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Bloom’s Taxonomy Exploring HOT. Norwalk Middle School/Eastview October 20, 2010. Welcome to Professional Learning!. Bloom’s KUD. K now 6 levels of Bloom’s Revised Taxonomy U nderstand Achieving complexity in questions and tasks is essential to deeper, more durable student learning. D o - PowerPoint PPT Presentation
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NorwalkMiddle School/Eastview
October 20, 2010
Welcome to Professional Learning!
Bloom’s KUDKnow 6 levels of Bloom’s Revised
TaxonomyUnderstand Achieving complexity in questions
and tasks is essential to deeper, more durable student learning.
Do Identify Bloom’s levels in an
instructional sequence
On a Sticky Note… Jot down two of the best
questions you’ve asked your students this week.
Set aside.
Discuss at your table…1. What makes a question “good”?2. What would you see and hear in a
classroom where teachers and students are engaged in higher-order questioning?
3. What would happen to student learning if teachers and students asked effective higher-order questions? (Think about ALL students including all subgroups.)
Be prepared to share with the large group.
What are the 6 levels of Bloom’s?
Can you put them in order -
low to high?
Revision At-a-GlanceO r i g i n a l T e r m s N e w T e r m s
• E v a l u a t i o n
• S y n t h e s i s
• A n a l y s i s
• A p p l i c a t i o n
• C o m p r e h e n s i o n
• K n o w l e d g e
• C r e a t i n g
• E v a l u a t i n g
• A n a l y s i n g
• A p p l y i n g
• U n d e r s t a n d i n g
• R e m e m b e r i n g
( B a s e d o n P o h l , 2 0 0 0 , L e a r n i n g t o T h i n k , T h i n k i n g t o L e a r n , p . 8 )
Revisiting the Discussion1. What makes a question “good”?2. What would you see and hear in a
classroom where teachers and students are engaged in higher-order questioning?
3. What would happen to student learning if teachers and students asked effective higher-order questions? (Think about ALL students including all subgroups.)
Bloom’s in Action View the video Use the revised Peer Observation
sheet to identify different levels of Bloom’s questioning
Discuss with a partner
Revisit Your Questions Based on the characteristics of a
“good” question and Bloom’s Taxonomy, determine if you asked good, higher-order questions.
Using these questions as a basis, create a better version of each.
Web Resourceshttp://social.chass.ncsu.edu/slatta/hi216/learning/bloom.htm
This site provides an overview and graphic of Bloom’s Revised Taxonomy.http://www.kurwongbss.eq.edu.au/thinking/Bloom/blooms.htm
This is a site rich in Bloom’s Revised Taxonomy examples across subject areas. Many of the handouts you’ve seen today came from this site.http://www.uwsp.edu/education/lwilson/curric/newtaxonomy.htm
This site offers a side-by-side comparison of the original and revised versions of Bloom’s Taxonomy.
Reflect How will using Bloom’s Taxonomy
help focus your peer observations and improve your instruction?
How does today’s learning connect to Iowa Core and/or other practices in which you engage?