PPT Blooms taxonomy structuring the learning jourey.pptx

blooms taxonomy

1. Structuring the Learning Journey

2. What is Bloom’s Taxonomy? Write in your own words.

3. What is Bloom’s Taxonomy ? This is a system to classify knowledge! (low to high, small to big, simple to complex) d ifferent levels of learning by Bloom.

4. Why should we use Bloom’s Taxonomy ? Bloom's Taxonomy was created in 1956 under the leadership of educational psychologist Dr Benjamin Bloom in order to promote higher forms of thinking in education, such as analyzing and evaluating concepts, rather than just remembering facts (rote learning).

5. 3 Domains of Learning by Bloom Cognitive Affective Psychomotor

6. Bloom’s Taxonomy’s 3 domains

7. Water cycle in light of Bloom’s Taxonomy Recall and list the different stages of the water cycle. Students can explain the process of the water cycle in their own words. In application, explain how changes in temperature and humidity can impact the rate of evaporation or condensation. Analyze the factors that influence the water cycle. Evaluate the importance of the water cycle for ecosystems and human life. Creating a visual representation, such as a diagram or a model, that illustrates the different stages and processes involved. They can also propose innovative ideas or solutions for conserving water resources or mitigating the impacts of water scarcity.

8. Remembering: (recalling the facts) Example: Reciting the capital cities of different countries. Identifying the key features of a plant cell. Describing the main events of a historical event.

9. Understanding: (Interpretation of information) Example: Summarizing the main idea of a text. Explaining the steps of a scientific process. Interpreting a graph or chart to extract relevant information.

10. Applying: (using acquired knowledge and skills in new or different situations) Example: Solving math problems using appropriate formulas. Applying grammar rules to construct well-formed sentences. Using critical thinking skills to analyze and solve a real-world problem.

11. Analyzing : (Breaking down information to examine relationship) Example: Identifying the causes and effects of a historical event. Analyzing a literary work by examining its themes, characters, and plot. Evaluating the strengths and weaknesses of an argument or theory.

12. Evaluating: (Justify a stand or decision) Example: Assessing the effectiveness of a scientific experiment and suggesting improvements. Critiquing a piece of art or literature based on established aesthetic standards. Evaluating the reliability and credibility of different sources of information.

13. Creating: (creating something new from existing information) Example: Writing a research paper that integrates multiple sources and presents an original argument. Designing a new product based on identified consumer needs. Creating a multimedia presentation to convey complex concepts.

14. How to use Bloom’s Taxonomy in class Writing objectives Asking Questions (LOTS/HOTS) Critical Thinking and Engagement Assessment

15. Blooms Taxonomy Levels of Blooms Taxonomy from simple to complex As the students gain knowledge they climb the next step Verbs Tables have been created to align with levels of BT. Learning objectives are SMART (if they are specific, measurable, achievable, realistic and, timely (or time-bound).

16. GET READY FOR ACTIVITY

17. ACTIVITY # 2 Story of Goldilocks and the Three Bears reflected in Blooms taxonomy Describe where Goldilocks lived Summarize what the story of Goldilocks was about Construct a theory as to why Goldilocks went into the house Differentiate how Goldilocks reacted and how you would have reacted in the house Assess whether or not this really happened to Goldilocks Compose a song, skit or a poem to convey the story