About Benjamin Bloom
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Bloom’s Taxonomy
Ceanlia Vermeulen
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About Benjamin BloomA facilitator, a scholar, and a researcher in
the field of Education Taxonomy of educational objectives:
Handbook 1, the cognitive domain (Bloom et al., 1956)
www.ibe.unesco.org/International/Publications/Thinkers/ThinkersPdf/bloome.pdf
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Six Levels of Questions
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
Lev
els
of
Th
inki
ng
Ski
lls
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Knowledge LevelRecall of informationKnowledge of data, events, and placesKnowledge of major ideasMastery of Subject matterQuestion Cues:
– List, define, tell, describe, identify, show, label,
collect, examine, who, when , where, etc.
List the major cities in South Africa. Define the capital city of South Africa.
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Comprehension Level Understanding informationGrasp key meaningTranslate knowledge to a new contextInterpret, compare, contrast factsOrder, group, infer causesQuestion cue:
– Summarize, interpret, contrast, associate, distinguish, estimate, differentiate, discuss, extend, why, etc.
Discuss the environmental problems existing in the major cities in South Africa.Infer the causes for the problems.
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Application Level Use information Use methods, concepts, theories in new situation Solve problems using required skills or knowledge Question cues:
– Apply, demonstrate, calculate, complete, illustrate, show, solve, examine, modify, relate, change, experiment, discover, etc.
Work out possible solutions for the environmental problems in the major cities in South Africa. Calculations and experiments skills might be involved during the process to answer the question.
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Analysis Level Seeing patterns Organization of parts Recognition of hidden meanings Identification of components Question cues:
– Analyze, separate, order, explain, connect, classify, arrange, divide, compare, select, explain, etc.
Classify the environmental problems into different categories.
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Synthesis Level Use old ideas to create new ones Generalize, predict from given facts Relate knowledge from several areas Draw conclusions Question cues:
– Combine, integrate, modify, rearrange, substitute, plan, create, design, invent, what if?, compose, formulate, prepare, generalize, rewrite, predict, etc.
Design and plan a social activity to call for more urban residents to contribute to environmental protection.
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Evaluation Level Compare and discriminate between ideas Judge and appreciate value of concepts, theories,
and principles Make choice based on reasoned argument Verify values of evidence Recognize subjectivity Question Cues:
– Assess, decide, rank, grade, test, measure, recommend, convince, select, judge, discriminate, support, conclude, etc.
Recommend the most practical and economic environment protecting plan to the city government. Use evidences and arguments to support your recommendations and convince the ministers.
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ExercisesIdentify the capital of Australia from the
following list: Melbourne, Sydney, Canberra
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
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ExercisesWhat classification of animals would a
FROG belong to?– mammal / bird / fish / reptile / amphibian / insect
Analysis
Comprehension
Application
Knowledge
Synthesis
Evaluation
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Exercises Predict what would have happened to early Native Americans if they
did not follow the migration of buffaloes:
– They would hunt and eat other animals instead / They would starve / They would get all their food by farming
Synthesis
Comprehension
Application
Analysis
Knowledge
Evaluation
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Great !!! Good job !!
This is a basic question of
knowledge to test whether
learners recall the knowledge
being taught.
Next Question
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Great !!! Good job !!
The learners are asked about the classification of animals and apply his/her knowledge to answer this question. The facilitators should follow the question by asking the learner to justify the answers.
Next Question
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Great !!! Good job !!
The learners are asked to PREDICT what would happen based on the given facts and their previous knowledge related.
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