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Learning to think, thinking to learn: Models and strategies to develop a classroom culture of thinking. Cheltenham, Vic.: Hawker Brownlow[r]

Teaching with

the Revised Bloom’sTaxonomy

Brian Miner

ILACS

Taxonomy = Classification

Classification of thinking

Six levels

of complexity

Synthesis

Analysis

Application

Comprehension

Knowledge

Creating Evaluating Analyzing Applying Understanding Remembering

The learner is able to recall, restate and

remember learned information

– Describing

– Finding

– Identifying

– Listing

– Retrieving – Naming

– Locating – Recognizing

Can students recall information?

Student grasps meaning of information

by interpreting and translating

what has been learned – Classifying

– Comparing

– Exemplifying

– Explaining

– Inferring – Interpreting – Paraphrasing – Summarizing

Can students explain ideas or concepts?

Student makes use of information in a context different from the one in which it was learned

– Implementing

– Carrying out

– Using – Executing

Can students use the information in

another familiar situation?

c =

Student breaks learned information into

its parts to best understand that information

– Attributing

– Comparing

– Deconstructing

– Finding

– Integrating – Organizing – Outlining – Structuring

Can students break information into parts to explore understandings and relationships?

Student makes decisions based on in-depth

reflection, criticism and assessment

– Checking

– Critiquing

– Detecting

– Experimenting

– Hypothesising – Judging

– Monitoring – Testing

Can students justify a decision or

a course of action?

Student creates new ideas and information using what previously has been learned

– Constructing

– Designing

– Devising

– Inventing

– Making – Planning – Producing

Can students generate new products,

ideas, or ways of viewing things?

Questioning

• Higher level questions require complex

application, analysis, evaluation or creation skills

• Higher level questions

critically

– Facilitate problem solving

– Stimulate students to seek information on their own

University of Illinois (2006)

Handout #

“Remembering” stems

What happened after ?

How many ?

What is ?

Who was it that ?

Name

Find the definition of…

Describe what happened after…

Who spoke to ?

Which is true or false ?

(Pohl, 2000)

“Understanding” stems

Explain why…

Write in your own words…

How would you explain…?

Write a brief outline

What do you think could have happened next ?

Who do you think ?

What was the main idea ?

Clarify…

Illustrate…

(Pohl, 2000)

“Applying” stems

Explain another instance where…

Group by characteristics such as…

Which factors would you change if…?

What questions would you ask of…?

From the information given, develop a set of instructions about…

(Pohl, 2000)

“Analyzing” stems

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?

Explain what must have happened when

What are some or the problems of ?

Distinguish between

What were some of the motives behind ?

What was the turning point?

What was the problem with ?

(Pohl, 2000)

“Evaluating” stems

Judge the value of What do you think about ?

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, 2000)

“Creating” stems

Design a to

Devise a possible solution to

If you had access to all resources, how would you deal with ?

Devise your own way to

What would happen if ?

How many ways can you ?

Create new and unusual uses for

Develop a proposal which would

(Pohl, 2000)

Bloom’s revised taxonomy

• Systematic process of thinking & learning

format

& objectives with standards, activities, &

outcomes

students gain knowledge & critical thinking skills

• Assists in development of goals, objectives, &

lesson plans

Let’s Practice!

Worksheets

References and Resources

Cruz, E (2003) Bloom's revised taxonomy In B Hoffman (Ed.), Encyclopedia of Educational

Technology http://coe.sdsu.edu/eet/Articles/bloomrev/start.htm

Dalton, J & Smith, D (1986) Extending children’s special abilities: Strategies for primary classrooms

http://www.teachers.ash.org.au/researchskills/dalton.htm

Ferguson, C (2002) Using the revised Bloom’s Taxonomy to plan and deliver team-taught, integrated,

thematic units Theory into Practice, 41(4), 239-244.

Forehand, M (2008) Bloom’s Taxonomy: From emerging perspectives on learning, teaching and

technology http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy

Mager, R E (1997) Making instruction work or skillbloomers: A step-by-step guide to designing and

developing instruction that works, (2nd ed.) Atlanta, GA: The Center for Effective Performance,

Inc.

Mager, R E (1997) Preparing instructional objectives: A critical tool in the development of effective

instruction, (3rd ed.) Atlanta, GA: The Center for Effective Performance, Inc.

Pohl, Michael (2000) Learning to think, thinking to learn: Models and strategies to develop a

classroom culture of thinking Cheltenham, Vic.: Hawker Brownlow.

Tarlinton (2003) Bloom’s revised taxonomy

http://www.kurwongbss.qld.edu.au/thinking/Bloom/bloomspres.ppt

University of Illinois, Center for Teaching Excellence (2006) Bloom’s taxonomy

www.oir.uiuc.edu/Did/docs/QUESTION/quest1.htm