Levels of Learning (Revised Bloom's of Taxonomy)

Revised Bloom's of Taxonomy (RBT)

1. LEVELS OF LEARNING: Doorways to Improved Thinking School-Based INSET

2. Where do we begin in seeking to improve human thinking?

3. “Asking pupils to think at higher levels, beyond simple recall is an excellent way to stimulate pupils’ thought processes. Different types of questions require us to use different levels of thinking.” - Teacher Vision 2004

4. What’s Bloom Taxonomy? Bloom’s Taxonomy is a classification of thinking organized by levels 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 .

5. BLOOM’S TAXONOMY 1956

6. WHAT’S REVISED BLOOM’S TAXONOMY? The revised Bloom’s Taxonomy provides the measurement tool for thinking. The changes in RBT occur in three broad categories: Terminologies; Structure; and Emphasis

7. Visual Comparison of the Two Taxonomies (TERMINOLOGY CHANGES) 1956 OBT 2001 RBT

8. CHANGES IN TERMS The names of six major categories were changed from noun to verb forms. Taxonomy reflects different forms of thinking and thinking is an active process, hence verbs are more accurate. The knowledge category was renamed. Knowledge is a product of thinking and was inappropriate to describe a category of thinking and was replaced with word remembering instead. Comprehension became understanding and synthesis renamed creating in order to better reflect the nature of the thinking described by each category.

9. Remembering (knowledge) (Shallow processing: drawing out factual answers, testing recall and recognition) The learner is able to recall, restate and remember information

10. Key words for Remembering Recognizing Retrieving Choosing Describing Defining Identifying Labelling Listing Locating Finding Naming Stating Selecting

11. Sample Questions for Remembering What is _________? Where is ________? How did __happen? Why did ________? How would you show____? Who were the main___? Which one______? Who was _____? How is _________? When did ___ happen? How would you explain ________? How would you describe_____? Can you recall______? Can you select______? Can you list three ____?

12. Questions starting with what, where, when, why and how whose answers could be retrieved, recognized and recall from the text or on the lines of the text read fall under remembering.

13. UNDERSTANDING (Comprehension) (translating, interpreting and extrapolating) The learner grasps the meaning of information by interpreting and extrapolating what has been learned

14. Key words for Understanding Comparing Contrasting Demonstrating Interpreting Explaining Extending Illustrating Giving example Restating Inferring Outlining Relating Rephrasing Translating Summarizing Classifying Paraphrasing Rewriting

15. Sample Questions for Understanding State in your own words…. Which are facts? Opinions? What does this means…..? Is this the same as…? Giving an example Select the best definition. Condense this paragraph…. What would happen if…? What part doesn’t fit? How would compare? Contrast? What is the main idea of…? How would you summarized…?

16. Questions with what, where, why and how whose answers could be taken between the lines of the text through organizing, comparing, translating, interpreting, extrapolating, classifying, summarizing and stating main ideas fall under understanding

17. APPLYING (Knowing when to apply, why to apply and recognizing patterns of transfer to situation that are new, unfamiliar or have a new slant for students) The learner make use of the acquired knowledge, facts, techniques and rules in a different way.

18. Key Words for Applying Applying Solving Using Constructing Experimenting with Developing Carrying Computing Implementing Modifying Utilizing

19. Sample Questions for Applying How would you organized _____ to show _______? How would you show your understanding of _______? What facts would you select to show what ________? What elements would you change_______? What other way would you plan to ________? What questions would you ask in an interview with___? How would you apply what you learned to develop___? How would you solve ______using what you have learned?

20. ANALYZING (breaking down into parts, forms) The learner breaks learned information into its parts determining how the parts relate or interrelate to one another or to an overall structure or purpose through differentiating, organizing and attributing.

21. Key Words for Analyzing Analyzing Comparing Contrasting Discovering Differentiating Attributing Detecting Disserting Examining Distinguishing Determining Appraising

22. Sample Questions for Analyzing Which statement is relevant? What is the conclusion? What does the author believe? Assume? Make a distinction between______________? What idea justify the conclusion? Which is the least essential statement? What literacy form is used?

23. EVALUATING (according to some set of criteria and state why) The learner makes decisions based on in-depth reflection, criticism and assessment through checking and critiquing.

24. Key Words for Evaluating Judging Evaluating Appraising Defending Criticizing Assessing Justifying Concluding Comparing Defending

25. Sample questions for Evaluating What fallacies, consistencies, inconsistencies, appear_______? Which is more important______________? Do you agree__________________? What information would you use______________? Do you agree with the _______________? How would you evaluate________________?

26. CREATING ( combining statements into a pattern not clearly there before) The learner creates new ideas and information using what have been previously learned.

27. Key Words for Creating Designing Constructing Planning Producing Inventing Devising Making

28. Sample Questions for Creating Can you design a _______________? What possible solution to ______________? How many ways can you _________________? Can you create a proposal which would______?

29. STRUCTURAL CHANGES Bloom’s original cognitive taxonomy was a one-dimensional form consisting of Factual, Conceptual and Procedural – but these were never fully understood of used by teachers because most of what educators were given in training consisted of a simple chart with the listing of levels and related accompanying verbs

30. LEVELS OF LEARNING Knowledge/Comprehension Application Problem Solving Arrange Cite Classify Convert Copy Define Describe Discuss Distinguish Explain Express Give Examples Identify Indicates Label List Locate Match Name Order Outline Recall Recite Record Relate Reproduce Repeat Report Restore Review Specify Summarize Tell Translate Underline Apply Assemble Calculate Change Choose Compute Defend Demonstrate Discover Draft Dramatize Draw Employ Estimate Explain Illustrate Infer Interpret Modify Operate Practice Predict Prepare Produce Use Show Select Analyze Appraise Argue Assess Assemble Categorize Compare Contrast Criticize Compose Conclude Construct Convert Create Debate Defend Discriminate Differentiate Distinguish Estimate Evaluate Examine Formulate Illustrate Infer Inspect Interpret Judge Justify Manage Modify Organize Plan Predict Prepare Propose Question Relate Rate Recognize Score Select Support Solve Test Value Write

31. The Revised Bloom’s Taxonomy takes the form of Two-dimensional table. The knowledge Dimension or the kind of knowledge to be learned and the second is the Cognitive process Dimension or the process used to learn.

32. Remembering Understanding Applying Analyzing Evaluating Creating Factual Conceptual Procedural Metacognitive COGNITIVE PROCESS DIMENSION KNOWLEDGE DIMENSION Describe the process of planning for a medium-scale business Describe the planning process you employed for your medium-scale business Assess the relevance of the principles of medium-scale business planning… The Revised Bloom's Taxonomy Jerome A. Ouano DLSU - Manila

33. (Bloom's Taxonomy ) TWO DIMENSIONAL TABLE (Structural Changes) The Knowledge Dimension The Cognitive Process Dimension Remember ing Understand ing Apply ing Analyzing Evaluating Creating Factual Knowledge List Summarize Classify Order Rank Combine Conceptual Knowledge Describe Interpret Experiment Explain Assess Plan Procedural Knowledge Tabulate Predict Calculate Differentiate Conclude Compose Meta-Cognitive Knowledge Appropriate Use Execute Construct Achieve Action Actualize

34. FACTUAL KNOWLEDGE – refers to the essential facts, terminology, details or elements student must know or be familiar with in order to solve a problem in it. CONCEPTUAL KNOWLEDGE – is knowledge of classification, principles, generalizations, theories, models or structure pertinent to a particular disciplinary area. PROCEDURAL KONWLEDGE – refers to information or knowledge that helps students to do something specific to a discipline subject, area of study. It also refers to methods of inquiry, very specific or finite skills, algorithms, techniques and particulars. META-COGNITIVE KNOWLEDGE – is a strategic or reflective knowledge about solving problems, cognitive tasks to include contextual and conditional knowledge and knowledge of self.

35. BLOOM’S REVISED TAXONOMY CREATING Generating new ideas, products, or ways of viewing things Designing, constructing, planning, producing, inventing EVALUATING Justifying a decision or course of action Checking, hypothesizing, critiquing, experimenting, judging ANALYZING Breaking information into parts to explore understanding and relationships Comparing, organizing, deconstructing, integrating, finding APPLYING Using information in another familiar situation Implementing, Carrying out, using, executing UNDERSTANDING Explaining ideas or concepts Interpreting, summarizing, paraphrasing, classifying, explaining REMEMBERING Recalling information Recognizing, listing, describing, retrieving, naming, finding Higher – order thinking

36. CHANGE IN EMPHASIS Emphasis is the third and final category of changes. It is placed upon its use as a more “authentic tool for curriculum planning, instructional delivery and assessment.”

37. 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 emphasis explanation and description of subcategories.

38. Here are sample questions about the news item. Remember: Describe how Efren finished his studies and (Conceptual knowledge) helped in the education of street children. Understand: Summarize what the story was all about. (Factual) Apply: Construct a theory as to why Efren (Meta-Cognitive ) continued to work with street children in spite of the several obstacles he would be meeting.

39. Analyze : Differentiate between how Efren ( Procedural knowledge) reacted and you react in each event in his life. Evaluate: A ssess whether or not you think Efren (Conceptual) deserves to be the CNN hero? Create: Co mpose a song, skit, poem or rap to convey Efren’s story to the children of the 21’st century.

40. “The new century has brought us the Revised Bloom’s Taxonomy which is really new and improved. Try it out; the author thinks you will like It better than a cake.”

41. THANK YOU!