Bloom’s Taxonomy The Building Blocks of Knowledge Extending Students Thinking.
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Transcript of Bloom’s Taxonomy The Building Blocks of Knowledge Extending Students Thinking.
Bloom’s Taxonomy
The Building Blocks of Knowledge Extending Students Thinking
Setting Goals
Benjamin Bloom and his colleagues (1956) collaborated on the development of a popular framework to improve an instructor’s ability to teach thinking, regardless of the discipline (Lyons, Kysilka, & Pawlas, 1999; McKeachie, 2002).
According to Bloom (1956) knowledge, Comprehension, and application skills represent the lower –order of thinking. The higher-order of skills such as analysis, synthesis, and evaluation required more effort.
Bloom’s Taxonomy (Benjamin Bloom, 1956)
Hig
hest
Lev
el o
f cog
nitio
n Lo
wes
t L
evel
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
Revision of Bloom Taxonomy
Anserson, Krathwohl, and colleagues (2001) revised the Bloom taxonomy to a new sequence of “Remember, Understand, Apply, Analyze, Evaluate, and Create” (McKeachie, 2002, p. 285).
Revision of Bloom Taxonomy
Hig
her-
Ord
er S
kill
Low
er-O
rder
Ski
ll
Remember
Understand
Apply
Analyze
Evaluate
Create
Change in Terms
The names of six major categories were changed from noun to verb forms. As the taxonomy reflects different forms of thinking and thinking is an active
process verbs were more accurate. The subcategories of the six major categories were also replaced by verbs Some subcategories were reorganised. The knowledge category was renamed. Knowledge is a product of thinking
and was inappropriate to describe a category of thinking and was replaced with the word remembering instead.
Comprehension became understanding and synthesis was renamed creating in order to better reflect the nature of the thinking described by each category.
(http://rite.ed.qut.edu.au/oz-teachernet/training/bloom.html (accessed July 2003) ; Pohl, 2000, p. 8)
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 emphasises explanation and
description of subcategories.
(http://rite.ed.qut.edu.au/oz-teachernet/training/bloom.html (accessed July 2003; Pohl, 2000, p. 10).
Level 1:Knowledge / Remember
Learning the information
Remembering knowledge
In this low level of Bloom’s Taxonomy the student should be able to recall, recognize, recite, list, label, name, repeat, state, define, and retaining facts - these items can be memorized without understanding
Level 1: Knowledge / Remember
Remember an idea or a fact in nearly the same form as it was taught. The sample verbs that would be used in this level are:
Tell, choose, find, group, label, arrange, select, match, locate offer list, name, cite, offer, omit, pick, quote, repeat, reset, say, show, spell, touch, underline, point to, identify, recall, state
Level 2: Comprehension / Understand
Understanding the information
In this low level of Bloom’s Taxonomy the student should be able to demonstrate, explain, describe, interpret, summarize, restate, identify, tell, and elaborate the material -
Level 2: Comprehension / Understand
Communicate an idea or event in new and different form. The sample verbs that would be used in this level are:Reword, convert, expand, transform, explain,
interpret, outline, discuss, arrange, sort, classify
Level 3: Application / Apply
Uses the information
Using theoretical ideas in real situation
In this level of Bloom’s Taxonomy the student should be able to construct, interview, apply, list, use, operate, practice, illustrate, and solve simple problems – it means students must apply facts, rules, and principle to construct results
Level 3: Application / Apply
Use knowledge from a variety of areas to find solutions – apply ideas. The sample verbs that would be used in this level are:Relate, utilize, solve, try, exert, take up, employ,
use, develop, apply, illustrate, sketch, demonstrate
Level 4: Analysis / AnalyzeExamining specific parts
of the information
In this level of Bloom’s Taxonomy the student should be able to classify, categorize, compare, analyze – distinguish question, differentiate, calculate, solve, separate, detect, and relate - breaking down the problem into its components – it means critical thinking or problem solving
Level 4: Analysis / Analyze
Break problem down into component. The sample verbs that would be used in this level are:Analyze, break down, look into, uncover, examine,
inspect, audit, appraise, categorize, contrast, criticize, distinguish, differentiate, compare
Level 5: Synthesis / Evaluate
Doing something new and different with information
In this higher order of skill level of Bloom’s Taxonomy the student should be able to hypothesize, abstract, create, and design – arrange, assemble and create setup – in other word putting together component of knowledge to create! This may lead the students for the multiple solutions or correct answers and allow for creativities.
Level 5: Synthesis / Evaluate
Be creative. The sample verbs that would be used in this level are:Compose, create, combine, build, make, reorder,
develop, produce, construct, generate, constitute, organize, originate, formulate, propose, plan, design, invent
Level 6: Evaluation / Create
Judging information –
Making decision about issues
In this highest order of skill level of Bloom’s Taxonomy the student should be able to assess, rate, compare value, critique, appraise, judge, and estimate – making a judgment about a solution, work, etc.
For example: “if our population continues to grow, what will the United States be like in …”
Level 6: Evaluation / Create
The sample verbs that would be used in this level are:appraise, argue, assess, compare, evaluate,
predict, support, recommend
Strategies Tips for Improvement
Incorporate your course content with opportunity to apply creative thinking
Establish a learning environment that promote thinking skills. For example before you answer the question, encourage and challenge thinking and discussion.
Facilitate instructions and direction that help students discover the solution
Here are some tips for improving the thinking quality that will promote better students performance
Use more than one approaches to an issue Incorporate information from several
sources Establish meaningful correlations between
theoretical concept and practical situations Consider those students that need more
thinking time Asking questions with positive attitudes.
Note: you may have some student that have slow start for example register late, missed the first class or 2 classes - this will be challenge for instructor to get these students to make up for the missing learning activities…
Provide accurate feedback and promote good quality thinking without discouraging. In other word, gently direct them for better thinking. Feedback is the most effective way to motivate thinking. For example, “good job”, “excellent” for those students that did well on assignment - and - for other students that performed less than your expectation, a motivation the word such as “I would like to talk to you after class regarding this assignment”, “Meet me in break time to discuss.. The assignment” – the purpose of this approach is to develop a plan that deal with disappointing score and motivate them to do better
Feedback: The wording, tone, and body language can encourage and motivate students for improvement
What do you mean by saying ____? Can you give me an example? How does this relate to the problem? Why did you base your answer on this instead
of ____? Can you be more specific? Could you explain your answer further?
References
McKeachie,W. J. (2002). McKeachie’s Teaching Tips. Boston, MA: Houghton Mifflin Company.
Lyons, R. E., Kysilka,M. L., & Pawlas, G. E. (1999). The Adjunct Professor’s Guide to Success. Needham, MA: Allyn & Bacon.
Wankat, P. C. (2002). The Effective Efficient, Professor. Boston, MA: A Pearson Education Company.
Royse, D. (2001). Teaching Tips for College and University Instructor. Needham, MA: A Pearson Education Company.