Bloom's Taxonomy

Slide 1 : Presentedby Denise Tarlinton 2003 Bloom's Revised Taxonomy

Slide 2 : The mind is not a vessel to be filled, but a fire to be ignited. (Plutarch)

Productive Pedagogies : Productive Pedagogies A guide to Productive Pedagogies: Classroom reflection manual lists three degrees of incorporation of Higher-order thinking skills in a “Continuum of practice”:   Students are engaged only in lower-order thinking; i.e. they receive, or recite, or participate in routine practice. In no activities during the lesson do students go beyond simple reproduction of knowledge. Students are primarily engaged in routine lower-order thinking for a good share of the lesson. There is at least one significant question or activity in which some students perform some higher-order thinking. Almost all students, almost all of the time are engaged in higher-order thinking.   (Department of Education, Queensland, 2002, p. 1)

Bloom’s Revised Taxonomy : Bloom’s Revised Taxonomy Taxonomy of Cognitive Objectives 1950s- developed by Benjamin Bloom Means of expressing qualitatively different kinds of thinking Adapted for classroom use as a planning tool Continues to be one of the most universally applied models Provides a way to organise thinking skills into six levels, from the most basic to the higher order levels of thinking 1990s- Lorin Anderson (former student of Bloom) revisited the taxonomy As a result, a number of changes were made (Pohl, 2000, Learning to Think, Thinking to Learn, pp. 7-8)

Original Terms New Terms : Original Terms New Terms Evaluation Synthesis Analysis Application Comprehension Knowledge Creating Evaluating Analysing Applying Understanding Remembering (Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)

Change in Terms : Change in Terms The names of six major categories were changed from noun to verb forms. As the taxonomy reflects different forms of thinking and thinking is an active process verbs were more accurate. The subcategories of the six major categories were also replaced by verbs Some subcategories were reorganised. The knowledge category was renamed. Knowledge is a product of thinking and was inappropriate to describe a category of thinking and was replaced with the word remembering instead. Comprehension became understanding and synthesis was renamed creating in order to better reflect the nature of the thinking described by each category. (http://rite.ed.qut.edu.au/oz-teachernet/training/bloom.html (accessed July 2003) ; Pohl, 2000, p. 8)

Change in Emphasis : Change in Emphasis More authentic tool for curriculum planning, instructional delivery and assessment. Aimed at a broader audience. Easily applied to all levels of schooling. The revision emphasises explanation and description of subcategories. (http://rite.ed.qut.edu.au/oz-teachernet/training/bloom.html (accessed July 2003; Pohl, 2000, p. 10).

BLOOM’S REVISED TAXONOMYCreatingGenerating new ideas, products, or ways of viewing thingsDesigning, constructing, planning, producing, inventing. EvaluatingJustifying a decision or course of actionChecking, hypothesising, critiquing, experimenting, judging  AnalysingBreaking information into parts to explore understandings and relationshipsComparing, organising, deconstructing, interrogating, finding ApplyingUsing information in another familiar situationImplementing, carrying out, using, executing UnderstandingExplaining ideas or conceptsInterpreting, summarising, paraphrasing, classifying, explaining RememberingRecalling informationRecognising, listing, describing, retrieving, naming, finding : BLOOM’S REVISED TAXONOMYCreatingGenerating new ideas, products, or ways of viewing thingsDesigning, constructing, planning, producing, inventing. EvaluatingJustifying a decision or course of actionChecking, hypothesising, critiquing, experimenting, judging  AnalysingBreaking information into parts to explore understandings and relationshipsComparing, organising, deconstructing, interrogating, finding ApplyingUsing information in another familiar situationImplementing, carrying out, using, executing UnderstandingExplaining ideas or conceptsInterpreting, summarising, paraphrasing, classifying, explaining RememberingRecalling informationRecognising, listing, describing, retrieving, naming, finding Higher-order thinking

Slide 9 : A turtle makes progress when it sticks its neck out. (Anon)

Remembering : Remembering The learner is able to recall, restate and remember learned information. Recognising Listing Describing Identifying Retrieving Naming Locating Finding   Can you recall information?

Remembering cont’ : Remembering cont’ List Memorise Relate Show Locate Distinguish Give example Reproduce Quote Repeat Label Recall Know Group Read Write Outline Listen Group Choose Recite Review Quote Record Match Select Underline Cite Sort Recall or recognition of specific information Products include: Quiz Definition Fact Worksheet Test Label List Workbook Reproduction Vocabulary

Classroom Roles for Remembering : Classroom Roles for Remembering Teacher roles Directs Tells Shows Examines Questions Evaluates Student roles Responds Absorbs Remembers Recognises Memorises Defines Describes Retells Passive recipient

Remembering: Potential Activities and Products : Remembering: Potential Activities and Products Make a story map showing the main events of the story. Make a time line of your typical day. Make a concept map of the topic. Write a list of keywords you know about…. What characters were in the story? Make a chart showing… Make an acrostic poem about… Recite a poem you have learnt.

Understanding : Understanding The learner grasps the meaning of information by interpreting and translating what has been learned. Interpreting Exemplifying Summarising Inferring Paraphrasing Classifying Comparing Explaining   Can you explain ideas or concepts?

Understanding cont’ : Understanding cont’ Restate Identify Discuss Retell Research Annotate Translate Give examples of Paraphrase Reorganise Associate Describe Report Recognise Review Observe Outline Account for Interpret Give main idea Estimate Define Understanding of given information Products include: Recitation Summary Collection Explanation Show and tell Example Quiz List Label Outline

Classroom Roles for Understanding : Classroom Roles for Understanding Teacher roles Demonstrates Listens Questions Compares Contrasts Examines Student roles Explains Describes Outlines Restates Translates Demonstrates Interprets Active participant

Understanding: Potential Activities and Products : Understanding: Potential Activities and Products Write in your own words… Cut out, or draw pictures to illustrate a particular event in the story. Report to the class… Illustrate what you think the main idea may have been. Make a cartoon strip showing the sequence of events in the story. Write and perform a play based on the story. Write a brief outline to explain this story to someone else Explain why the character solved the problem in this particular way Write a summary report of the event. Prepare a flow chart to illustrate the sequence of events. Make a colouring book. Paraphrase this chapter in the book. Retell in your own words. Outline the main points.

Applying : Applying The learner makes use of information in a context different from the one in which it was learned. Implementing Carrying out Using Executing    Can you use the information in another familiar situation?

Applying cont’ : Applying cont’ Translate Manipulate Exhibit Illustrate Calculate Interpret Make Practice Apply Operate Interview Paint Change Compute Sequence Show Solve Collect Demonstrate Dramatise Construct Use Adapt Draw Using strategies, concepts, principles and theories in new situations Products include: Photograph Illustration Simulation Sculpture Demonstration Presentation Interview Performance Diary Journal

Classroom Roles for Applying : Classroom Roles for Applying Teacher roles Shows Facilitates Observes Evaluates Organises Questions Student roles Solves problems Demonstrates use of knowledge Calculates Compiles Completes Illustrates Constructs Active recipient

Applying: Potential Activities and Products : Applying: Potential Activities and Products Construct a model to demonstrate how it looks or works Practise a play and perform it for the class Make a diorama to illustrate an event Write a diary entry Make a scrapbook about the area of study. Prepare invitations for a character’s birthday party Make a topographic map Take and display a collection of photographs on a particular topic. Make up a puzzle or a game about the topic. Write an explanation about this topic for others. Dress a doll in national costume. Make a clay model… Paint a mural using the same materials. Continue the story…

Analysing : Analysing The learner breaks learned information into its parts to best understand that information. Comparing Organising Deconstructing Attributing Outlining Finding Structuring Integrating   Can you break information into parts to explore understandings and relationships?

Analysing cont’ : Analysing cont’ Distinguish Question Appraise Experiment Inspect Examine Probe Separate Inquire Arrange Investigate Sift Research Calculate Criticize Compare Contrast Survey Detect Group Order Sequence Test Debate Analyse Diagram Relate Dissect Categorise Discriminate Breaking information down into its component elements Products include: Graph Spreadsheet Checklist Chart Outline Survey Database Mobile Abstract Report

Classroom Roles for Analysing : Classroom Roles for Analysing Teacher roles Probes Guides Observes Evaluates Acts as a resource Questions Organises Dissects Student roles Discusses Uncovers Argues Debates Thinks deeply Tests Examines Questions Calculates Investigates Inquires Active participant

Analysing: Potential Activities and Products : Analysing: Potential Activities and Products Use a Venn Diagram to show how two topics are the same and different Design a questionnaire to gather information. Survey classmates to find out what they think about a particular topic. Analyse the results. Make a flow chart to show the critical stages. Classify the actions of the characters in the book Create a sociogram from the narrative Construct a graph to illustrate selected information. Make a family tree showing relationships. Devise a roleplay about the study area. Write a biography of a person studied. Prepare a report about the area of study. Conduct an investigation to produce information to support a view. Review a work of art in terms of form, colour and texture. Draw a graph Complete a Decision Making Matrix to help you decide which breakfast cereal to purchase

Evaluating : Evaluating The learner makes decisions based on in-depth reflection, criticism and assessment. Checking Hypothesising Critiquing Experimenting Judging Testing Detecting Monitoring   Can you justify a decision or course of action?

Evaluating cont’ : Evaluating cont’ Judge Rate Validate Predict Assess Score Revise Infer Determine Prioritise Tell why Compare Evaluate Defend Select Measure Choose Conclude Deduce Debate Justify Recommend Discriminate Appraise Value Probe Argue Decide Criticise Rank Reject Judging the value of ideas, materials and methods by developing and applying standards and criteria. Products include: Debate Panel Report Evaluation Investigation Verdict Conclusion Persuasive speech

Classroom Roles for Evaluating : Classroom Roles for Evaluating Teacher roles Clarifies Accepts Guides Student roles Judges Disputes Compares Critiques Questions Argues Assesses Decides Selects Justifies Active participant

Evaluating: Potential Activities and Products : Evaluating: Potential Activities and Products Write a letter to the editor Prepare and conduct a debate Prepare a list of criteria to judge… Write a persuasive speech arguing for/against… Make a booklet about five rules you see as important. Convince others. Form a panel to discuss viewpoints on…. Write a letter to. ..advising on changes needed. Write a half-yearly report. Prepare a case to present your view about... Complete a PMI on… Evaluate the character’s actions in the story

Creating : Creating The learner creates new ideas and information using what has been previously learned. Designing Constructing Planning Producing Inventing Devising Making  Can you generate new products, ideas, or ways of viewing things?

Creating cont’ : Creating cont’ Compose Assemble Organise Invent Compile Forecast Devise Propose Construct Plan Prepare Develop Originate Imagine Generate Formulate Improve Act Predict Produce Blend Set up Devise Concoct Compile Putting together ideas or elements to develop a original idea or engage in creative thinking. Products include: Film Story Project Plan New game Song Newspaper Media product Advertisement Painting

Classroom Roles for Creating : Classroom Roles for Creating Teacher roles Facilitates Extends Reflects Analyses Evaluates Student roles Designs Formulates Plans Takes risks Modifies Creates Proposes Active participant

Practical Bloom’s : Practical Bloom’s Suitable for use with the entire class Emphasis on certain levels for different children Extend children’s thinking skills through emphasis on higher levels of the taxonomy (analysis, evaluation, creation) Possible approaches with a class could be: All children work through the remembering and understanding stages and then select at least one activity from each other level All children work through first two levels and then select activities from any other level Some children work at lower level while others work at higher levels All children select activities from any level Some activities are tagged “essential” while others are “optional” A thinking process singled out for particular attention eg. Comparing, (done with all children, small group or individual) Some children work through the lower levels and then design their own activities at the higher levels All children write their own activities from the taxonomy (Black, 1988, p. 23).

Slide 34 : A good teacher makes you think even when you don’t want to. (Fisher, 1998, Teaching Thinking)

Blooming Questions : Blooming Questions Questioning should be used purposefully to achieve well-defines goals. Bloom's Taxonomy is a classification of thinking organised by level of complexity. It gives teachers and students an opportunity to learn and practice a range of thinking and provides a simple structure for many different kinds of questions and thinking. The taxonomy involves all categories of questions. Typically a teacher would vary the level of questions within a single lesson.

Lower and Higher Order Questions : Lower and Higher Order Questions Lower level questions are those at the remembering, understanding and lower level application levels of the taxonomy. Usually questions at the lower levels are appropriate for: Evaluating students’ preparation and comprehension Diagnosing students’ strengths and weaknesses Reviewing and/or summarising content www.oir.uiuc.edu/Did/docs/QUESTION/quest1.htm

Lower and Higher Order Questions : Lower and Higher Order Questions Higher level questions are those requiring complex application, analysis, evaluation or creation skills. Questions at higher levels of the taxonomy are usually most appropriate for: Encouraging students to think more deeply and critically Problem solving Encouraging discussions Stimulating students to seek information on their own www.oir.uiuc.edu/Did/docs/QUESTION/quest1.htm

Questions for Remembering : Questions for Remembering What happened after...? How many...? What is...? Who was it that...? Can you name ...? Find the definition of… Describe what happened after… Who spoke to...? Which is true or false...? (Pohl, Learning to Think, Thinking to Learn, p. 12)

Questions for Understanding : Questions for Understanding Can you explain why…? Can you write in your own words? How would you explain…? Can you write a brief outline...? What do you think could have happened next...? Who do you think...? What was the main idea...? Can you clarify…? Can you illustrate…? Does everyone act in the way that …….. does? (Pohl, Learning to Think, Thinking to Learn, p. 12)

Questions for Applying : Questions for Applying Do you know of another instance where…? Can you group by characteristics such as…? Which factors would you change if…? What questions would you ask of…? From the information given, can you develop a set of instructions about…? (Pohl, Learning to Think, Thinking to Learn, p. 13)

Question for Analysing : Question for Analysing Which events could not have happened? If. ..happened, what might the ending have been? How is...similar to...? What do you see as other possible outcomes? Why did...changes occur? Can you explain what must have happened when...? What are some or the problems of...? Can you distinguish between...? What were some of the motives behind..? What was the turning point? What was the problem with...? (Pohl, Learning to Think, Thinking to Learn, p. 13)

Questions for Evaluating : Questions for Evaluating Is there a better solution to...? Judge the value of... What do you think about...? Can you defend your position about...? Do you think...is a good or bad thing? How would you have handled...? What changes to.. would you recommend? Do you believe...? How would you feel if. ..? How effective are. ..? What are the consequences..? What influence will....have on our lives? What are the pros and cons of....? Why is ....of value? What are the alternatives? Who will gain & who will loose?  (Pohl, Learning to Think, Thinking to Learn, p. 14)

Questions for Creating : Questions for Creating Can you design a...to...? 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...? What would happen if ...? How many ways can you...? Can you create new and unusual uses for...? Can you develop a proposal which would...? (Pohl, Learning to Think, Thinking to Learn, p. 14)

Now it’s your turn… : Now it’s your turn… Use the Bloom’s Matrix and these notes to plan a number of activities or questions for each level of the taxonomy. You may choose to use this term’s context or unit, or focus on next term’s. Work with your teaching partner. I will copy these for our Thinking Skills Folder so everyone can share our BRILLIANT ideas. HAVE FUN!

Bloom on the Internet : Bloom on the Internet Bloom's(1956) Revised Taxonomy http://rite.ed.qut.edu.au/oz-teachernet/training/bloom.html An excellent introduction and explanation of the revised Taxonomy by Michael Pole on the oz-TeacherNet site written for the QSITE Higher order Thinking  Skills Online Course 2000. Pohl explains the terms and provides a comprehensive overview of the sub-categories, along with some suggested question starters that aim to evoke thinking specific to each level of the taxonomy. Suggested potential activities and student products are also listed.   Bloom’s Revised Taxonomy http://coe.sdsu.edu/eet/articles/bloomrev/index.htm Another useful site for teachers with useful explanations and examples of questions from the College of Education at San Diego State University.   Taxonomy of Technology Integration http://education.ed.pacificu.edu/aacu/workshop/reconcept2B.html This site compiled by the Berglund Center for Internet Studies at Pacific University, makes a valiant effort towards linking ICT (information and communication technologies) to learning via Bloom's Revised Taxonomy of Educational Objectives (Anderson, et. al., 2001). The taxonomy presented on this site is designed to represent the varying cognitive processes that can be facilitated by the integration of ICT into the teaching and learning process. Critical and Creative Thinking - Bloom's Taxonomy  http://eduscapes.com/tap/topic69.htm  Part of Eduscape.com, this site includes a definitive overview of critical and creative thinking as well as how Bloom’s domains of learning can be reflected in technology-rich projects. Many other links to Internet resources to support Bloom’s Taxonomy, as well as research and papers on Thinking Skills. Well worth a look.

Bloom on the Internet : Bloom on the Internet http://www.tedi.uq.edu.au/Assess/Assessment/bloomtax.html   http://www.acps.k12.va.us/hammond/readstrat/BloomsTaxonomy2.html   http://www.teachers.ash.org.au/researchskills/dalton.htm   http://www.officeport.com/edu/blooms.htm   http://www.quia.com/fc/90134.html   http://www.utexas.edu/student/utlc/handouts/1414.html Model questions and keywords   http://schools.sd68.bc.ca/webquests/blooms.htm   http://www.coun.uvic.ca/learn/program/hndouts/bloom.html   http://caribou.cc.trincoll.edu/depts_educ/Resources/Bloom.htm   http://www.kent.wednet.edu/KSD/MA/resources/blooms/teachers_blooms.html   http://www.hcc.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/questype.htm   http://www.nexus.edu.au/teachstud/gat/painter.htm Questioning Techniques that includes reference to Bloom’s Taxonomy.   http://scs.une.edu.au/TalentEd/EdSupport/Snugglepot.htm

Print Resources : Print Resources Clements, D.; C. Gilliland and P. Holko. (1992). Thinking in Themes: An Approach Through the Learning Centre. Melbourne: Oxford University Press. Crawford, Jean (ed.) (1991). Achieveing Excellence: Units of Work for levels P-8. Carlton South, Vic.: Education Shop, Ministry of Education and Training, Victoria. Crosby, N. and E. Martin. (1981). Don’t Teach! Let Me Learn. Book 3. Cheltenham, Vic.: Hawker Brownlow. Dalton, Joan. (1986). Extending Children’s Special Abilities: Strategies for Primary Classrooms. Victoria: Department of School Education, Victoria. Forte, Imogene and S. Schurr. (1997). The All-New Science Mind Stretchers: Interdisciplinary Units to Teach Science Concepts and Strengthen Thinking Skills. Cheltenham, Vic.: Hawker Brownlow. Fogarty, R. (1997). Problem-based learning and other curriculum models for the multiple intelligences classroom. Arlington Heights, IL: IRI/Skylight Training and Publishing, Inc. Frangenheim, E. (1998). Reflections on Classroom Thinking Strategies. Loganholme: Rodin Educational Consultancy.

Print Resources : Print Resources Knight, BA., S. Bailey, W. Wearne and D. Brown. (1999). Blooms Multiple Intelligences Themes and Activities. McGrath, H and T. Noble. (1995). Seven Ways at Once: Units of Work Based on the Seven Intelligences. Book 1. South Melbourne: Longman. Pohl, M. (2000). Teaching Complex Thinking: Critical, Creative, Caring. Cheltenham, Vic.: Hawker Brownlow. Pohl, Michael. (1997). Teaching Thinking Skills in the Primary Years: A Whole School Approach. Cheltenham, Vic.: Hawker Brownlow Education. Pohl, Michael. (2000). Learning to Think, Thinking to Learn: Models and Strategies to Develop a Classroom Culture of Thinking. Cheltenham, Vic.: Hawker Brownlow. Ryan, Maureen. (1996). The Gifted and Talented Children’s Course: Resolving Issues, Book 13- 7-8 Year Olds. Greenwood, WA: Ready-Ed Publications.

Slide 49 : He who learns but does not think is lost (Chinese Proverb)