Blooms Revised.printing

8/9/2019 Blooms Revised.printing

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The mind is not a vessel to

be filled, but a fire to be

ignited.

(Plutarch)


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Overview

Blooms Taxonomy and higher-order thinking Investigate the Revised Taxonomy

New terms

New emphasis Explore each of the six levels

Use the taxonomy to constrct a test


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Blooms Revised

Taxonom Taxonomy of !ognitive "#$ectives

%&'(s- developed #y Ben$amin Bloom

)eans of expressing *alitatively different kinds of thinking

Been adapted for classroom se as a planning tool

!ontines to #e one of the most niversally applied models

+rovides a way to organise thinking skills into six levels,

from the most #asic to the more complex levels of thinking

%&&(s- orin .nderson /former stdent of Bloom0 revisitedthe taxonomy

.s a reslt, a nm#er of changes were made(Pohl, 2000, !earning to Thin", Thin"ing to !earn, ##. $%&)


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Original Terms 'ew Terms

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowlede

Creatin

Evaluatin

Analysin

Applyin

!nderstandin

"emem#erin

($ased on Pohl, 2000, !earning to Thin", Thin"ing to !earn, #. &%


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B!OO R*+*- T/O'O0

1reating1reating

2enerating new ideas, #roducts, or was of viewing things

-esigning, constructing, #lanning, #roducing, inventing.

*valuating*valuating

3ustifing a decision or course of action

1hec"ing, h#othesising, criti4uing, ex#erimenting, 5udging

nalsingnalsing

Brea"ing information into #arts to ex#lore understandings and relationshi#s

1om#aring, organising, deconstructing, interrogating, finding

##ling##ling

6sing information in another familiar situation

m#lementing, carring out, using, executing

6nderstanding6nderstanding

*x#laining ideas or conce#ts

nter#reting, summarising, #ara#hrasing, classifing, ex#laining

RememberingRemembering

Recalling informationRecognising, listing, describing, retrieving, naming, finding


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Remembering

&he learner is a#le to recall, restate and remem#erlearned in'ormation "econi)in

*istin

+escri#in

denti'yin

"etrievin

-amin

*ocatin

.indin

Can you recall in'ormation/


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Remembering 7 8e 9ords Cite Choose +e'ine +istinuish .ind ive e1ample roup

Know *a#el *isten *ist *ocate atch emori)e -ame 3mit 3utline 4uote

"ecall or

reconition o'

speci'ic

in'ormation

"ead "ecall "ecite "ecord "elate

"epeat "eproduce "eview Select Spell

Show Sort !nderline 5rite

6ow 5hat

5hen 5here 5hich 5ho

5hy


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:uestions for Remembering

5hat happened a'ter/ 6ow many/

5hat is/

5ho was it that/

Can you name /

.ind the meanin o'7

+escri#e what happened a'ter7

5ho spo8e to/ 5hich is true or 'alse/

(Pohl, !earning to Thin", Thin"ing to !earn, p 92%


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6nderstanding

&he learner rasps the meanin o' in'ormation #yinterpretin and translatin what has #een learned

nterpretin

E1empli'yin

Summari)in

n'errin

Paraphrasin

Classi'yin

Comparin

E1plainin

Can you e1plain ideas or concepts/


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6nderstanding 7 8e 9ords Account for

Annotate

Associate

Classify

Compare

Contrast

Dene

Demonstrate Describe

Discuss

Estimate

Explain

Extend Give main idea

!nderstandin

o' iven

in'ormation

Identify

IllustrateInfer

Interpret

Observe

Outline

Paraphrase

Reconi!e

Relate

Rephrase

Reorani!e

Report

Retell

Research

Restate

Revie"

#ummari!e

$ranslate


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:uestions for ##ling

+o you 8now o' another instance where7/

Can you roup #y characteristics such as7/

5hich 'actors would you chane i'7/

5hat :uestions would you as8 o'7/

.rom the in'ormation iven, can you develop

a set o' instructions a#out7/

(Pohl, !earning to Thin", Thin"ing to !earn, p 9;%


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nal;ing&he learner #rea8s learned in'ormation into its parts to #est

understand that in'ormation Comparin

3ranisin

"econstructin

Attri#utin

3utlinin

.indin

Structurin

nteratin

Can you #rea8 in'ormation into parts to e1plore understandins

and relationships/


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nal;ing 7 8e 9ords

Analy)e Appraise Arrane Assume Cateori)e +etect +iaram

+issect +iscriminate +istinuish Calculate

Cateori)e

Classi'y

Compare conclude

Contrast Critici)e +e#ate

$rea8in

in'ormation down

into its component

elements

+iscover +issect +istinuish E1amine E1periment roup .unction

n'er n:uire nspect nvestiate *ist otive 3rder

Pro#e 4uestion "elate "esearch Se:uence

Si't Survey

&a8e part in &est 'or &heme


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:uestion for nal;ing

5hich events could not have happened/

' happened, what miht the endin have #een/

6ow issimilar to/

5hat do you see as other possi#le outcomes/

5hy didchanes occur/

Can you e1plain what must have happened when/

5hat are some or the pro#lems o'/

Can you distinuish #etween/

5hat were some o' the motives #ehind/ 5hat was the turnin point/

5hat was the pro#lem with/(Pohl, !earning to Thin", Thin"ing to !earn, p 9;%


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*valuating

&he learner ma8es decisions #ased on in


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*valuating 7 8e 9ords Aree

Appraise Arue Assess Award Choose Compare

Conclude Critici)e +e#ate +ecide +educe +e'end +etermine +iscriminate +isprove +ispute

=udin the value o'

ideas, materials and

methods #y developin

and applyin standards

and criteria

Estimate Evaluate n'er mportance n'luence

nterpret =ude =usti'y ar8 easure 3pinion

Perceive ?alidate Predict Prioriti)e Prove

"an8 "ate "ecommend "e>ect

"evise "ule on Select Score &ell why Select value


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:uestions for *valuating s there a #etter solution to/

=ude the value o' 5hat do you thin8 a#out/

Can you de'end your position a#out/

+o you thin8is a ood or #ad thin/

6ow would you have handled/

5hat chanes to would you recommend/

+o you #elieve/ 6ow would you 'eel i' / 6ow e''ective are /

5hat are the conse:uences/

5hat in'luence willhave on our lives/

5hat are the pros and cons o'/

5hy is o' value/

5hat are the alternatives/

5ho will ain @ who will loose/



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1reating

&he learner creates new ideas and in'ormation usin

what has #een previously learned +esinin

Constructin

Plannin

Producin

nventin

+evisin

a8in

Can you enerate new products, ideas, or ways o'viewin thins/


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1reating 7 8e 9ords

Act

Adapt Assem#le $lend $uild Chane Choose Com#ine Compile Compose Construct Create

+esin +evelop +evise +iscuss

Puttin toether ideas

or elements to develop

a oriinal idea or

enae in creative

thin8in

Ela#orate Estimate .orecast .orecast .ormulate

enerate maine mprove nvent a8e up inimi)e

a1imi)e odi'y 3rani)e 3riinate


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:uestions for 1reating

Can you desin ato/ Can you see a possi#le solution to/

' you had access to all resources, how would you deal

with/

5hy donBt you devise your own way to/

5hat would happen i' /

6ow many ways can you/

Can you create new and unusual uses 'or/

Can you develop a proposal which would/



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Blooms Revised.printing