Bloom’s TaxonomyBloom’s Taxonomy

Questioning Strategies Questioning Strategies Overview Overview

History of Bloom’s TaxonomyHistory of Bloom’s Taxonomy

In 1956, Benjamin Bloom, along with a In 1956, Benjamin Bloom, along with a group of educators, developed level of group of educators, developed level of intelligent behavior strategies important to intelligent behavior strategies important to learning. learning.

In the 1990’s, a group of psychologists In the 1990’s, a group of psychologists lead by a former student of Bloom’s lead by a former student of Bloom’s updated the taxonomy (classification), but updated the taxonomy (classification), but still utilized Benjamin Bloom’s theory. still utilized Benjamin Bloom’s theory.

WHY BLOOM’S ?WHY BLOOM’S ?

Use Bloom’s Taxonomy questions to Use Bloom’s Taxonomy questions to solicit and probe for knowledge as well as solicit and probe for knowledge as well as increase the complexity of student increase the complexity of student thinking.thinking.

Incorporate brain-based strategies to Incorporate brain-based strategies to structure learning based on how the brain structure learning based on how the brain best takes in information.best takes in information.

OLD VERSION: OLD VERSION: THE TAXONOMY TRIANGLETHE TAXONOMY TRIANGLE

NEW VERSION: NEW VERSION: THE TAXONOMY TRIANGLETHE TAXONOMY TRIANGLE

Questioning StrategiesQuestioning Strategies Remembering:Remembering: Can the student recall or remember the information? Can the student recall or remember the information? Examples: Define, duplicate, list, memorize, recall, repeat, reproduce and stateExamples: Define, duplicate, list, memorize, recall, repeat, reproduce and state

Understanding:Understanding: Can the student explain ideas or concepts? Can the student explain ideas or concepts? Examples: Classify, describe, discuss, explain, identify, locate, recognize, report, select, Examples: Classify, describe, discuss, explain, identify, locate, recognize, report, select,

translate, paraphrasetranslate, paraphrase

ApplyingApplying: Can the student use the information in a new way? : Can the student use the information in a new way? Examples: Choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, Examples: Choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule,

sketch, solve, use, write. sketch, solve, use, write.

AnalyzingAnalyzing: Can the student distinguish between the different parts? : Can the student distinguish between the different parts? Examples: Appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, Examples: Appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine,

experiment, question, test. experiment, question, test.

EvaluatingEvaluating: Can the student justify a stand or decision?: Can the student justify a stand or decision? Examples: Appraise, argue, defend, judge, select, support, value, evaluateExamples: Appraise, argue, defend, judge, select, support, value, evaluate

CreatingCreating: Can the student create new product or point of view? : Can the student create new product or point of view? Example: Assemble, construct, create, design, develop, formulate, write. Example: Assemble, construct, create, design, develop, formulate, write.