Revised Blooms taxonomy

Revised Blooms taxonomyRajesh Kumar Sharma, Asst Professor, HCN,SRHUTable of ContentsHigher Order ThinkingWhat is Blooms Taxonomy?Old vs. NewWho uses Blooms?Remembering UnderstandingApplyingAnalyzingEvaluatingCreatingOther Visualizations of BloomsDigital Revised Blooms Taxonomy

Thinking is the hardest work there is, which is probably the reason why so few engage in it. -Henry FordHigher Order ThinkingQuick Facts about Higher Order ThinkingH: Higher O: OrderT: ThinkingNo one thinks perfectly or poorly all the time.Memorizing something is not the same as thinking about it.You can memorize something without understanding it.Thinking is done in both words and pictures.There are three main types of intelligence and thinking: analytical, creative and practical.All three intelligences and ways of thinking are useful in our everyday lives.You can improve your thinking skills by understanding the processes involved in thinking.Metacognition-thinking about thinking-is part of higher order thinking.http://www.cdl.org/resource-library/articles/highorderthinking.phpHigher Order Thinking (HOT)HOT does not include memorization. HOT requires that we do something with the facts. We must understand them, connect them to each other, categorize them, manipulate them, put them together in new or novel ways, and apply them as we seek new solutions to new problems.Higher Order Thinking involves metacognition.Metacognition is thinking about your thinking. When a learner uses metacognition they are contemplating and revising their thoughts continuously to make sure they truly understand the information.

What is it and where did it come from?

Blooms TaxonomyBlooms Timeline1948: Benjamin Bloom and a group of psychologists studied classroom activities and goals teachers has while planning these activities. Through this study three domains were concluded:Cognitive DomainAffective DomainPsychomotor DomainCognitive Domain was split into a hierarchy of 6 thinking skills: knowledge, comprehension, application, analysis, synthesis, and evaluation.1956: Original Blooms Taxonomy was publishedhttp://learngen.org/Resources/lgend101_norm1/3000/3100_4/3130/3131alias2.htmlOriginal Blooms Taxonomy

According to the original Blooms Taxonomy, the lowest order of thinking is knowledge (remembering something) and comprehension (knowing what something use). These tiers were used as building blocks to help teachers scaffold their lessons and build students up to the top tier of thinking. Blooms Timeline Continued1995: Lorin Anderson, a former student of Benjamin Bloom, led another team of psychologists in revising the original Blooms Taxonomy to represent the 21st century. Changes occurred in terminology, structure, and emphasis. See the next slide for more information on the changes. 2001: The final revision of Blooms Taxonomy was published.Old vs. New Blooms

Notice the terminology changes in the comparison above. Whats the Difference?Terminology: Used nouns to describe the levels of thinking. Structure: One dimensional using the Cognitive Process.Emphasis was originally for educators and psychologists. Blooms taxonomy was used by many other audiences.Terminology: Uses verbs to describe the levels of thinking.Structure: Two dimensional using the Knowledge Dimension and how it interacts with the Cognitive Process. See next slide for an interactive grid.Emphasis is placed upon its use as a more authentic tool for curriculum planning, instructional delivery and assessment.Original Blooms TaxonomyRevised Blooms Taxonomyhttp://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy#Revised_Bloom.27s_Taxonomy_.28RBT.29Procedural Knowledge: How to do something, methods of inquiry, and criteria for using a skill, algorithm, technique or method.Meta-Cognitive Knowledge: The awareness of ones own cognition.Two Dimensional Blooms TaxonomyThe Knowledge DimensionRememberThe

UnderstandCognitive

ApplyProcess

EvaluateDimension

CreateFactual KnowledgeListSummarizeClassifyRankCombineConceptual KnowledgeDescribeInterpretExperimentAssessPlanProcedural KnowledgeTabulatePredictCalculateConcludeComposeMeta-Cognitive KnowledgeAppropriate UseExecuteConstructActionActualizehttp://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy#Revised_Bloom.27s_Taxonomy_.28RBT.29Factual Knowledge: The basic elements that must be known within a discipline.

Conceptual Knowledge: The interrelationships among the factual knowledge.

Those who know how to think need no teachers. -Mahatma GandhiWho uses Blooms?

We all thinkbut are we using HOT skills?

Using Blooms in the ClassroomUsing questions from all levels of Blooms will help you scaffold learning and differentiate instruction the easy way!

Teachers can implement Blooms Taxonomy by using HOT Questions!

Tips for Writing Objectives(ABCD's of objectives )

Audience - Who? Who is this aimed at?Behavior - What? What do you expect them to be able to do? This should be an overt, observable behavior, even if the actual behavior is covert or mental in nature. If you can't see it, hear it, touch it, taste it, or smell it, you can't be sure your audience really learned it.

Condition - How? Under what circumstances will the learning occur? What will the student be given or already be expected to know to accomplish the learning?Degree - How much? Must a specific set of criteria be met? Do you want total mastery (100%), do you want them to respond correctly 80% of the time, etc. A common (and totally non-scientific) setting is 80% of the time.

Psychomotor -"Given a standard balance beam raised to a standard height, the student (attired in standard balance beam usage attire) will be able to walk the entire length of the balance beam (from one end to the other) steadily, without falling off, and within a six second time span."Audience - GreenBehavior - RedCondition - BlueDegree - PinkCognitive (comprehension level) - Audience - GreenBehavior - RedCondition - BlueDegree - Pink"Given examples and non-examples of constructivist activities in a college classroom, the student will be able to accurately identify the constructivist examples and explain why each example is or isn't a constructivist activity in 20 words or less."Cognitive (application level) - Audience - GreenBehavior - RedCondition - BlueDegree - Pink"Given a sentence written in the past or present tense, the student will be able to re-write the sentence in future tense with no errors in tense or tense contradiction (i.e., I will see her yesterday.)."Cognitive (problem solving/synthesis level) Audience - GreenBehavior - RedCondition - BlueDegree - Pink- "Given two cartoon characters of the student's choice, the student will be able to list five major personality traits of each of the two characters, combine these traits (either by melding traits together, multiplying together complimentary traits, or negating opposing traits) into a composite character, and develop a short (no more than 20 frames) storyboard for a cartoon that illustrates three to five of the major personality traits of the composite character."Cognitive (problem solving/synthesis level) Audience - GreenBehavior - RedCondition - BlueDegree - PinkAffective - "Given the opportunity to work in a team with several people of different races, the student will demonstrate an positive increase in attitude towards non-discrimination of race, as measured by a checklist utilized/completed by non-team members."

Lower Order Thinking Skill: Remembering

Remembering QuestionsWhat is ?Where is ?How did ___ happen?Why did ?When did ?How would you show ?Who were the main ?Which one ?How is ?

When did ___ happen?How would you explain ?How would you describe ..?Can you recall ?Can you select ?Can you list the three ?Who was ?

Using Remembering in a LessonMake a list of the main events.Make a timeline of events.Make a facts chart.Write a list of any pieces of information you can remember.List all the in the story.Make a chart showingMake an acrostic.Recite a poem.Websites to help scaffold with this tier:

www.Spellingcity.comwww.Thatquiz.orgwww.Aplusclick.comwww.Dictionary.comwww.socialstudiesforkids.com/subjects/timelines.htm

Lower Order Thinking Skill: Understanding

Understanding QuestionsHow would you classify the type of ?How would you compare ? contrast ?Will you state or interpret in your own words ?How would you rephrase the meaning ?What facts or ideas show ?How would you summarize ?

What is the main idea of ?Which statements support ?Can you explain what is happening ? what is meant ?What can you say about ?Which is the best answer ?

Using Understanding in a LessonCut out or draw pictures to show a particular event.Illustrate what you think the main idea was.Make a cartoon strip showing the sequence of events.Retell the story in your own words.Paint a picture of some aspect you like.Write a summary report of an event.Prepare a flow chart to illustrate the sequence of events.Make a colouring book. Websites to help you scaffold with this tier:

www.Tagxedo.comwww.Wordle.netwww.makebeliefscomix.comwww.prezi.comwww.bitstrips.com/create/comic/www.toondoo.com/www.netrover.com/~kingskid/anchors/anchors_main.htm

Moving up to ApplyingApplying Questions How would you use ?What examples can you find to ?How would you solve ___ using what youve learned ?How would you organize ___ to show ?How would you show your understanding of ?What approach would you use to ?How would you apply what you learned to develop ?

What other way would you plan to ?What would result if ?Can you make use of the facts to ?What elements would you choose to change ?What facts would you select to show ?What questions would you ask in an interview with ? Using Applying in a LessonConstruct a model to demonstrate how it will work.Make a diorama to illustrate an important event.Make a scrapbook about the areas of study.Make a papier-mache map to include relevant information about an event.Take a collection of photographs to demonstrate a particular point.Make up a puzzle game showing the ideas from an area of study.Make a clay model of an item in the area.Design a market strategy for your product.Dress a doll in costume.Paint a mural.Write a textbook outline.Websites to help you scaffold with this tier:

www.animoto.comwww.cropmom.comwww.discoveryeducation.com/free-puzzlemaker/www.teachingkidsbusiness.com/just-for-clicks-business-game.htmhttp://marvel.com/games/cyos

Higher Order Thinking Skill: Analyzing

Analyzing QuestionsWhat are the parts or features of ?How is ___ related to ?Why do you think ?What is the theme ?What motive is there ?Can you list the parts ?What inference can you make ?What conclusions can you draw ?How would you classify...?How would you categorize...?Can you identify the different parts ?What evidence can you find ?What is the relationship between ?Can you distinguish between ?What is the function of ?What ideas justify ?

Using Analyzing in a LessonDesign a questionnaire to gather information.Write a commercial to sell a new product.Conduct an investigation to produce information to support a point of view.Construct a graph to illustrate selected information.Make a jigsaw puzzle.Make a family tree showing relationships.Put on a play about the study area.Write a biography of the study person.Prepare a report.Arrange a party and record as a procedure.Review a piece of art including form, colour and texture Websites to help you scaffold with this tier:

http://dissect.froguts.com/www.zunal.comwww.polleverywhere.comhttp://nces.ed.gov/nceskids/createagraph/http://kids.familytreemagazine.com/kids/www.kidsturncentral.com/topics/hobbies/genforms.htmwww.timeforkids.com/TFK/kids/hh/writeideas/articles/0,28372,634428,00.html

Higher Order Thinking Skill: Evaluating

Evaluating QuestionsDo you agree with the actions? with the outcome?What is your opinion of ?How would you prove ? Disprove?Can you assess the value or importance of ?Would it be better if ?Why did they (the character) choose ?What would you recommend?How would you rate the ?What would you cite to defend the actions ?How could you determine?What choice would you have made ?

How would you prioritize ?What judgment would you make about ?Based on what you know, how would you explain ?What information would you use to support the view?How would you justify ?What data was used to make the conclusion?What was it better that ?How would you compare the ideas ? people ? Using Evaluating in a LessonPrepare a list of criteria to judge a ..show? Remember to indicate priorities and ratings.Conduct a debate about a special issue.Make a booklet about 5 rules you see as important to convince others.Form a panel to discuss views.Write a letter to .... advising on changes needed at Write a half yearly report.Present your point of view.

Websites to help you scaffold with this tier:

www.rubistar.comwww.funenglishgames.com/writinggames/debate.htmlwww.idebate.org/debatabase/search.php?junior=yeswww.bubblesnaps.com/www.fodey.com

Higher Order Thinking Skill: Creating

Creating QuestionsWhat changes would you make to solve ?How would you improve ?What would happen if ?Can you elaborate on the reason ?Can you propose an alternative?Can you invent ?How would you adapt ___ to create a different ?How could you change (modify) the plot (plan) ?What could be done to minimize (maximize) ?What way would you design ?

What could be combined to improve (change) ?Suppose you could ___ what would you do ?How would you test ?Can you formulate a theory for ?Can you predict the outcome if ?How would you estimate the results for ?What facts can you compile ?Can you construct a model that would change ?Can you think of an original way for the ? Using Creating in a LessonInvent a machine to do a specific task.Design a building to house your study.Create a new product, give it a name and then devise a marketing strategy.Write about your feelings in relation to Design a record, book or magazine cover.Sell an idea.Devise a way to Compose a rhythm or put new words to an old song. Websites to help you scaffold with this tier:

www.fantasticcontraption.netwww.magmypic.com/www.fakemagazinecover.com/www.createspace.com/Tools/CoverCreator.jspwww.blogger.comwww.wikispaces.com

Thought is the blossom; language the bud; action the fruit behind it.-Ralph Waldo EmersonOther Visualizations of BloomsBlooming Orange

This is based on the original Blooms but I thought it was a great illustration.http://fisheggs.typepad.com/forty-fisheggs/2010/06/fishegg-129-blooms-taxonomy-levels-of-thinking.htmlBlooming Butterfly

Technology is integrated in almost every part of lesson preparation and presentation. Scholars have now come up with a digital Blooms Taxonomy. Check it out!!DIGITAL Revised Blooms TaxonomyWhat do you use everyday? Are you using your HOT skills?

There is a whole website dedicated to digital Blooms! Check it out here: http://visualblooms.wikispaces.com/

AffectiveThe way people react emotionally and their ability to feel another living thing's pain or joy. Affective objectives typically target the awareness and growth in attitudes, emotion, and feelings.There are five levels in the affective domain moving through the lowest order processes to the highest:

ReceivingThe lowest level; the student passively pays attention. Without this level no learning can occur.RespondingThe student actively participates in the learning process, not only attends to a stimulus; the student also reacts in some way.ValuingThe student attaches a value to an object, phenomenon, or piece of information.OrganizingThe student can put together different values, information, and ideas and accommodate them within his/her own schema; comparing, relating and elaborating on what has been learned.CharacterizingThe student holds a particular value or belief that now exerts influence on his/her behaviour so that it becomes a characteristic.PsychomotorSkills in the psychomotor domain describe the ability to physically manipulate a tool or instrument like a hand or a hammer. Psychomotor objectives usually focus on change and/or development in behavior and/or skills.BibliographyEduPress. (n.d.). Questions for the Revised Bloom's Taxonomy. Retrieved June 5, 2011, from EduPress Inc.: http://www.highsmith.com/edupress/Quick-Flip-Questions-for-the-Revised-Blooms-Taxonomy-c_23506705/EP729/

Lee, V. S. (1999). Creating a Blueprint for the Constructivist Classroom. National Teaching & Learning Forum , 8 (4).

Thomas, A., & Thorne, G. (n.d.). Higher Order Thinking. Retrieved June 5, 2011, from Center for Development and Learning: http://www.cdl.org/resource-library/articles/highorderthinking.php

University of Kansas. (2002). Reporting. Retrieved June 5, 2011, from University of Kansas: http://learngen.org/Resources/lgend101_norm1/3000/3100_4/3130/3131alias2.html

Western Carolina University. (n.d.). Revised Bloom's Taxonomy Matrix. Retrieved June 5, 2011, from Western Carolina University: www.wcu.edu/WebFiles/WordDocs/wcucfc_bloomsverbsmatrix_082409.doc