Blooms Taxonomy in the Field of Science and Learning..ppt

A comprehensive details on SLO and Bloom taxonomy.

1. Bloom’s Taxonomy
Higher Order Skills
Bloom's Original
Taxonomy
Anderson's Revised
Taxonomy
Knowledge Remembering
Comprehension Understanding
Application Applying
Analysis Analysing
Synthesis Evaluating
Evaluation Creating

2. 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, P8)

3. Changes in Terminology
The names of 6 major categories were changed from
noun to verb forms. The reason for this is that the
Taxonomy reflects different forms of thinking and
thinking is an active process. Verbs describe actions,
not nouns, hence the change.
The knowledge category was renamed. Knowledge is an
outcome or product of thinking not a form of thinking.
Consequently, the word knowledge was inappropriate to
describe a category of thinking and was replaced with
the word remembering instead.
Comprehension and synthesis were retitled to
understanding and creating respectively, in order to
better reflect the nature of the thinking defined in
each category.

4. BLOOM’S REVISED TAXONOMY
CreatingCreating
Generating new ideas, products, or ways of viewing things
Designing, constructing, planning, producing, inventing.
 
EvaluatingEvaluating
Justifying a decision or course of action
Checking, hypothesizing, critiquing, experimenting, judging
 
AnalyzingAnalyzing
Breaking information into parts to explore understandings and relationships
Comparing, organizing, deconstructing, interrogating, finding
 
ApplyingApplying
Using information in another familiar situation
Implementing, carrying out, using, executing
 
UnderstandingUnderstanding
Explaining ideas or concepts
Interpreting, summarizing, paraphrasing, classifying, explaining
 
RememberingRemembering
Recalling information
Recognizing, listing, describing, retrieving, naming, finding
 

5. Remembering
The learner is able to recall, restate and remember
learned information. The Learner can
*Recognise
*List
*Describe
*Identify
*Retrieve
*Name
*Locate
*Find
Can you recall information?

6. Remembering
•List
•Memorise
•Relate
•Show
•Locate
•Distinguish
•Give example
•Reproduce
•Quote
•Repeat
•Label
•Recall
•Know
•Group
•Read
•Write
•Outline
Verbs
• Listen
• Group
• Choose
• Recite
• Review
• Quote
• Record
• Match
• Select
• Underline
• Cite
• Sort
• List
• Label
• Workbook
• Reproduction
• Vocabulary
Assess by:
• Quiz
• Definition
• Fact
• Worksheet
• Test

7. Classroom Roles for Remembering
Teacher role in assessing
•Directs
•Tells
•Shows
•Examines
•Questions
•Evaluates
Learner role in assessments
•Responds
•Remembers
•Recognises
•Memorises
•Defines
•Describes
•Retells

8. Remember – Examples
Remember
Recognising
Locating knowledge in
memory that is
consistent with
presented material.
Synonyms:
Identifying
Recalling
Retrieving relevant
knowledge from long
term memory.
Synonyms:
Retrieving
Naming
Questions
What happened after.?
How many...?
What is...?
Who was it that...?
Can you name ...?
Find the meaning of…
Describe what
happened after…
Who spoke to...?
Which is true or
false...?
Identify who….
Name all the…..
Tasks
Make a list of the main
events of the story.
Make a time line of
events.
Make a facts chart .
Write a list of any
pieces of information
you can remember.
Make a chart showing…
Make an acrostic.
Recite a poem.
 

9. Understanding
The learner grasps the meaning of information by
interpreting and translating what has been learned. The
learner can
*Interpret
*Exemplify
*Summarise
*Infer
*Paraphrase
*Classify
*Compare
*Explain
Can you explain ideas or concepts?

10. Understanding
•Restate
•Identify
•Discuss
•Retell
•Research
•Annotate
•Translate
•Give examples of
•Paraphrase
•Reorganise
•Associate
Verbs
• Describe
• Report
• Recognise
• Review
• Observe
• Outline
• Account for
• Interpret
• Give main idea
• Estimate
• Define
Assess by:
• Recitation
• Summary
• Collection
• Explanation
• Show and tell
• Example
• Quiz
• List
• Label
• Outline

11. Classroom Roles for Understanding
Teacher role in assessing
•Demonstrates
•Listens
•Questions
•Compares
•Contrasts
•Examines
Learner role in assessments
•Explains
•Describes
•Outlines
•Restates
•Translates
•Demonstrates
•Interprets

12. Understand - Examples
Interpreting
Changing from one form of representation to
another
Synonyms: Paraphrasing…Translating,..
Representing,…Clarifying...
Exemplifying
Finding a specific example or illustration of a
concept or principle
Synonyms:
Instantiating… Illustrating...
Classifying
Determining that something belongs to a category
(eg concept or principle).
Synonyms: Categorizing...Subsuming...
Summarizing
Drawing a logical conclusion from presented
information.
Synonyms: Abstracting….. Generalizing...
Inferring
Abstracting a general theme or major point
Synonyms: Extrapolating… Interpolating..
Predicting… Concluding….
Comparing
Detecting correspondences between two ideas,
objects, etc
Synonyms: Contrasting… Matching ...Mapping...
Explaining
Constructing a cause-and-effect model of a
system.
Synonyms: Constructing models...
Questions
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...?
Clarify why….
Illustrate the ………
Does everyone act
in the way that ……..
does?
Draw a story map.
Explain why a
character acted in
the way that they
did.
 
 
PossibleTasks
Write in your own words…
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..
Paraphrase this chapter in the
book.
Retell in your own words.
Outline the main points.

13. Applying
The learner makes use of information in a
context different from the one in which it was
Learned. The Learner can
*Implement
*Carry out
*Use
*Execute
Can you use the information in another familiar
situation?

14. Applying
•Translate
•Manipulate
•Exhibit
•Illustrate
•Calculate
•Interpret
•Make
•Practice
•Apply
•Operate
•Interview
Verbs
• Change
• Compute
• Sequence
• Paint
• Show
• Solve
• Collect
• Demonstrate
• Dramatise
• Construct
• Use
• Adapt
• Draw
Assess by:
• Photograph
• Illustration
• Simulation
• Sculpture
• Demonstration

• Presentation
• Interview
• Performance
• Diary
• Journal

15. Classroom Roles for Applying
Teacher role in assessing
•Shows
•Facilitates
•Observes
•Evaluates
•Organizes
•Questions
Learner role in assessment
•Solves problems
•Demonstrates use of
knowledge
•Calculates
•Compiles
•Completes
•Illustrates
•Constructs

16. Apply - Examples
Apply
Executing
Applying knowledge
(often procedural)
to a routine task.
Synonyms:
Carrying out…
Implementing
Applying knowledge
(often procedural)
to a non-routine
task.
Synonyms:
Using…
Questions
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...?
Clarify why….
Illustrate the ………
Does everyone act in the
way that …….. does?
Draw a story map.
Explain why a character
acted in the way that they
did.
Tasks
Construct a model to
demonstrate how it works
Make a diorama to
illustrate an event
Make a scrapbook about
the area of study.
Make a papier-mâché map
/clay model to include
relevant information about
an event.
Take a collection of
photographs to
demonstrate a particular
point.
Make up a puzzle game about the
Topic.
Write a textbook about this
topic for others.
Write a diary entry
Prepare invitations for a
character’s birthday party.
Dress a doll in national costume.
Make a topographic map.
Continue the story.

17. Analysing
The learner breaks learned information into its parts to
best understand that information. The learner can
*Compare
*Organise
*Deconstruct
*Attribute
*Outline
*Find
*Structure
*Integrate
Can you break information into parts to explore
Understandings and relationships?

18. Analysing
•Distinguish
•Question
•Appraise
•Experiment
•Inspect
•Examine
•Probe
•Separate
•Inquire
•Arrange
•Investigate
•Sift
•Research
•Calculate
•Criticise
Verbs
• Compare
• Contrast
• Survey
• Detect
• Group
• Order
• Sequence
• Test
• Debate
• Analyse
• Diagram
• Relate
• Dissect
• Categorise
• Discriminate
Assess by:
• Graph
• Spreadsheet
• Checklist
• Chart
• Outline
• Survey
• Database
• Mobile
• Abstract
• Report

19. Classroom Roles for Analysing
Teacher role in assessing
•Probes
•Guides
•Observes
•Evaluates
•Acts as a resource
•Questions
•Organises
•Dissects
Learner role in assessments
•Discusses
•Uncovers
•Argues
•Debates
•Thinks deeply
•Tests
•Examines
•Questions
•Calculates
•Investigates
•Inquires

20. Analyse - Examples
Analyse
Differentiating
Distinguishing relevant from
irrelevant parts or important
from unimportant parts of
presented material.
Synonyms:
Discriminating, Selecting,
Focusing, Distinguishing,
Organising
Determining how elements fit
or function within a structure.
Synonyms:
Outlining, Structuring,
Integrating, Finding coherence
Attributing
Determining the point of view,
bias, values, or intent
underlying presented material.
Synonyms:
Deconstructing
Questions
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...?
Tasks
Design a questionnaire to
gather information.
Write a commercial to sell
a new product
Make flow chart to show
the critical stages.
Construct a graph to
illustrate selected
information.
Make a family tree showing
relationships.
Devise a play about the
study area.
Write a biography of a
person studied.
Prepare a report about the
area of study.
Survey classmates to find out
what they think about a
particular topic. Analyse the
results.

21. Evaluating
The learner makes decisions based on in-depth reflection,
criticism and assessment. The Learner can
*Check
*Hypothesise
*Critique
*Experiment
*Judge
*Test
*Detect
*Monitor
Can you justify a decision or course of action?

22. Evaluating
•Judge
•Rate
•Validate
•Predict
•Assess
•Score
•Revise
•Infer
•Determine
•Prioritise
•Tell why
•Compare
•Evaluate
•Defend
•Select
•Measure
Verbs
• Choose
• Conclude
• Deduce
• Debate
• Justify
• Recommend
• Discriminate
• Appraise
• Value
• Probe
• Argue
• Decide
• Criticise
• Rank
• Reject
Assess by:
• Debate
• Panel
• Report
• Evaluation
• Investigation
• Verdict
• Conclusion
• Persuasive speech

23. Classroom Roles for Evaluating
Teacher role in assessing
•Clarifies
•Accepts
•Guides
Learner role in assessments
•Judges
•Disputes
•Compares
•Critiques
•Questions
•Argues
•Assesses
•Decides
•Selects
•Justifies

24. Evaluate - Examples
Evaluate
Checking
Detecting inconsistencies
or fallacies within a
process or product.
Determining whether a
process or product has
internal consistency.
Synonyms:
Testing, Detecting,
Monitoring
Critiquing
Detecting the
appropriateness of a
procedure for a given task
or problem.
Synonyms:
Judging
Questions
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. ..?
Tasks
Conduct a debate
about an issue of
special interest.
Make a booklet about
five rules you see as
important.
Convince others.
Form a panel to
discuss views.
Write a letter
advising on changes
needed.
Write a half-year
report.
Prepare a case to
present your view
about...
Prepare a list of criteria
to judge…
Make a booklet about five
rules you see as important.
Convince others.
Evaluate the character’s
actions in the story

25. Creating
The learner creates new ideas and information using what
has been previously learned. The Learner can
*Design
*Construct
*Plan
*Produce
*Invent
*Devise
*Make
 
Can you generate new products, ideas, or ways of viewing
things?

26. Creating
•Compose
•Assemble
•Organise
•Invent
•Compile
•Forecast
•Devise
•Propose
•Construct
•Plan
•Prepare
•Develop
•Originate
•Imagine
•Generate
Verbs
• Formulate
• Improve
• Act
• Predict
• Produce
• Blend
• Set up
• Devise
• Concoct
• Compile
Assess by:
• Film
• Story
• Project
• Plan
• New game
• Song
• Newspaper
• Media product
• Advertisement
• Painting

27. Classroom Roles for Creating
Teacher role in assessing
•Facilitates
•Extends
•Reflects
•Analyzes
•Evaluates
Learner role in assessment
•Designs
•Formulates
•Plans
•Takes risks
•Modifies
•Creates
•Proposes
•Active participant

28. Create - Examples
Create
Generating
Coming up with
alternatives or
hypotheses based on
criteria
Synonyms:
Hypothesising
Planning
Devising a procedure for
accomplishing some task.
producing
Synonyms:
Designing
Producing
Inventing a product.
Synonyms:
Constructing
Questions
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...?
 
 
Tasks
Invent a machine to do a
specific task.
Design a building to house
your study.
Create a new product. Give it
a name and plan a marketing
campaign.
Write about your feelings in
relation to...
Write a TV show

play, puppet
show, role play, song or
pantomime about..
Design a record, book or
magazine cover for...
Sell an idea
Devise a way to
Design a robot to do your
homework
Make up a new language and
use it in an example
Write a jingle to advertise a
new product.