruse to make the selectioninteresting to the readers?
  8. 8. Conduct an investigation Make a flow chart to to produce information show the critical stages to support a view. of human development. Write a commercial to sell a new product. Review a work of art in Construct a bar graph toterms of form, color and illustrate selected texture. information.
  9. 9. Synthesis questions challengestudents to engage in creative and original thinking. These questions invite students to produce original ideas and solve problems.
  10. 10. • How would your life be different if1 you could breathe under water? • How would you assemble these2 items to create a windmill? • What other things can you save3 in order to economize?
  11. 11. Create a newproduct. Give Compose a Make up ait a name and rhythm or put new languageplan a new words to code andmarketing a known write materialcampaign. melody. using it.
  12. 12. Evaluation requires an individual to make a judgment about something.Evaluation questions do not have single right answers.
  13. 13. judge choose verifyselect justify arguedecide debate recommend assess discuss rate determine prioritize
  14. 14. Prove that the ant did right in storing food for the rainy day. Did the grasshopper deserve to gohungry? Cite reasons for your answer. What can you say about people who recklessly spend their salary withoutthinking of saving a portion of it for future use? What advice can you give them?
  15. 15. Conduct a debate about anissue of special interest.Write a letter to ... advising onchanges needed at...Prepare a list of criteria to judge a ... show.Indicate priority and ratings.
  16. 16. Expert OpinionNever end a presentation byasking, “Are there anyquestions?” This is the surest wayto turn off students. Instead, saysomething like, “Take fiveminutes and write down twoquestions you have about thelesson. Share those questionsand discuss possible answerswith a partner.”
  17. 17. *** Knowledge *** Who are in the picture?Where was this picture taken?
  18. 18. *** Comprehension *** What is happening in this picture?Why are these children dressed like this?
  19. 19. *** Application ***How would you describe the photograph to others? What caption would you write for this photograph?
  20. 20. *** Analysis *** Why are these children here and not in school?What do you know about their lives based on this photo?
  21. 21. *** Synthesis ***What might these children say about their work in an interview setting? What might they say about their future?
  22. 22. *** Evaluation ***What is the significance of this photo for the time period depicted? Compare this photo with one of thechildren in a subdivision of the sameage. How are their lives similar? How are they different?
  23. 23. During the 1990s, a former student ofBlooms, Lorin Anderson, led a newassembly which met for the purpose ofupdating the taxonomy, hoping to addrelevance for 21st century students andteachers.The changes occur in three broadcategories: terminology, structure, andemphasis.
  24. 24. Blooms six major categories werechanged from noun to verb forms.
  25. 25. The new terms are defined as:Remembering: Retrieving, recognizing,and recalling relevant knowledge fromlong-term memory.Understanding: Constructing meaningfrom oral, written, and graphic messagesthrough interpreting, exemplifying,classifying, summarizing, inferring,comparing, and explaining.
  26. 26. Applying: Carryingout or using aprocedure throughexecuting, orimplementing. 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.
  27. 27. Evaluating: Making judgments based on criteria and standards through checking and critiquing.Creating: Putting elementstogether to form a coherent orfunctional whole; reorganizingelements into a new pattern orstructure through generating,planning, or producing.
  28. 28. STRUCTURAL CHANGESThe The Cognitive Process DimensionKnowledgeDimension Remember Understand Apply Analyze Evaluate CreateFactual List Summarize Classify Order Rank CombineKnowledgeConceptual Describe Interpret Experiment Explain Assess PlanKnowledgeProcedural Tabulate Predict Calculate Differentiate Conclude ComposeKnowledgeMeta- AppropriateCognitive Execute Construct Achieve Action Actualize UseKnowledge
  29. 29. Changes in EmphasisThe revised version of the taxonomy isintended for a much broader audience.Emphasis is placed upon its use as a"more authentic tool for curriculumplanning, instructional delivery andassessment“.