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OverviewDifferentiation what it is and what it isn tBloom s Taxonomy and higher-order thinkingInvestigate the Revised Taxonomy

New terms New emphasisExplore each of the six levelsSee how questioning plays an important role within the

framework (oral language)Use the taxonomy to plan a unit

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Qual ity Te ach ingThe t hree degrees of Hig her-order t h inking ski lls in t he classroom:

Students a re eng aged on ly in lower-order t h inking; i.e. t hey re ceive, orre cite, or p articipa te in ro u tine pr ac tice. In no ac tivities d uring t he lessondo st udents go beyond simp le reprod uc tion of know ledge.

Students a re prim arily eng aged in ro u tine lower-order t h inking for a goodsha re of t he lesson. T here is a t least one signifi cant q uestion or ac tivity inwh ich some st udents perform some h igher-order t h inking.

Almost all students, almost all of t he time a re eng aged in h igher-orderth inking.

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Wha t is Higher-order t h inking?Higher-order thinking by students involves the transformation of information and ideas.

This transformation occurs when students are allowed to solve problems, gain understanding and discover new meaning (new

knowledge)When students engage in the construction of knowledge the outcomesare not always predictable; in other words, the teacher is not certainwhat the students will produce.

In helping students become producers of knowledge, the teacher s main

instructional task is to create activities or environments that allow themopportunities to engage in higher-order thinking.

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Bloom s Revised T axonomyTaxonomy of Cognitive Objectives1950s- developed by Benjamin BloomMeans of expressing qualitatively different kinds of thinkingAdapted for classroom use as a planning toolContinues to be one of the most universally applied modelsProvides a way to organise thinking skills into six levels, from themost basic to the higher order levels of thinking1990s- Lorin Anderson (former student of Bloom) revisited thetaxonomyAs a result, a number of changes were made

(Pohl , 2000, Learning to Think, Thinking to Learn, pp. 7-8 )

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Origin al Terms New Terms

Evalua tion

Synt hesis

Analysis

App lica tion

Compre hension

Know ledge

Creating

Evaluating

Analysing

Applying

Understanding

Remembering

(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8 )

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Cha nge in TermsThe n ames of si x major ca tegories were cha nged from noun to verbforms.As the t axonomy ref lects different forms of thinking and t h inking is anacti ve pro cess verbs were more accu ra te.The s ubca tegories of t he si x major ca tegories were also rep laced by verb.Some s ubca tegories were reorg anised.The know ledge ca tegory w as ren amed. Know ledge is a prod uc t of th inking and w as inappropri a te to des cribe a ca tegory of t h inking and w asrep laced wit h the word remember i ng inste ad.Compre hension be ca me unders ta nd i ng and synt hesis w as ren amedc re ati ng in order to better ref lect t he n a ture of t he t h inking des cribed byeach ca tegory.

( Pohl , 2000, p. 8)

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Cha nge in Emp ha sis

More au thenti c too l for cu rriculu m p lanning,instr uc tion al de livery and assessment.Aimed a t a bro ader au dien ce.Easily app lied to all leve ls of s ch oo ling.The revision emp ha sises e xp lana tion anddes cription of s ubca tegories.

(Pohl , 2000, p. 10).

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BLOOM S REVISED TAXONOMY

Crea tingCrea tingGener a ting new ide as, prod uc ts, or w ays of viewing t h ings

Designing, constr uc ting, p lanning, prod uc ing, inventing.

Evalua tingEvalua tingJustifying a de cision or cou rse of ac tion

Checking, hypot hesising, critiq u ing, e xperimenting, judging

AnalysingAnalysingBre aking inform a tion into p a rts to e xp lore underst andings and re lations h ips

Comp a ring, org anising, de constr uc ting, interrog a ting, finding

App lyingApp lyingUsing inform a tion in anot her f ami lia r sit ua tionImp lementing, ca rrying o u t, using, e xecu ting

Underst andingUnderst andingExp la ining ide as or con cepts

Interpreting, s umm a rising, p a raph rasing, cla ssifying, e xp la ining

RememberingRememberingRecall ing inform a tion

Recognising, listing, des cribing, retrieving, n aming, finding

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Remembering

The lea rner is ab le to re call , rest a te and rememberlea rned inform a tion. Recognising Listing

Describing Identifying Retrieving Naming Loca ting

FindingCan yo u re call inform a tion?

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Remembering contListMemoriseRelateShowLoca teDisting u ish

Give e xamp leReprod uc eQu oteRepe a tLabe lRecallKnowGroupReadWriteOu t line

ListenGroupChooseReciteReviewQuoteRecordMatch

SelectUnderlineCiteSort

Recall or recognition of

specific

information

P roducts include :Quiz

Definition

Fact

Worksheet

Test

Label

List

Workbook

Reproduction

Vocabulary

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Classroom Ro les for Remembering

Teacher roles

Directs

TellsShowsExaminesQuestionsEvaluates

Student roles

Responds

AbsorbsRemembersRecognisesMemorisesDefinesDescribesRetellsPassive recipient

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Remembering: Potenti al Activities andProd uc ts

Make a story m ap s howing t he m a in events of t hestory.Make a time line of yo u r typi cal day.Make a con cept m ap of t he topi c.Write a list of keywords yo u know abo u t .Wha t cha rac ters were in t he story?

Make a cha rt s howingMake an ac rosti c poem abo u tRecite a poem yo u ha ve lea rnt.

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Underst anding

The lea rner gr asps t he me aning of inform a tion byinterpreting and tr ans la ting w ha t ha s been lea rned. Interpreting Exemp lifying Summ arising Inferring Pa raphrasing Classifying Comp aring

Exp la iningCan yo u exp la in ide as or con cepts?

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Underst anding contRest a te

IdentifyDiscu ss

Rete ll

Rese a rchAnnot a te

Trans lateGive e xamp les of

ParaphraseReorg anise

Associa te

DescribeReportRecognise

ReviewObserveOutlineAccount for

InterpretGive main

ideaEstimate

Define

Understandingof given

information

P roducts include :Recitation

Summary

Collection

Explanation

Show and tell

Example

Quiz

List

Label

Outline

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Classroom Ro les for Underst anding

Teacher roles

Demonstrates

ListensQuestionsComparesContrasts

Examines

Student roles

Explains

DescribesOutlinesRestatesTranslates

DemonstratesInterpretsActive participant

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Underst anding: Potenti al Activities andProd uc ts

Write in yo u r own wordsCu t o u t, or dr aw pi ctu res to i llustr a te a pa rti cula r event in t he story.Report to t he cla ssIllustr a te w ha t yo u th ink t he m a in ide a may ha ve been.Make a ca rtoon strip s howing t he seq uen ce of events in t he story.Write and perform a p lay based on t he story.Write a brief o u t line to e xp la in t h is story to someone e lseExp la in why the cha rac ter so lved t he prob lem in t h is pa rticula r wayWrite a summ a ry report of t he event.Prep a re a f low cha rt to i llustr a te t he seq uen ce of events.

Make a co lou ring book.Pa raph rase t h is cha pter in t he book.Rete ll in yo u r own words.Ou t line t he m a in points.

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App lying

The lea rner m akes use of inform a tion in a conte xt differentfrom t he one in w h ich it w as lea rned.

Imp lementing

Ca rrying o u t Using Execu ting

Can yo u use t he inform a tion in anot herf ami lia r sit ua tion?

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App lying contTrans late

Manip ula teExh ibit

Illustr a te

Calcula teInterpret

MakePrac tice

App lyOper a te

Interview

PaintChangeComputeSequenceShowSolveCollectDemonstrate

DramatiseConstructUseAdapt

Draw

Using strategies,concepts, principlesand theories in new

situations

P roducts include :Photograph

Illustration

Simulation

Sculpture

Demonstration

Presentation

Interview

Performance

Diary

Journal

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Classroom Ro les for App lying

Teacher roles

Shows

FacilitatesObservesEvaluatesOrganisesQuestions

Student roles

Solves problems

Demonstrates use of knowledgeCalculatesCompilesCompletesIllustratesConstructsActive recipient

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App lying: Potenti al Activities and Prod uc ts

Constr uc t a mode l to demonstr a te how it looks or worksPrac tise a play and perform it for t he cla ssMake a dior ama to i llustr a te an eventWrite a dia ry entryMake a scrapbook abo u t t he a re a of st udy.Prep are invit a tions for a cha rac ter s birt hday pa rtyMake a topogr aph ic mapTake and disp lay a co llection of p hotogr aphs on a pa rticula r topi c.Make up a puzzle or a game abo u t t he topi c.Write an e xplana tion abo u t t h is topi c for ot hers.

Dress a do ll in n a tion al cost ume.Make a clay mode lPa int a mural using t he s ame m a teri als.Contin ue t he story

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AnalysingThe lea rner bre aks lea rned inform a tion into its p a rts to best

underst and t ha t inform a tion. Comp a ring Organising Deconstr uc ting Attrib u ting Ou t lining Finding Struc tu ring Integr a ting

Can yo u bre ak inform a tion into p a rts to e xp loreunderst andings and re la tions h ips?

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Analysing contDisting u ishQu estionAppr a iseExperimentInspe ctExamineProbeSep a ra teInqu ireArrangeInvestig a te

SiftRese a rchCalcula teCriticize

CompareContrastSurveyDetectGroupOrder SequenceTestDebateAnalyse

DiagramRelateDissectCategoriseDiscriminate

Breakinginformation down

into its componentelements

P roducts include :Graph

Spreadsheet

Checklist

Chart

Outline

Survey

Database

Mobile

Abstract

Report

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Classroom Ro les for An alysing

Teacher roles

ProbesGuidesObservesEvaluatesActs as a resourceQuestionsOrganisesDissects

Student roles

DiscussesUncoversArguesDebatesThinks deeplyTestsExaminesQuestions

CalculatesInvestigatesInquiresActive participant

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Analysing: Potenti al Activities and Prod uc ts

Use a Venn Di agram to s how how two topi cs a re t he s ame and differentDesign a questionn a ire to g a ther inform a tion.Su rvey cla ssm a tes to find o u t w ha t t hey t h ink abo u t a pa rti cula r topi c. Analysethe res ul ts.Make a f low cha rt to s how t he critical stages.Classify t he ac tions of t he cha rac ters in t he bookConstr uc t a graph to i llustr a te se lected inform a tion.Make a f ami ly tree s howing re la tions h ips.Devise a ro lep lay abo u t t he st udy a re a .Write a biogr aphy of a person st udied.Prep a re a report abo u t t he a re a of st udy.Cond uc t an investig a tion to prod uc e inform a tion to s upport a view.

Review a work of a rt in terms of form, co lou r and te xtu re.Draw a graphComp lete a Decision M aking M a tri x to he lp yo u de cide w h ich bre akf ast cere al topu rcha se

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Evalua ting

The lea rner m akes de cisions b ased on in-dept h ref lection, criticism and assessment. Checking Hypot hesising Critiqu ing Experimenting Judging Testing Dete cting

MonitoringCan yo u justify a de cision or cou rse of ac tion?

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Evalua ting contJudgeRa teValida tePredi ctAssessScore

ReviseInferDeterminePrioritiseTell whyComp are

Evalua teDefendSelectMe asure

ChooseConcludeDeduceDebateJustifyRecommendDiscriminateAppraiseValueProbeArgueDecideCriticiseRankReject

Judging the value of ideas, materials and

methods by developingand applying standards

and criteria.

P roducts include :

Debate

Panel

Report

Evaluation

Investigation

Verdict

Conclusion

Persuasive

speech

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Classroom Ro les for Ev alua ting

Teacher roles

ClarifiesAccepts

Guides

Student roles

JudgesDisputes

ComparesCritiquesQuestionsArguesAssesses

DecidesSelectsJustifiesActive participant

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Evalua ting: Potenti al Activities andProd uc ts

Write a letter to t he editor

Prep are and cond uc t a deb a tePrep are a list of criteri a to judge

Write a pers ua sive spee ch argu ing for/ aga instMake a book let abo u t five r ules yo u see as import ant. Convin ce ot hers.

Form a pane l to dis cu ss viewpoints on .

Write a letter to. .. advising on cha nges needed.Write a hal f-ye a rly report.

Prep are a ca se to present yo ur view abo u t...Comp lete a PMI on

Evalua te t he cha rac ter s ac tions in t he story

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Crea ting

The lea rner cre a tes new ide as and inform a tion usingwha t ha s been previo usly lea rned. Designing Constr uc ting Planning Prod uc ing Inventing Devising Making

Can yo u gener a te new prod uc ts, ide as, or w ays of viewing t h ings?

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Crea ting contComposeAssemb leOrganiseInventCompi leFore ca st

DeviseProposeConstr uc tPlanPrep areDeve lop

Origina teImagineGener a te

Formulate

Improve

Act

PredictProduce

Blend

Set up

Devise

Concoct

Compile

Putting together ideasor elements to develop

a original idea or engage in creative

thinking.

P roducts include :

Film

Story

Project

Plan

New game

Song

Newspaper

Media product

Advertisement

Painting

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Classroom Ro les for Cre a ting

Teacher roles

Facilitates

ExtendsReflectsAnalysesEvaluates

Student roles

Designs

FormulatesPlansTakes risksModifies

CreatesProposesActive participant

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Crea ting: Potenti al Activities and Prod uc ts

Use t he SCAMPER stra tegy to invent a new type of sports s hoeInvent a mach ine to do a spe cific task.Design a robot to do yo u r homework.Crea te a new prod uc t. Give it a name and p lan a ma rketing ca mp a ign.

Write abo u t yo u r fee lings in re lation to...Write a TV show p lay, puppet s how, ro le p lay, song or pantomime abo u t..Design a new monet a ry systemDeve lop a men u for a new rest au rant using a va riety of heal thy foodsDesign a re cord, book or m agaz ine cover for...Sell an ide aDevise a way to...Make up a new langua ge and use it in an e xamp leWrite a jing le to advertise a new prod uc t.

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Prac tical Bloom sSu itab le for use wit h the entire class

Empha sis on cert a in leve ls for different ch ildrenExtend ch ildren s t h inking ski lls t hro ugh emp ha sis on h igher leve ls of t he t axonomy(analysis, ev alua tion, cre a tion)Possib le appro ach es wit h a class could be: All ch ildren work t hro ugh the remembering and underst anding st ages and t hen

se lect at least one ac tivity from e ach ot her leve l All ch ildren work t hro ugh first two leve ls and t hen se lect ac tivities from any ot her

leve l Some ch ildren work at lower leve l wh ile ot hers work at h igher leve ls All ch ildren se lect ac tivities from any leve l Some ac tivities are t agged essenti al wh ile ot hers are option al A th inking pro cess sing led o u t for p arti cula r a ttention eg. Comp aring, (done wit h all

ch ildren, sm all gro up or individ ual ) Some ch ildren work t hro ugh the lower leve ls and t hen design t heir own ac tivities

a t t he h igher leve ls All ch ildren write t heir own ac tivities from t he t axonomy

(Black, 1988, p. 23).

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Samp le Unit : Sp ac eRemembering Cut out space pictures from a magazine. Make a display or acollage. List space words (Alphabet Key ). List the names of the

planets in our universe. List all the things an astronaut would needfor a space journey.

Understanding Make your desk into a spaceship, Make an astronaut for a puppetplay. Use it to tell what an astronaut does. Make a model of theplanets in our solar system.

Applying Keep a diary of your space adventure (5 days ). What sort of instruments would you need to make space music? Make a list of questions you would like to ask an astronaut.

Analysing Make an application form for a person applying for the job of anastronaut. Compare Galileos telescope to a modern telescope.Distinguish between the Russian and American space programs.

Evaluating Compare the benefits of living on Earth and the moon. You cantake three people with you to the moon. Choose and give reasons.Choose a planet you would like to live on- explain why.

Creating Write a newspaper report for the following headline : Spaceship outof control. Use the SCAMPER strategy to design a new space suit.Create a game called Space Snap. Prepare a menu for your spaceship crew. Design an advertising program for trips to themoon.

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Samp le Unit : Tr ave lRemembering How many ways can you travel from one place to another? Listand draw all the ways you know. Describe one of the vehicles

from your list, draw a diagram and label the parts. Collecttransport pictures from magazines- make a poster with info.

Understanding How do you get from school to home? Explain the method of travel and draw a map. Write a play about a form of moderntransport. Explain how you felt the first time you rode a bicycle.Make your desk into a form of transport.

Applying Explain why some vehicles are large and others small. Write astory about the uses of both. Read a story about The Little RedEngine and make up a play about it. Survey 10 other childrento see what bikes they ride. Display on a chart or graph.

Analysing Make a jigsaw puzzle of children using bikes safely. Whatproblems are there with modern forms of transport and their uses- write a report. Use a Venn Diagram to compare boats toplanes, or helicopters to bicycles.

Evaluating What changes would you recommend to road rules to preventtraffic accidents? Debate whether we should be able to buy fuelat a cheaper rate. Rate transport from slow to fast etc..

Creating Invent a vehicle. Draw or construct it after careful planning.What sort of transport will there be in twenty years time?Discuss, write about it and report to the class. Write a song

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Blooming Qu estions

Qu estioning s hould be used p u rposef ully to ach ievewe ll-defines go als.Bloom's T axonomy is a cla ssifica tion of t h inkingorg anised by leve l of comp lexity. It gives te ach ersand st udents an opport unity to lea rn and pr ac tice a range of t h inking and provides a simp le str uc tu re formany different kinds of q uestions and t h inking.The t axonomy invo lves all ca tegories of q uestions.

Typicall y a te ach er wo uld va ry t he leve l of q uestionswit h in a sing le lesson.

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Lower and Hig her Order Qu estions

Lower leve l questions a re t hose a t t he remembering,underst anding and lower leve l app lica tion leve ls of the t axonomy.

Usuall y questions a t t he lower leve ls a re appropri a tefor:Evalua ting st udents prep a ra tion andcompre hension

Diagnosing st udents strengt hs and we aknessesReviewing and/or s umm a rising contentwww.oir. u iuc .ed u /Did/do cs/ Q UESTION/quest1. htm

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Lower and Hig her Order Qu estionsHigher leve l questions a re t hose req u iring comp lex app lica tion, analysis, ev alua tion or cre a tion ski lls.Qu estions a t h igher leve ls of t he t axonomy a reusuall y most appropri a te for:

Encouraging st udents to t h ink more deep ly andcriticallyProb lem so lvingEncouraging dis cu ssionsStim ula ting st udents to seek inform a tion on t heirown

www.oir. u iuc .ed u /Did/do cs/ Q UESTION/quest1. htm

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Qu estions for RememberingWha t ha ppened a fter...?How m any...?Wha t is...?Who w as it t ha t...?Can yo u name ...?Find t he definition ofDescribe w ha t ha ppened a fterWho spoke to...?Wh ich is tr ue or f alse...?

(Pohl , Learning to Think, Thinking to Learn , p. 12)

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Qu estions for Underst andingCan yo u exp la in why ?Can yo u write in yo ur own words?How wo uld yo u exp la in ?Can yo u write a brief o u t line...?

Wha t do yo u th ink could ha ve ha ppened ne xt...?Who do yo u th ink...?Wha t w as the m a in ide a ...?Can yo u cla rify ?Can yo u illustr a te ?Does everyone ac t in t he w ay tha t .. does?


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Qu estions for App lying

Do yo u know of anot her inst ance w here ?Can yo u gro up by cha rac teristi cs such as ?

Wh ich f ac tors wo uld yo u cha nge if ?Wha t q uestions wo uld yo u ask of ?From t he inform a tion given, ca n yo u deve lop a

set of instr uc tions abo u t ?(Pohl , Learning to Think, Thinking to Learn , p. 13)

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Qu estion for An alysing

Wh ich events could not ha ve ha ppened?If. ..ha ppened, w ha t mig h t t he ending ha ve been?How is...simi lar to...?Wha t do yo u see as ot her possib le o u tcomes?Why did... cha nges o ccu r?Can yo u exp la in w ha t m ust ha ve ha ppened w hen...?Wha t a re some or t he prob lems of...?Can yo u disting u ish between...?

Wha t were some of t he motives be h ind..?Wha t w as t he t urning point?Wha t w as t he prob lem wit h ...?


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Qu estions for Ev alua tingIs there a better so lu tion to...?Judge t he valu e of... Wha t do yo u th ink abo u t...?Can yo u defend yo u r position abo u t...?Do yo u th ink...is a good or b ad t h ing?How wo uld yo u ha ve ha nd led...?Wha t cha nges to.. wo uld yo u re commend?

Do yo u be lieve...? How wo uld yo u fee l if. ..?How effe ctive a re. ..?Wha t a re t he conseq uen ces..?Wha t inf luen ce wi ll.... ha ve on o u r lives?Wha t a re t he pros and cons of....?Why is ....of v alu e?

Wha t a re t he al tern a tives?Who wi ll ga in & w ho wi ll loose?


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Qu estions for Cre a tingCan yo u design a ...to...?Can yo u see a possib le so lution to...?If you ha d acc ess to all reso urces, how wo uld yo u de al wit h ...?Why don't yo u devise yo ur own w ay to...?Wha t wo uld ha ppen if ...?How m any w ays ca n yo u ...?Can yo u cre a te new and unusual uses for...?Can yo u deve lop a propos al wh ich wo uld...?


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Now it s you r t u rnUse t he Bloom s Ma tri x and t hese notes top lan a number of ac tivities or q uestions foreach leve l of t he t axonomy.You may ch oose to use t h is term s conte xt orunit, or fo cu s on ne xt term s.Work wit h you r te ach ing p a rtner.I will copy t hese for o u r Th inking Ski lls Folderso everyone ca n s ha re o u r BRILLIANT ideas.

HAVE FUN!

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Blooms

Planning ac ross si x leve ls of t h inking (Bloom)Assist in ach ieving a bala nced progr am of ac tivitiestha t ca ter for all st udents abilities and interests.

Compre hensive p lanning.Every sp ac e on t he m a tri x doesn t ha ve to be fi lled.

NOW IT S YOUR TURN!

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Bloom on t he InternetB loom's(1956) Revised Taxonomy

http://rite.ed.qut.edu.au/oz-teachernet/training/bloom.htmlAn exce llent introd uc tion and e xp lana tion of t he revised T axonomy by Mi cha e l Po le on t h e o z-Teach erNet site written for t h e Q SITE Higher order

Th inking Ski lls On line Co u rse 2000. Pohl exp la ins t he terms and provides a compre hensive overview of t he s u b-ca tegories, along wit h some s uggested q uestion st a rters t ha t a im to evoke t h inking spe cific to e ach leve l of t he t axonomy. S uggested potenti al ac tivities andst udent prod uc ts a re also listed.

B loom s Revised Taxonomy http://coe.sdsu.edu/eet/articles/bloomrev/index.htmAnot h er usef ul site for te ach ers wit h usef ul exp lana tions and e xamp les of q uestions from t he Co llege of Ed uca tion a t San Diego St a te University.

Taxonomy of Technology Integrationhttp://education.ed.pacificu.edu/aacu/workshop/reconcept2B.htmlTh is site compi led by t he Berg lund Center for Internet St udies a t Pac ific University, m akes a val iant effort tow a rds linking ICT (inform a tion and

comm unica tion te ch no logies) to lea rning vi a Bloom's Revised T axonomy of Ed uca tion al Ob jectives (Anderson, et. al ., 2001). T he t axonomypresented on t h is site is designed to represent t h e va rying cognitive pro cesses t ha t ca n be f ac ilitated by t h e integr a tion of ICT into t h ete ach ing and lea rning pro cess.

C ritical and C reative Thinking - B loom's Taxonomy http://eduscapes.com/tap/topic69.htmPa rt of Ed usca pe. com, t h is site in clu des a definitive overview of critical and cre a tive t h inking as we ll as how Bloom s dom a ins of lea rning ca n be

ref lected in te ch no logy-ri ch pro jects. M any ot her links to Internet reso u rces to s upport Bloom s Taxonomy, as we ll as rese a rch and p aperson Th inking Ski lls. We ll wort h a look.

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Bloom on t he Internethttp://www.tedi.uq.edu.au/Assess/Assessment/bloomtax.html

http://www.acps.k12.va.us/hammond/readstrat/BloomsTaxonomy2.html

http://www.teachers.ash.org.au/researchskills/dalton.htm

http://www.officeport.com/edu/blooms.htm

http://www.quia.com/fc/90134.html

http://www.utexas.edu/student/utlc/handouts/1414.html Model questions and keywords

http://schools.sd68.bc.ca/webquests/blooms.htm

http://www.coun.uvic.ca/learn/program/hndouts/bloom.html

http://caribou.cc.trincoll.edu/depts_educ/Resources/Bloom.htm

http://www.kent.wednet.edu/KSD/MA/resources/blooms/teachers_blooms.html

http://www.hcc.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/questype.htm

http://www.nexus.edu.au/teachstud/gat/painter.htm Questioning Techniques that includes reference toBloom s Taxonomy.

http://scs.une.edu.au/TalentEd/EdSupport/Snugglepot.htm

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Print Reso u rcesClements, D.; C. Gi lliland and P. Holko. (1992). Thinking in Themes: An

Approach Through the Learning C entre . Me lbo urne: O xford UniversityPress.Crawford, Je an (ed.) (1991). Achieving Excellence: Units of Work for levels P-8 . Carlton So u th , Vic.: Educa tion S hop, Ministry of Ed uca tion andTra ining, Vi ctori a .Crosby, N. and E. M artin. (1981). D on t Teach! Let Me Learn . B ook 3 .Che lten ha m, Vic.: Hawker Brown low.Dal ton, Jo an. (1986). Extending C hildren s Special Abilities: Strategies for Primary C lassrooms . Victori a : Dep artment of S ch oo l Educa tion, Vi ctori a .Forte, Imogene and S. Schu rr. (1997). The All-New Science Mind Stretchers: Interdisciplinary Units to Teach Science C oncepts and Strengthen Thinking Skills . Che lten ha m, Vic.: Hawker Brown low.Fogarty, R. (1997). Problem-based learning and other curriculum models

for the multiple intelligences classroom . Arlington Heig hts, IL: IRI/Skyligh tTra ining and Publish ing, In c.Frangen heim, E. (1998). Reflections on C lassroom Thinking Strategies.Loganholme: Rodin Ed uca tion al Cons ultancy.

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Print Reso u rcesKnigh t, BA., S. Ba iley, W. Wea rne and D. Brown. (1999). B looms MultipleIntelligences Themes and Activities.McGra th , H and T. Nob le. (1995). Seven Ways at Once: Units of Work B ased on the Seven Intelligences. B ook 1 . Sou th Me lbo urne: Longm an.Pohl , M. (2000). Teaching C omplex Thinking: C ritical, C reative, C aring.Che lten ha m, Vic.: Hawker Brown low.

Pohl , Micha e l. (1997). Te ach ing Thinking Skills in the Primary Years: AWhole School Approach . Che lten ha m, Vic.: Hawker Brown low Ed uca tion.Pohl , Micha e l. (2000). Learning to Think, Thinking to Learn: Models and Strategies to D evelop a C lassroom C ulture of Thinking . Che lten ha m, Vic.:Hawker Brown low.Ryan, M au reen. (1996). The Gifted and Talented C hildren s C ourse:Resolving Issues, B ook 13- 7-8 Year Olds . Greenwood, WA: Ready-EdPublica tions.

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