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BLOOM’S TAXONOMY

1. Knowledge: the ability to recall or recognize information, ideas, and principles in the approximate form in which they were learned. 2. Comprehension: the translation, comprehension, orinterpretation of information based on prior learning. 3. Application: the selection, transfer, and use of data and principles to complete a problem or task with a minimum of direction. 4. Analysis: distinguishing, classifying, and relating the assumptions, hypotheses, evidence, or structure of a statement or question. 5. Synthesis: the origination, integration, and combination of ideas into a product, plan, or proposal that is new to the individual. 6. Evaluation: an appraisal, assessment, or critique developed on the basis or specific standards and/or criteria (Huitt, 2004). According to UT Arlington’s Employer Survey (2004): 93.3% of employers responding rated being able to problem-solve as important, very important,

or essential 96.3% rated being able to apply job-related conceptual knowledge as important, very important,

or essential 90.8% rated being able to define problems as important, very important, or essential

In short, the very thinking skills that employers say are crucial to their employees’ job performance are the very ones the UT Arlington academic community identified in the QEP development process. Therefore, at UT Arlington we seek to develop in our students, through the use of active learning, the higher order thinking skills of:

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APPLICATION - ANALYSIS - SYNTHESIS - EVALUATION Active Learning: What is Active Learning? Active learning has many definitions … but we define it as: Active learning places the student at the center of the learning process, making him/her a partner in discovery, not a passive receiver of information. It is a process that employs a variety of teaching and learning strategies to place the responsibility for creating and defining the learning environment on the instructor and the responsibility for effective engagement in the learning process on the students. Active learning encourages students to communicate and interact with course materials through reading, writing, discussing, problem-solving, investigating, reflecting, and engaging in the higher order thinking tasks of application, analysis, synthesis, and evaluation. An active learning approach draws upon a continuum of teaching and learning strategies, including for example class discussion activities, undergraduate research, and community-based learning experiences. What Research tells us about Active Learning? Active Learning draws upon the concept of experiential learning, where “knowledge is created through the transformation of experience” (Kolb, 1984; Dewey, 1938; Lewin, 1942). These techniques take advantage of what is termed the “generation effect” in learning and memory science. In short, this effect refers to the finding that better learning occurs when an individual produces information rather than having it delivered to them (Slamecka and Graf, 1978). Research has also shown that students remember more when they learn to handle information at the higher levels of Bloom’s Taxonomy (application, analysis, synthesis, and evaluation) because more reflection and elaboration is required of them (Huitt, 1992). In 1997, the American Psychological Association concluded that, “the learning of complex subject matter is most effective when it is an internal process of constructing meaning from information and experience” (American Psychological Association, 1997). Compared to the traditional lecture-based approach to teaching, in which students are likened to sponges (Keeley et al, 1998; Fox-Cardamone and Rue, 2003) or bank-like depositories of information received from their instructors (Freire, 1970), active learning strategies emphasize constructivist qualities such as independent inquiry and the structuring and re-structuring of knowledge (Niemi, 2002). Active learning occurs while students are studying ideas, engaging in problem solving, and applying content. They acquire knowledge and skills while actively engaging in inquiry and are reflecting on their experiences (Silberman, 1996). Thus a key to improving active learning in the classroom lies in improving the quantity, extent and depth of students’ involvement in their own educational experience (Weimer, 1996). Studies specific to the college classroom and active learning techniques have demonstrated that students retain information better and develop better higher-level thinking skills when these methods are used (McKeachie et. al., 1987; Bok, 2006). These techniques have a powerful impact on students’ learning, such as in the student’s ability for the “transfer of knowledge to new situations or measures of problem-solving, thinking, attitude change, or motivation for further learning” (McKeachie et al., 1986). Another benefit of using active learning techniques is their ability to counteract the waning attention of students as a class progresses. In a standard lecture format class, students are generally able to stay focused for only 15-20 minutes (Johnstone and Percival, 1976). Incorporating active learning methods into a lecture can engage the students before their attention drifts off and reset the attention span clock. UT Arlington is composed of a diverse mix of students. With such diversity comes a variety of learning styles. These styles can be viewed through the lens of various theoretical constructs, such as an experiential learning model (Kolb, 1984; Fox and Ronkowski, 1997), a learning outcome model, a developmental approach, and a cognition and motivation theory (Cross, 1998). Regardless which

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theoretical understanding of student learning styles one utilizes, identifying their learning styles and “getting students involved in thinking, questioning, and actively seeking knowledge is a key to effective education” (Cross, 1998). For example, adult students—a significant population at UT Arlington—tend to be “self-directed learners” (Knowles, 1980) who want to draw upon their experience and “would rather be actively involved in learning than sitting passively on the sidelines” (Meyers and Jones, 1993). Other research has explored differences in learning styles between women and men (Gilligan, 1993; Belenky et al, 1986) and among ethnic groups (Banks, 1988). Despite the variety of learning styles posed by a diverse student population, Meyers and Jones (1993) conclude that “Those who accept the premise that different students will learn in different ways … will find that active-learning strategies not only enliven the classroom but significantly improve their students’ thinking and learning capabilities.” (click here for a list of resources). Many faculty at UT Arlington have long employed active learning techniques in enriching their students’ classroom experiences. The University, through its Quality Enhancement Plan, is now undertaking an intentional effort to bring together these individual endeavors to promote active learning as a means of enhancing our students’ higher order thinking skills. Bloom's Taxonomy Visualizations Cheat Sheet Almost 10 years ago, when I was first exposed in my teacher training, I still find myself refering back to Bloom's Taxonomy when ever I create course goals, assignments, exams, and ask discussion questions. I have put together a best of collection to act as a cheat sheet reference for educators. Click here for a great overview and history of the Bloom's Taxonomy.

The Evolution

Benjamin Bloom 1956 original version

In 199o one of Bloom's student's revised his earlier model and turned the nouns into verbs.

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Bloom's Digital Taxonomy

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Here are some handy visualizations with some good keyword language.

BLOOM'S TAXONOMY OF LEARNING DOMAINS

The Three Types of Learning

There is more than one type of learning. A committee of colleges, led by Benjamin Bloom (1956), identified three domains of educational activities: o Cognitive: mental skills (Knowledge) o Affective: growth in feelings or emotional areas (Attitude) o Psychomotor: manual or physical skills (Skills) Since the work was produced by higher education, the words tend to be a little bigger than we normally use. Domains can be thought of as categories. Trainers often refer to these three categories as KSA (Knowledge, Skills, and Attitude). This taxonomy of learning behaviors can be thought of as “the goals of the learning process.” That is, after a learning episode, the learner should have acquired new skills, knowledge, and/or attitudes. The committee also produced an elaborate compilation for the cognitive and affective domains, but none for the psychomotor domain. Their explanation for this oversight was that they have little experience in teaching manual skills within the college level (I guess they never thought to check with their sports or drama department).

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This compilation divides the three domains into subdivisions, starting from the simplest behavior to the most complex. The divisions outlined are not absolutes and there are other systems or hierarchies that have been devised in the educational and training world. However, Bloom's taxonomy is easily understood and is probably the most widely applied one in use today. Cognitive Domain The cognitive domain (Bloom, 1956) involves knowledge and the development of intellectual skills. This includes the recall or recognition of specific facts, procedural patterns, and concepts that serve in the development of intellectual abilities and skills. There are six major categories, which are listed in order below, starting from the simplest behavior to the most complex. The categories can be thought of as degrees of difficulties. That is, the first one must be mastered before the next one can take place.

Category Example and Key Words (verbs)

Knowledge: Recall data or information.

Examples: Recite a policy. Quote prices from memory to a customer. Knows the safety rules. Key Words: defines, describes, identifies, knows, labels, lists, matches, names, outlines, recalls, recognizes, reproduces, selects, states.

Comprehension: Understand the meaning, translation, interpolation, and interpretation of instructions and problems. State a problem in one's own words.

Examples: Rewrites the principles of test writing. Explain in one's own words the steps for performing a complex task. Translates an equation into a computer spreadsheet. Key Words: comprehends, converts, defends, distinguishes, estimates, explains, extends, generalizes, gives an example, infers, interprets, paraphrases, predicts, rewrites, summarizes, translates.

Application: Use a concept in a new situation or unprompted use of an abstraction. Applies what was learned in the classroom into novel situations in the work place.

Examples: Use a manual to calculate an employee's vacation time. Apply laws of statistics to evaluate the reliability of a written test. Key Words: applies, changes, computes, constructs, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, shows, solves, uses.

Analysis: Separates material or concepts into component parts so that its organizational structure may be understood. Distinguishes between facts and inferences.

Examples: Troubleshoot a piece of equipment by using logical deduction. Recognize logical fallacies in reasoning. Gathers information from a department and selects the required tasks for training. Key Words: analyzes, breaks down, compares, contrasts, diagrams, deconstructs, differentiates, discriminates, distinguishes, identifies, illustrates, infers, outlines, relates, selects, separates.

Synthesis: Builds a structure or pattern from diverse elements. Put parts together to form a whole, with emphasis on creating a new meaning or structure.

Examples: Write a company operations or process manual. Design a machine to perform a specific task. Integrates training from several sources to solve a problem. Revises and process to improve the outcome. Key Words: categorizes, combines, compiles, composes,

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creates, devises, designs, explains, generates, modifies, organizes, plans, rearranges, reconstructs, relates, reorganizes, revises, rewrites, summarizes, tells, writes.

Evaluation: Make judgments about the value of ideas or materials.

Examples: Select the most effective solution. Hire the most qualified candidate. Explain and justify a new budget. Key Words: appraises, compares, concludes, contrasts, criticizes, critiques, defends, describes, discriminates, evaluates, explains, interprets, justifies, relates, summarizes, supports.

Affective Domain The affective domain (Krathwohl, Bloom, Masia, 1973) includes the manner in which we deal with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and attitudes. The five major categories are listed from the simplest behavior to the most complex:

Category Example and Key Words (verbs)

Receiving Phenomena: Awareness, willingness to hear, selected attention.

Examples: Listen to others with respect. Listen for and remember the name of newly introduced people. Key Words: asks, chooses, describes, follows, gives, holds, identifies, locates, names, points to, selects, sits, erects, replies, uses.

Responding to Phenomena: Active participation on the part of the learners. Attends and reacts to a particular phenomenon. Learning outcomes may emphasize compliance in responding, willingness to respond, or satisfaction in responding (motivation).

Examples: Participates in class discussions. Gives a presentation. Questions new ideals, concepts, models, etc. in order to fully understand them. Know the safety rules and practices them. Key Words: answers, assists, aids, complies, conforms, discusses, greets, helps, labels, performs, practices, presents, reads, recites, reports, selects, tells, writes.

Valuing: The worth or value a person attaches to a particular object, phenomenon, or behavior. This ranges from simple acceptance to the more complex state of commitment. Valuing is based on the internalization of a set of specified values, while clues to these values are expressed in the learner's overt behavior and are often identifiable.

Examples: Demonstrates belief in the democratic process. Is sensitive towards individual and cultural differences (value diversity). Shows the ability to solve problems. Proposes a plan to social improvement and follows through with commitment. Informs management on matters that one feels strongly about. Key Words: completes, demonstrates, differentiates, explains, follows, forms, initiates, invites, joins, justifies, proposes, reads, reports, selects, shares, studies, works.

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Organization: Organizes values into priorities by contrasting different values, resolving conflicts between them, and creating an unique value system. The emphasis is on comparing, relating, and synthesizing values.

Examples: Recognizes the need for balance between freedom and responsible behavior. Accepts responsibility for one's behavior. Explains the role of systematic planning in solving problems. Accepts professional ethical standards. Creates a life plan in harmony with abilities, interests, and beliefs. Prioritizes time effectively to meet the needs of the organization, family, and self. Key Words: adheres, alters, arranges, combines, compares, completes, defends, explains, formulates, generalizes, identifies, integrates, modifies, orders, organizes, prepares, relates, synthesizes.

Internalizing values (characterization): Has a value system that controls their behavior. The behavior is pervasive, consistent, predictable, and most importantly, characteristic of the learner. Instructional objectives are concerned with the student's general patterns of adjustment (personal, social, emotional).

Examples: Shows self-reliance when working independently. Cooperates in group activities (displays teamwork). Uses an objective approach in problem solving. Displays a professional commitment to ethical practice on a daily basis. Revises judgments and changes behavior in light of new evidence. Values people for what they are, not how they look. Key Words: acts, discriminates, displays, influences, listens, modifies, performs, practices, proposes, qualifies, questions, revises, serves, solves, verifies.

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Category Example and Key Words (verbs)

Perception: The ability to use sensory cues to guide motor activity. This ranges

from sensory stimulation, through cue selection, to translation.

Examples: Detects non-verbal communication cues. Estimate where a ball will land after it is thrown and then moving to the correct location to catch the ball. Adjusts

heat of stove to correct temperature by smell and taste of food. Adjusts the height of the forks on a forklift by

comparing where the forks are in relation to the pallet. Key Words: chooses, describes, detects, differentiates,

distinguishes, identifies, isolates, relates, selects.

Set: Readiness to act. It includes mental, physical, and emotional sets. These three sets are dispositions that predetermine a person's response to different situations

(sometimes called mindsets).

Examples: Knows and acts upon a sequence of steps in a manufacturing process. Recognize one's abilities and

limitations. Shows desire to learn a new process (motivation). NOTE: This subdivision of Psychomotor is closely related with the “Responding to phenomena”

subdivision of the Affective domain. Key Words: begins, displays, explains, moves, proceeds,

reacts, shows, states, volunteers.

Guided Response: The early stages in learning a complex skill that includes

imitation and trial and error. Adequacy of performance is achieved by practicing.

Examples: Performs a mathematical equation as demonstrated. Follows instructions to build a model. Responds hand-signals of instructor while learning to

operate a forklift. Key Words: copies, traces, follows, react, reproduce,

responds

Mechanism: This is the intermediate stage in learning a complex skill. Learned responses have become habitual and the movements can be performed with some

confidence and proficiency.

Examples: Use a personal computer. Repair a leaking faucet. Drive a car.

Key Words: assembles, calibrates, constructs, dismantles, displays, fastens, fixes, grinds, heats, manipulates,

measures, mends, mixes, organizes, sketches.

Complex Overt Response: The skillful performance of motor acts that involve

complex movement patterns. Proficiency is indicated by a quick, accurate, and

highly coordinated performance, requiring a minimum of energy. This

category includes performing without hesitation, and automatic

performance. For example, players are often utter sounds of satisfaction or

expletives as soon as they hit a tennis ball or throw a football, because they can tell by the feel of the act what the result

will produce.

Examples: Maneuvers a car into a tight parallel parking spot. Operates a computer quickly and accurately.

Displays competence while playing the piano. Key Words: assembles, builds, calibrates, constructs,

dismantles, displays, fastens, fixes, grinds, heats, manipulates, measures, mends, mixes, organizes,

sketches. NOTE: The Key Words are the same as Mechanism, but

will have adverbs or adjectives that indicate that the performance is quicker, better, more accurate, etc.

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Psychomotor Domain

The psychomotor domain (Simpson, 1972) includes physical movement, coordination, and use of the motor-skill areas. Development of these skills requires practice and is measured in terms of speed, precision, distance, procedures, or techniques in execution. The seven major categories are listed from the simplest behavior to the most complex: Other Psychomotor Domain Taxonomies As mentioned earlier, the committee did not produce a compilation for the psychomotor domain model, but others have. The one discussed above is by Simpson (1972). There are two other popular versions: Dave's (1975): o Imitation — Observing and patterning behavior after someone else. Performance may be

of low quality. Example: Copying a work of art. o Manipulation — Being able to perform certain actions by following instructions and

practicing. Example: Creating work on one's own, after taking lessons, or reading about it. o Precision — Refining, becoming more exact. Few errors are apparent. Example: Working

and reworking something, so it will be “just right.” o Articulation — Coordinating a series of actions, achieving harmony and internal

consistency. Example: Producing a video that involves music, drama, color, sound, etc. o Naturalization — Having high level performance become natural, without needing to

think much about it. Examples: Michael Jordan playing basketball, Nancy Lopez hitting a golf ball, etc.

Harrow's (1972): o Reflex movements — Reactions that are not learned. o Fundamental movements — Basic movements such as walking, or grasping. o Perception — Response to stimuli such as visual, auditory, kinesthetic, or tactile

discrimination. o Physical abilities — Stamina that must be developed for further development such as

strength and agility. o Skilled movements — Advanced learned movements as one would find in sports or

acting. o No discursive communication — Effective body language, such as gestures and facial

expressions.

Adaptation: Skills are well developed and the individual can modify movement

patterns to fit special requirements.

Examples: Responds effectively to unexpected experiences. Modifies instruction to meet the needs of

the learners. Perform a task with a machine that it was not originally intended to do (machine is not damaged and

there is no danger in performing the new task). Key Words: adapts, alters, changes, rearranges,

reorganizes, revises, varies.

Origination: Creating new movement patterns to fit a particular situation or specific problem. Learning outcomes

emphasize creativity based upon highly developed skills.

Examples: Constructs a new theory. Develops a new and comprehensive training programming. Creates a new

gymnastic routine. Key Words: arranges, builds, combines, composes,

constructs, creates, designs, initiate, makes, originates.

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Bloom's Revised Taxonomy Lorin Anderson, a former student of Bloom, revisited the cognitive domain in the learning taxonomy in the mid-nineties and made some changes, with perhaps the two most prominent ones being, 1) changing the names in the six categories from noun to verb forms, and 2) slightly rearranging them (Pohl, 2000). This new taxonomy reflects a more active form of thinking and is perhaps more accurate:

LEVEL OF LARNING ATTAINED

SAMPLE QUESTIONS

POTENTIAL ACTIVITES / PRODUCTS

Knowledge Tell, list, describe, relate, locate, write, find, state, name

Make a list of the main events… Make a timeline of events. Write a list of remembered information about a certain organization on the UTA campus. List all the in the story. Make a chart showing… Recite the poem…

Comprehension Explain, interpret, outline, discuss, distinguish, predict, restate, translate, compare, describe

Draw pictures to show an event. Illustrate what the main idea was. Make a cartoon showing the sequence of events. Perform a play based on the story. Retell the story in your own words. Write a summary report of an event.

Application Solve, show, use illustrate, construct, complete, examine, classify

Construct a model to demonstrate how something works. Make a scrapbook about the areas of study. Make up a puzzle game using the ideas from the study area. Dress a doll in a national costume. Write a textbook about for others to read.

Analysis Analyze, distinguish, examine, compare, contrast, investigate, categorize, identify, explain, separate,

Design a questionnaire to gather information from freshmen. Write a commercial to sell a new UTA mascot. Make a family tree showing the relationships in your family. Prepare a report about parking on the UTA campus. Write a biography about Sam Maverick.

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advertise

Synthesis Create, invent, compose, predict, plan, construct, design, imagine, propose, devise, formulate

Invent a machine to do a specific task. Create a new product. Write about your feelings in relation to… Write a tv show about… Compose a rhythm or put new words to a known song.

Evaluation Judge, select, choose, decide, justify, debate, verify, argue, recommend, assess, discuss, rate

Conduct a debate about the UTA grade policy. Make a book about 5 rules to life you see as important. Convince others. Form a panel to discuss a specific view. Write a letter to Mr. Spaniolo advising changes needed at UTA. Prepare a case to present your view.

BLOOM’UN BİLİŞSEL TAKSONOMİSİ

Hazırlayanlar: Ece Baltacıoğlu Hülya Sabınlı Şafak Ucur Müge Veziroğlu

İÇİNDEKİLER Benjamın Bloom Tam Öğrenme Kuramı Taksonomi Nedir? Bloom’un Taksonomisi Bloom’un Taksonomisi Gözden Geçiriliyor

BENJAMİN BLOOM (1913-1999) Chicago Üniversitesi profesörü, Benjamin Bloom ünlü “ Eğitsel Hedeflerin Taksonomisi “ çalışmasını 1956 yılında açıklamıştır. Bloom’un saptadığı bilişsel alanın 6 aşaması geçtiğimiz kırk yıl boyunca öğretimde öğrencilerin üst düzey düşünme becerilerini geliştirmek ve teşvik etmek için kullanılmaktadır.

TAM ÖĞRENME MODELİ Bloom, geliştirmiş olduğu tam öğrenme modelinde okul ortamı gibi toplu öğrenmelerde gözlenen bireysel farklılıkların nedenlerini incelemekte ve bu tür bireysel farklılıkları öğrenci, okul ve toplum yararına olacak şekilde en aza indirmek için alınması gerekli önlemleri açıklamaya çalışmaktadır. Bloom’un modelini oluşturan temel şey, öğrencilerin özgeçmişinin okulda can alıcı bir yere sahip olduğu ve öğrenmeye etki eden öğrenci özellikleri ile öğretimin niteliğinin kontrol edilebileceğidir. Bloom’a göre, işin başlangıcından beri olumlu öğrenme koşulları sağlanmış ise, dünyadaki herhangi bir kişinin öğrenebildiği her şeyi hemen hemen herkes öğrenebilir. Bu model ek zaman ve öğrenme olanakları sağlandığında, hemen hemen tüm öğrencilerin okullarda öğretilmek istenen tüm yeni davranışları öğrenebileceğini ileri sürmektedir. TAM ÖĞRENME MODELİ Eğitimin, dolayısıyla da okulların etkililik ve verimliliğini en yüksek düzeye çıkarabilecek koşulları belirlemeye çalışan tam öğrenme modelinin üç temel değişkeni vardır.

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1.Öğrenci nitelikleri 2.Öğretim hizmetinin niteliği 3.Öğrenme ürünleri

ÖĞRENCİ NİTELİKLERİ-ÖĞRETİM-ÖĞRENME ÜRÜNLERİ

Bilişsel Giriş Davranışları Duyuşsal Giriş Özellikleri Öğrenme Ünitesi Öğrenme Düzeyi ve Çeşidi Öğrenme Hızı Duyuşsal Ürünler

ÖĞRETİM HİZMETİNİN NİTELİĞİ İpuçları Katılma Pekiştirme Dönüt ve Düzeltme BİLİŞSEL TAKSONOMİ

Taksonomi istendik davranışların basitten karmaşığa, kolaydan zora, somuttan soyuta, birbirinin ön koşulu olacak şekilde aşamalı olarak sıralanmasıdır. Bilişsel alan (cognitive domain) zihinsel öğrenmelerin çoğunlukta olduğu ve zihinsel yetilerin geliştirdiği alandır.

BLOOM’UN TAKSONOMİSİ Öğrencilerin bilişsel yeteneklerini sınıflandırmada kullanılan en önemli ölçüt Bloom tarafından geliştirilen taksonomidir ve “ Bloom Taksonomisi ” olarak adlandırılmaktadır. Bloom taksonomisi en basit bilişsel öğrenmeden en derin öğrenmeye doğru altı seviyeden oluşmaktadır.

BLOOM & APOS’UN TAKSONOMİSİ DEĞERLENDİRME SENTEZ ANALİZ UYGULAMA KAVRAMA BİLGİ

BİLGİ

Bilginin hatırlanması ve tanınması. Gösterilen eşyaların isimlerini söylemek, bir kavramı tanımlamak, bir nesne ya da olgu ile ilgili bazı özellikleri görünce tanımak. listeleme isimlendirme saptama gösterme anlama hatırlama eşleştirme

tanımlama sınıflandırma yerleştirme taslak haline getirme örnek verme düşünceyi gerçekten ayırt etme

KAVRAMA Anlama, çevirme, başka sözcüklerle anlatma, yorumlama ya da diğer biçimdeki materyallere dönüştürme yeteneği. İki nesneyi/olayı karşılaştırma, bir kavramı kendi kelimelerini kullanarak tanımlama, özetleme, orijinal bir örnek verme. Başka Şekillerde İfade Etme Kanıtlama Görselleştirme Yeniden Belirtme Yeniden Yazma Örnek Verme Özetleme

Anlatma Yorumlama Açıklama Karşılaştırma Dönüştürme Ayırt Etme Tahmin Etme

UYGULAMA

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Bilgiyi kullanma ve bilgiyi bir ortamdan diğerine transfer etme yeteneği ( Öğrenilmiş bilgiyi yeni durumlarda kullanma ). Bir matematik problemini çözmek, önerilen bir iş planının sonuçlarını tahmin etmek. Uygulama Sınıflandırma Değiştirme Eyleme Geçirme Sunma Hesap Etme Yürütme

Çözme Resimleme Hesaplama Yorumlama M anip ül e Etme Kestirme Gösterme

ANALİZ Ayrıntıları saptama ve bir durumun ya da bilginin parçalarını ayrıştırma ve bulma yeteneği. İlke ve genellemeleri tanıma gibi davranışları içerir. Zıtlıkları Belirleme Karşılaştırma K ategorize Etme Taslak Halinde Anlatma Bağlantı Kurma Analiz Etme

Düzenleme Sonuç Çıkarma Seçme Şemalaştırma Ayırt Etme

SENTEZ Büyük resmi oluşturmak için parçaları birleştirme yeteneği. Öğrencinin bir problemle ilgili öğeleri düzenlemesi, farklı kaynaklardan bilgileri kullanarak kendine özgü bir ürün geliştirmesi davranışlarını kapsar. Tartışma Plan lama Karşılaştırma Yaratma Yapılandırma Yeniden düzenleme Hazırlama Organize etme

Tasarım Yapma Hipotez Bulma Destekleme Yazma Rapor Çıkarma Toplama Uyarlama Geliştirme

DEĞERLENDİRME Bir değeri ya da bilgiyi uygun kriterler kullanarak sorgulama yeteneği, belirli bir görüş ya da öneriyi eleştirmek ya da savunmak gibi davranışları içerir. Eleştirme Kanıtlama Tartışma Sebepleri Destekleme Sonuçlandırma Takdir Etme Oranlama

Değerlendirme Seçme Tahmin Etme Yargılama Savunma Değer Biçme

Bloom’un Taksonomisi Gözden Geçiriliyor 1999’da Lorin Anderson ve meslektaşları, Bloom’un taksonomisinin öğrenme ve öğretme üzerinde etkisi olan daha fazla faktörü hesaba katan, güncellenmiş bir versiyonunu yayımladılar. Bilişsel Süreçler Boyutu Bilişsel Süreçler Örnekler Hatırla: Zihinden doğru bilgiyi getirin Anla: Eğitim materyalleri veya deneyimlerinden anlam oluşturun. Uygula: Bir prosedür kullanın

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Analiz Et: Bir kavramı parçalarına ayır ve parçaların bütünle nasıl ilişkili olduğunu açıklayın. Değerlendir: Kriterler ve standartlara dayanarak yargılarda bulunun. Oluştur: Yeni bir şey oluşturmak için parçaları birleştirin ve yeni bir yapının öğelerinin farkına varın.

Hatırlamak

Uygulamak

Anlamak

Analiz etmek

Değerlendirmek

Yaratmak

Değerlendirme

Analiz

Sentez

Uygulama

Kavrama

Bilgi