Lecture # 5 Revised Bloom_s Taxonomy

8/11/2019 Lecture # 5 Revised Bloom_s Taxonomy

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Dr. Runvi V. Manguerra

St. Paul University Manila

andThe Art ofQuestioning


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Session Objectives

Discuss the revisions in Bloomscognitive taxonomy.

Differentiate among the six levels ofBlooms cognitive taxonomy.

Identify the cognitive level of a givenobjective.


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Overview

Benjamin Bloom developedthe Taxonomy of CognitiveObjectives in 1956.

Lorin Anderson & DavidKrathwohl revised thetaxonomy in 2001.

The taxonomy is one of themost universally appliedmodels in education.


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The Old & the New

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

Creating

Evaluating

Analyzing

Applying

Understanding

Remembering

(Pohl, 2000)


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Revised Blooms Taxonomy

TheKnowledgeDimension

The Cognitive Process Dimension

Remembering Understanding Applying Analyzing Evaluating Creating

FactualKnowledge

ConceptualKnowledge

ProceduralKnowledge

Meta-cognitive

Knowledge

CognitiveProcess

Dimension

KnowledgeDimension


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Revisions

Changes in Terminology

From nounsto verbs

Knowledge to Remembering

Comprehensionto Understanding

SynthesistoCreating


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Revisions

Changes in Structure From one-dimensionalto

two-dimensional

Addition of the knowledgedimension

Evaluation & Synthesis wererearranged toEvaluating &

Creating


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Revisions

Changes in Emphasis

Focus is on the taxonomy inuse(curriculum planning,instructional delivery &

assessment)

Aimed at a broader audience

Emphasis of meta-cognitive

knowledge

Emphasis on explanation &description of subcategories


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The Old & the New

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

Creating

Evaluating

Analyzing

Applying

Understanding

Remembering

(Pohl, 2000)


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Revised Blooms Taxonomy




FactualKnowledge

ConceptualKnowledge

ProceduralKnowledge

Meta-cognitive

Knowledge

CognitiveProcess

DimensionKnowledgeDimension


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The KnowledgeDimension

Factual Knowledge Basic elements that students must

know to get acquainted with adiscipline or solve problems within it.

Subtypes:

Terminology

Example: Definitions

Details and Elements

Example: Major natural resources


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Conceptual Knowledge Interrelationships among the basic

elements within a larger structurethat enable them to function together

Subtypes: Classifications & Categories

Example: Kinds of Animals

Principles & Generalizations

Example: Law of supply & demand

Theorems & Models Example: Theory of evolution


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Procedural Knowledge Knowledge on how to do something,

techniques and methods of specific skills.

Subtypes:

Subject-specific skills & algorithms Example: Whole number division

Subject-specific techniques & methods

Example: Interviewing

Criteria in determining when to use

certain procedures Example: Criteria used to apply

Newtons 2ndlaw of motion


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Metacognitive Knowledge Knowledge of cognition in general andawareness & knowledge of ones owncognition

Subtypes:

Strategic knowledge

Example: Use of heuristics

Knowledge of cognitive tasks

Example: Knowing cognitivedemands of different tasks

Self-knowledge

Example: Awareness of ones ownknowledge level


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The Cognitive ProcessDimension

RememberingRecalling information

SubcategoriesRecognizing & Recalling

UnderstandingDetermining the meaning of information;Knowing how to explain ideas or concepts

Subcategories

Interpreting, Exemplifying, Classifying,Summarizing, Inferring, Comparing,Explaining


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Applying

Using information in a contextdifferent from the one in which it waslearned

Subcategories

Executing & Implementing

AnalyzingBreaking information into parts for

better understanding

SubcategoriesDifferentiating, Organizing, Attributing


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Evaluating

Making decisions based on in-depthreflection, criticism & assessment ofinformation

Subcategories

Checking & Critiquing

CreatingGenerating new ideas and information

using what has been learned

SubcategoriesGenerating, Planning, Producing


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Practical Applications Writing Learning

Objectives Planning ClassroomActivities

Assessment Plans


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What are Learning Objectives?

Learning goals set by instructors for

their students.

Good learning objectives clearlydefine what instructors wantstudents to learn

Example:

Students will know the concept ofdescriptive statistics.

Unclear, not measurable

Clear, measurable

Students will be able to explainthe concept of descriptivestatistics.


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How to use the BloomsTaxonomy in WritingLearning Objectives?

Write your learningobjectives with thesefeatures:

Use a noun to refer tothe knowledgedimension.

Use a verb to determine

the cognitive process.


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How to use the BloomsTaxonomy in WritingLearning Objectives?

Ask yourself these questions:

Is the learning objectiveclear?

Is the learning objectivefeasible considering theteaching strategy I am using?

Does the learning objectivelend itself to adequateassessment?


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FactualKnowledge

ConceptualKnowledge

Procedural

Knowledge

Meta-cognitive

Knowledge

Objective: Identify appropriate statistical tests for a givenresearch design.

The verb refers

to the CognitiveProcess

The noun refersto the

KnowledgeDimension


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FactualKnowledge

ConceptualKnowledge

Procedural

Knowledge

Meta-cognitive

Knowledge

Objective: Compare and contrast among variouscookingmethodsforpotatoes.

The verbs refer

to the CognitiveProcesses

The noun refersto the

KnowledgeDimension


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Another Example

Learning Unit: Theory of Evolution

Remembering:Define fossil, biodiversity & genetic drift

Understanding: Specify how or why natural selection gives organisms anadvantage over the environment

Applying:Use fossil evidence to show biological diversity, episodic

speciation & mass extinction

Analyzing: Compare & contrast the effects of reproductive andgeographic isolation on speciation.

Evaluating:Assess the effects of the interactions of different species in

terms of genetic drift

Creating: Predict the natural selection mechanisms that would act on agiven population of organisms.

(Tarlinton, 2003)


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Planning Classroom Activities

Align learning objectives

with classroom activities

Learning Objective:Studentsshall be able to create anoriginal dessert recipe using a

combination of at least twodessert preparation techniques.

Appropriate Classroom Activities:Classroom discussion

Watching cooking demonstrationsClass Cooking ProjectResearching for recipe exemplars


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Suggested ClassroomActivities

RememberingListing main eventsMaking timelinesMaking fact sheetsReciting a poem

Understanding Giving examples or illustratingRetelling or paraphrasing storiesCategorizing dataPreparing flowcharts

d l


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Suggested ClassroomActivities

ApplyingGiving worksheetsProblem setsCooking demonstrationsJournaling

AnalyzingGiving case studiesConducting a survey

Hosting a debate or panelExamining data


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Assessment

Align assessment plans withlearning objectives

A Table of Specificationsusing the Revised BloomsTaxonomy can be used inpreparing balancedassessment tools


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Suggested Assessment Methods

RememberingQuizzes, Recitation, Timelines, FactSheets, Identification, Vocabulary

Understanding

Quizzes, Recitation, Summary Paper,Collection, Show & Tell

ApplyingQuizzes, Projects, Demonstrations,Simulation, Performance


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Analyzing

Quizzes, Reflection Papers,Recitation, Outlines, Reports

Evaluating

Quizzes, Debate, Panel, Reports,Critique Papers, Persuasive Speech

Creating

Quizzes, Projects, Poetry Writing,Designing, Film, Story,Advertisement, ProductDevelopment

Suggested Assessment Methods


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FactualKnowledge

ConceptualKnowledge

ProceduralKnowledge

Meta-cognitive

Knowledge

Explain the lawof supply and

demand.


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The

KnowledgeDimension



FactualKnowledge

ConceptualKnowledge

ProceduralKnowledge

Meta-cognitive

Knowledge

Calculate thearea of a circle.


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TheKnowledge

Dimension



FactualKnowledge

Conceptual

Knowledge

ProceduralKnowledge

Meta-

cognitiveKnowledge

Propose a

marketing planfor a newproduct.


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FactualKnowledge

ConceptualKnowledge

ProceduralKnowledge

Meta-cognitive

Knowledge

What is the bestway of teachingthe the concept

of employeeempowerment?


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FactualKnowledge

ConceptualKnowledge

ProceduralKnowledge

Meta-cognitive

Knowledge

Construct aflowchart to

show the stagesof bereavement.


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FactualKnowledge

Conceptual

Knowledge

ProceduralKnowledge

Meta-cognitive

Knowledge

Recommend animprovement for

the Tollhouse

Chocolate ChipCookie Recipe.


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FactualKnowledge

ConceptualKnowledge

ProceduralKnowledge

Meta-cognitive

Knowledge

Review a work ofart in terms ofform, color and

texture.


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FactualKnowledge

ConceptualKnowledge

ProceduralKnowledge

Meta-cognitive

Knowledge

Conduct a debateabout abortion.


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FactualKnowledge

ConceptualKnowledge

ProceduralKnowledge

Meta-cognitive

Knowledge

Name a newinsect species.


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FactualKnowledge

ConceptualKnowledge

ProceduralKnowledge

Meta-cognitive

Knowledge

Trace your ownfamily tree.


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FactualKnowledge

ConceptualKnowledge

ProceduralKnowledge

Meta-cognitive

Knowledge

Recommend onerevision to the

BloomsTaxonomy in light

of the 14Learner-Centered

Principles.


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Resources on the Revised Blooms Taxonomy

http://www.findarticles.com/p/articles/mi_m0NQM/is_4_41/ai_94872707

Good Basic Reading

http://www.crayola.com/successguide/table2.pdf

http://www.crayola.com/successguide/table3.pdf

Helpful Tables

http://www.kurwongbss.qld.edu.au/thinking/Bloom/blooms.htm

Helpful Presentations


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Documents

Lecture # 5 Revised Bloom_s Taxonomy