Bloom Learning Level

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Dr Muhammad Azeem

Assessment Expert PEAS, Lahore

(2)

Keep in mind

The mind is not a vessel

to be filled, but a fire to

be ignited.

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Present Situation

• _{Students are engaged only in lower-order}

thinking; i.e. they receive, or recite, or participate

in routine practice. In no activities during the

lesson do students go beyond simple

reproduction of knowledge.

• _{Students are primarily engaged in routine}

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Futuristic View/Requirement

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How Higher Order Thinking

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Bloom’s Revised

Taxonomy

• _{Taxonomy of Cognitive Objectives}

• _{1950s- developed by Benjamin Bloom}

• _{Means of expressing qualitatively different kinds of}

thinking

• _{Been adapted for classroom use as a planning tool} • _{Continues to be one of the most universally applied}

models

• _{Provides a way to organise thinking skills into six levels,}

from the most basic to the more complex levels of thinking

• _{1990s- Lorin Anderson (former student of Bloom) revisited}

the taxonomy

• _{As a result, a number of changes were made}

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Original Terms New Terms

• _Evaluation

• Synthesis

• Analysis

• Application

• _{Comprehension}

• _Knowledge

• _Creating

• _Evaluating

• Analysing

• Applying

• _{Understanding}

• Remembering

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Change in Terms

• _{The names of six major categories were changed from}_noun_to

verb forms.

• _{As the taxonomy reflects different forms of thinking and thinking} is an active process verbs were used rather than nouns.

• _{The subcategories of the six major categories were also}

replaced by verbs and some subcategories were reorganised. • _{The knowledge category was renamed. Knowledge is an}

outcome or product of thinking not a form of thinking per se. Consequently, the word knowledge was inappropriate to

describe a category of thinking and was replaced with the word

remembering instead.

• _{Comprehension and synthesis were retitled to}_{understanding} and creating respectively, in order to better reflect the nature of the thinking defined in each category.

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Change in Emphasis

• _{The revision's primary focus was on the taxonomy}_in

use. Essentially, this means that the revised taxonomy is a more authentic tool for curriculum planning,

instructional delivery and assessment.

• _{The revision is aimed at a broader audience. Bloom’s}

Taxonomy was traditionally viewed as a tool best applied in the earlier years of schooling (i.e. primary and junior primary years). The revised taxonomy is more universal and easily applicable at elementary, secondary and even tertiary levels.

• _{The revision emphasizes explanation and description}

of subcategories.

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BLOOM’S REVISED TAXONOMY

Creating

Generating new ideas, products, or ways of viewing things Designing, constructing, planning, producing, inventing.

Evaluating

Justifying a decision or course of action

Checking, hypothesising, critiquing, experimenting, judging

Analysing

Breaking information into parts to explore understandings and relationships Comparing, organising, deconstructing, interrogating, finding

Applying

Using information in another familiar situation Implementing, carrying out, using, executing

Understanding

Explaining ideas or concepts

Interpreting, summarising, paraphrasing, classifying, explaining

Remembering Recalling information

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Remembering

The learner is able to recall, restate and

remember learned information.

– _Recognising – _Listing

– _Describing – _Identifying – _Retrieving – _Naming – _Locating – _Finding

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Remembering cont’

• _List • _Memorise • _Relate • _Show • _Locate • _Distinguish

• _{Give example}

• _Reproduce • _Quote • _Repeat • _Label • _Recall • _Know • _Group • _Read • _Write • _Outline

• _Listen • _Group • _Choose • _Recite • _Review • _Quote • _Record • _Match • _Select

• _Underline • _Cite

• _Sort

Recall or recognition of

specific information

Products include:

• _Quiz

• _Definition • _Fact

• _Worksheet • _Test

• _Label • _List

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Classroom Roles for

Remembering

Teacher roles

• _Directs • _Tells • _Shows

• _Examines • Questions • Evaluates

Student roles

• _Responds • _Absorbs

• _Remembers • _Recognises • Memorises • Defines

• Describes • Retells

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Remembering: Potential

Activities and Products

• _{Make a list of the main events of the story.}

• Make a time line of events.

• Make a facts chart.

• _{Write a list of any pieces of information}

you can remember.

• What animals were in the story?

• Make a chart showing…

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Understanding

The learner grasps the meaning of information by

interpreting and translating what has been

learned.

– _Interpreting – _Exemplifying – _Summarising – _Inferring

– _Paraphrasing – _Classifying – _Comparing – _Explaining

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Understanding cont’

• _Restate • _Identify • _Discuss • _Retell • _Research • _Annotate • _Translate

• _{Give examples of}

• _Paraphrase

• _Reorganise

• _Associate

• _Describe • _Report

• _Recognise • _Review

• _Observe • _Outline

• _{Account for} • _Interpret • _{Give main}

idea

• _Estimate • _Define

Understanding of given information

• _Recitation • _Summary • _Collection • _Explanation • _{Show and tell}

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Classroom Roles for

Understanding

Teacher roles

• _Demonstrates • _Listens

• _Questions • _Compares • _Contrasts • _Examines

Student roles

• _Explains • _Describes • _Outlines • _Restates • _Translates

• _Demonstrates • _Interprets

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Understanding: Potential

Activities and Products

• _{Cut out, or draw pictures to show a particular event.} • _{Illustrate what you think the main idea may have been.} • _{Make a cartoon strip showing the sequence of events.} • _{Write and perform a play based on the story.}

• _{Retell the story in your own words.} • _{Write a summary report of the event}

• _{Prepare a flow chart to illustrate the sequence of events.} • _{Make a colouring book.}

• _{Cut 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.} • _{Write and perform a play based on the story.}

• _{Retell the story in your own words.} • _{Write a summary report of the event}

• _{Prepare a flow chart to illustrate the sequence of events.}

• _{Cut out, or draw pictures to show a particular event. Illustrate what you think the main}

idea was.

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Applying

The learner makes use of information in a context

different from the one in which it was learned.

–

Implementing

–

Carrying out

–

_Using

–

_Executing

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Applying cont’

• _Translate • _Manipulate • _Exhibit • _Illustrate • _Calculate • _Interpret • _Make • _Practice • _Apply • _Operate • _Interview

• _Paint • _Change • _Compute • _Sequence • _Show

• _Solve • _Collect

• _Demonstrate • _Dramatise • _Construct • _Use

• _Adapt • _Draw

Using strategies, concepts, principles and theories in new

situations

• _Photograph • _Illustration • _Simulation • _Sculpture

• _{Demonstration}

• _Presentation • _Interview • _Performance • _Diary

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Classroom Roles for Applying

Teacher roles

• _Shows

• _Facilitates • _Observes • _Evaluates • Organises • Questions

Student roles

• _{Solves problems}

• _{Demonstrates use of knowledge} • _Calculates

• _Compiles • Completes • Illustrates • Constructs

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Applying: Potential Activities

and Products

• _{Construct a model to demonstrate how it works} • _{Make a diorama to illustrate an event}

• _{Make a scrapbook about the areas of study.}

• _{Make a papier-mache map / clay model to include}

relevant information about an event.

• _{Take a collection of photographs to demonstrate a}

particular point.

• _{Make up a puzzle or a game about the topic.} • _{Write a textbook about this topic for others.} • _{Dress a doll in national costume.}

• _{Make a clay model…}

• _{Paint a mural using the same materials.}

• _{Design a marketing strategy for your product using a}

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Analysing

The learner breaks learned information into its

parts to best understand that information.

– _Comparing – _Organising

– _{Deconstructing} – _Attributing

– _Outlining – _Finding

– _Structuring – _Integrating

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Analysing cont’

• _Distinguish • _Question • _Appraise • _Experiment • _Inspect • _Examine • _Probe • _Separate • _Inquire • _Arrange • _Investigate • _Sift • _Research • _Calculate • _Criticize

• _Compare • _Contrast • _Survey • _Detect • _Group • Order

• Sequence • _Test

• _Debate • _Analyse • _Diagram • _Relate • Dissect

• Categorise • Discriminate

Breaking information down into its component

elements

• _Graph

• _Spreadsheet • _Checklist • _Chart • _Outline

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Classroom Roles for Analysing

Teacher roles

• _Probes • _Guides • _Observes • _Evaluates

• _{Acts as a resource} • _Questions

• _Organises • _Dissects

Student roles

• _Discusses • _Uncovers • _Argues • _Debates

• _{Thinks deeply} • _Tests

• _Examines • _Questions • _Calculates • _Investigates • _Inquires

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Analysing: Potential Activities

and Products

• _{Design a questionnaire to gather information.} • _{Write a commercial to sell a new product}

• _{Make a flow chart to show the critical stages.}

• _{Construct a graph to illustrate selected information.} • _{Make a family tree showing relationships.}

• _{Devise a play about the study area.} • _{Write a biography of a person studied.} • _{Prepare a report about the area of study.}

• _{Conduct an investigation to produce information to}

support a view.

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Evaluating

The learner makes decisions based on in-depth

reflection, criticism and assessment.

– _Checking

– _{Hypothesising} – _Critiquing

– _{Experimenting} – _Judging

– _Testing – _Detecting – _Monitoring

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Evaluating cont’

• _Judge • _Rate • _Validate • _Predict • _Assess • _Score • _Revise • _Infer • _Determine • _Prioritise • _{Tell why} • _Compare • _Evaluate • _Defend • _Select • _Measure

• _Choose • _Conclude • _Deduce • Debate • Justify

• _Recommend • _Discriminate • _Appraise

• _Value • _Probe • _Argue • Decide • Criticise • _Rank • _Reject

Judging the value of ideas, materials and methods by developing and applying standards

and criteria.

• _Debate • _Panel • _Report • _Evaluation

• _{Investigation} • _Verdict

• _Conclusion • _Persuasive

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Classroom Roles for Evaluating

Teacher roles

• _Clarifies • _Accepts • _Guides

Student roles

• _Judges • _Disputes • _Compares • _Critiques • Questions • _Argues • _Assesses • _Decides • _Selects • _Justifies

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Evaluating: Potential Activities

and Products

• _{Prepare a list of criteria to judge…}

• _{Conduct a debate about an issue of special}

interest.

• _{Make a booklet about five rules you see as}

important. Convince others.

• _{Form a panel to discuss views.}

• _{Write a letter to. ..advising on changes needed.}

• Write a half-yearly report.

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Creating

The learner creates new ideas and

information using what has been previously

learned.

– _Designing – _Constructing – _Planning

– _Producing – _Inventing – _Devising – _Making

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Creating cont’

• _Compose • _Assemble • _Organise • _Invent • _Compile • _Forecast • _Devise • _Propose • _Construct • _Plan • _Prepare • _Develop • _Originate • _Imagine • _Generate

• _Formulate

• _Improve

• _Act

• _Predict

• _Produce

• _Blend

• _{Set up}

• _Devise

• _Concoct

• _Compile

Putting together ideas or elements to develop

a original idea or engage in creative

thinking.

• _Film • _Story • _Project • _Plan

• _{New game}

• _Song

• _Newspaper • _{Media product} •

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Classroom Roles for Creating

Teacher roles

• Facilitates

• Extends

• Reflects

• Analyses

• Evaluates

Student roles

• _Designs

• _Formulates • _Plans

• _{Takes risks} • _Modifies • _Creates • _Proposes

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Creating: Potential Activities and

Products

• _{Invent a machine to do a specific task.} • _{Design a building to house your study.}

• _{Create a new product. Give it a name and plan a}

marketing campaign.

• _{Write about your feelings in relation to...}

• _{Write a TV show play, puppet show, role play, song}_or

pantomime about..

• _{Design a record, book or magazine cover for...} • _{Sell an idea}

• _{Devise a way to...}

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Practical Bloom’s

• _{Suitable for use with the entire class}

• _{Emphasis on certain levels for different children}

• _{Extend children’s thinking skills through emphasis on higher levels of the}

taxonomy (analysis, evaluation, creation)

• _{Possible approaches with a class could be:}

– _{All children work through the remembering and understanding stages}

and then select at least one activity from each other level

– _{All children work through first two levels and then select activities from}

any other level

– _{Some children work at lower level while others work at higher levels} – _{All children select activities from any level}

– _{Some activities are tagged “essential” while others are “optional”}

– _{A thinking process singled out for particular attention eg. Comparing,}

(done with all children, small group or individual)

– _{Some children work through the lower levels and then design their own}

activities at the higher levels

– _{All children write their own activities from the taxonomy}

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Sample Unit : Space

Remembering

Cut out “space” pictures from a magazine. Make a display or a collage. List space words (Alphabet Key). List the names of the planets in our universe. List all the things an astronaut would need for a space journey.

Understanding

Make your desk into a spaceship, Make an astronaut for a puppet play. Use it to tell what an astronaut does. Make a model of the planets.

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 an astronaut. Compare Galileo’s 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 can take 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 out of control”. Design a space suit. Create a game called

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Sample Unit : Travel

Remembering

How many ways can you travel from one place to another? List and draw all the ways you know. Describe one of the vehicles from your list, draw a diagram and label the parts. Collect

“transport” 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 modern transport. 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 a story about the uses of both. Read a story about “The Little Red Engine” and make up a play about it. Survey 10 other children to see what bikes they ride. Display on a chart or graph.

Analysing

Make a jigsaw puzzle of children using bikes safely. What problems are there with modern forms of transport and their uses- write a report. Compare boats to planes.

Evaluating

What changes would you recommend to road rules to prevent traffic accidents? Debate whether we should be able to buy fuel at a cheaper rate. Rate transport from slow to fast etc..

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A good teacher makes

you think even when

you don’t want to.

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Blooming Questions

• _{Questioning should be used purposefully to}

achieve well-defines goals.

• _{Bloom's Taxonomy is a classification of thinking}

organised by level of complexity. It gives

teachers and students an opportunity to learn

and practice a range of thinking and provides a

simple structure for many different kinds of

questions and thinking.

• _{The taxonomy involves all categories of}

questions.

• _{Typically a teacher would vary the level of}

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Lower and Higher Order

Questions

• _{Lower level questions are those at the}

remembering, understanding and lower level

application levels of the taxonomy.

• _{Usually questions at the lower levels are}

appropriate for:

• _{Evaluating students’ preparation and}

comprehension

• _{Diagnosing students’ strengths and}

weaknesses

• _{Reviewing and/or summarising content}

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Lower and Higher Order

Questions

• _{Higher level questions are those requiring}

complex application, analysis, evaluation or

creation skills.

• _{Questions at higher levels of the taxonomy are}

usually most appropriate for:

• _{Encouraging students to think more deeply}

and critically

• _{Problem solving}

• _{Encouraging discussions}

• _{Stimulating students to seek information on}

their own

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Questions for Remembering

• _{What happened after...?}

• How many...?

• What is...?

• _{Who was it that...?}

• _{Can you name ...?}

• _{Find the meaning of…}

• Describe what happened after…

• Who spoke to...?

• Which is true or false...?

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Questions for Understanding

• _{Can you write in your own words?}

• _{How would you explain…?}

• _{Can you write a brief outline...?}

• _{What do you think could have happened next...?}

• _{Who do you think...?}

• What was the main idea...?

• _{Can you clarify…?}

• _{Can you illustrate…?}

• _{Does everyone act in the way that …….. does?}

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Questions for Applying

• _{Do you know of another instance}

where…?

• _{Can you group by characteristics such}

as…?

• Which factors would you change if…?

• _{What questions would you ask of…?}

• _{From the information given, can you}

develop a set of instructions about…?

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Question for Analysing

• _{Which events could not have happened?}

• _{If. ..happened, what might the ending have been?} • _{How is...similar to...?}

• _{What do you see as other possible outcomes?} • _{Why did...changes occur?}

• _{Can you explain what must have happened when...?} • _{What are some or the problems of...?}

• _{Can you distinguish between...?}

• _{What were some of the motives behind..?} • _{What was the turning point?}

• _{What was the problem with...?}

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Questions for Evaluating

• _{Is there a better solution to...?}

• _{Judge the value of... What do you think about...?} • _{Can you defend your position about...?}

• _{Do you think...is a good or bad thing?} • _{How would you have handled...?}

• _{What changes to.. would you recommend?} • _{Do you believe...? How would you feel if. ..?} • _{How effective are. ..?}

• _{What are the consequences..?}

• _{What influence will....have on our lives?} • _{What are the pros and cons of....?}

• _{Why is ....of value?}

• _{What are the alternatives?}

• _{Who will gain & who will loose?}

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Questions for Creating

• Can you design a...to...?

• _{Can you see a possible solution to...?}

• _{If you had access to all resources, how would}

you deal with...?

• _{Why don't you devise your own way to...?}

• _{What would happen if ...?}

• _{How many ways can you...?}

• _{Can you create new and unusual uses for...?}

• Can you develop a proposal which would...?

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Now it’s your turn…

• _{Use the Bloom’s Matrix and these notes to}

plan a number of activities or questions for

each level of the taxonomy.

• You may choose to use this term’s context

or unit, or focus on next term’s.

• Work with your teaching partner.

• I will copy these for our Thinking Skills

Folder so everyone can share our

BRILLIANT ideas.

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How does it all fit together?

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This world is but a canvas

for our imaginations.

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Bloom on the Internet

• _{Bloom's(1956) Revised Taxonomy}

http://rite.ed.qut.edu.au/oz-teachernet/training/bloom.html

An excellent introduction and explanation of the revised Taxonomy by Michael Pole on the oz-TeacherNet site written for the QSITE Higher order Thinking Skills Online Course 2000. Pohl explains the terms and provides a comprehensive overview of the sub-categories, along with some suggested question starters that aim to evoke thinking specific to each level of the taxonomy. Suggested potential activities and student products are also listed.

• _{Bloom’s Revised Taxonomy}

http://coe.sdsu.edu/eet/articles/bloomrev/index.htm

Another useful site for teachers with useful explanations and examples of questions from the College of Education at San Diego State University.

• _{Taxonomy of Technology Integration}

http://education.ed.pacificu.edu/aacu/workshop/reconcept2B.html

This site compiled by the Berglund Center for Internet Studies at Pacific University, makes a valiant effort towards linking ICT (information and communication technologies) to learning via Bloom's Revised Taxonomy of Educational

Objectives (Anderson, et. al., 2001). The taxonomy presented on this site is designed to represent the varying cognitive processes that can be facilitated by the integration of ICT into the teaching and learning process.

• _{Critical and Creative Thinking - Bloom's Taxonomy}

http://eduscapes.com/tap/topic69.htm

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Bloom on the Internet

• _{http://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.ht} m •

• _{http://www.nexus.edu.au/teachstud/gat/painter.htm Questioning Techniques that includes}

reference to Bloom’s Taxonomy.

•

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Print Resources

• _{Clements, D.; C. Gilliland and P. Holko. (1992).}_{Thinking in}

Themes: An Approach Through the Learning Centre. Melbourne: Oxford University Press.

• _{Crawford, Jean (ed.) (1991).}_{Achieveing Excellence: Units of}

Work for levels P-8. Carlton South, Vic.: Education Shop, Ministry of Education and Training, Victoria.

• _{Crosby, N. and E. Martin. (1981).}_{Don’t Teach! Let Me Learn}_.

Book 3. Cheltenham, Vic.: Hawker Brownlow.

• _{Dalton, Joan. (1986).}_{Extending Children’s Special Abilities:}

Strategies for Primary Classrooms. Victoria: Department of School Education, Victoria.

• _{Forte, Imogene and S. Schurr. (1997).}_{The All-New Science Mind}

Stretchers: Interdisciplinary Units to Teach Science Concepts and Strengthen Thinking Skills. Cheltenham, Vic.: Hawker

Brownlow.

• _{Fogarty, R. (1997).}_{Problem-based learning and other}

curriculum models for the multiple intelligences classroom. Arlington Heights, IL: IRI/Skylight Training and Publishing, Inc.

• _{Frangenheim, E. (1998).}_{Reflections on Classroom Thinking}

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Print Resources

• _{Knight, BA., S. Bailey, W. Wearne and D. Brown. (1999).}_Blooms

Multiple Intelligences Themes and Activities.

• _{McGrath, H and T. Noble. (1995).}_{Seven Ways at Once: Units of}

Work Based on the Seven Intelligences. Book 1. South Melbourne: Longman.

• _{Pohl, M. (2000).}_{Teaching Complex Thinking: Critical, Creative,}

Caring. Cheltenham, Vic.: Hawker Brownlow.

• _{Pohl, Michael. (1997). Teaching}_{Thinking Skills in the Primary}

Years: A Whole School Approach. Cheltenham, Vic.: Hawker Brownlow Education.

• _{Pohl, Michael. (2000).}_{Learning to Think, Thinking to Learn:}

Models and Strategies to Develop a Classroom Culture of Thinking. Cheltenham, Vic.: Hawker Brownlow.

• _{Ryan, Maureen. (1996).}_{The Gifted and Talented Children’s}

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