Texas Commission on Law Enforcement

Advanced Instructor Course

Unit 7

Learning Objective 7.1

One of the basic questions facing educators has always been “Where do we begin in seeking to improve human thinking.”

Before we can make it better, we need to know more of what it is

In 1956, Benjamin Bloom headed a group of educational psychologists who developed a classification of levels of intellectual behavior important in learning.

Benjamin Bloom extensively contemplated the nature of thinking.

Bloom found that over 95 % of the test questions students encounter require them to think only at the lowest possible level...the recall of information.

One of Bloom’s talents was having a nose for what is significant.

Bloom’s Taxonomy is one of the most widely applied and often cited references in education.

Taxonomy and classification are synonymous.

Bloom’s Taxonomy is a classification of learning objectives within education.

Bloom's Taxonomy divides educational objectives into three "domains:" Affective, Psychomotor, and Cognitive.

Skills in the affective domain describe the way people react emotionally and their ability to feel another living thing's pain or joy.

Skills in the psychomotor domain describe the ability to physically manipulate a tool or instrument like a hand or a hammer.

Skills in the cognitive domain revolve around knowledge, comprehension, and critical thinking of a particular topic.

Traditional education tends to emphasize the skills in the cognitive domain, particularly the lower-order objectives.

There are six levels in the taxonomy, moving through the lowest order processes to the highest.

These levels classify thinking according to complexity.

The levels are often depicted as a stairway encouraging students to climb to a higher level of thought.

The levels are grouped into three lower levels and three higher levels.

The three higher levels in ascending order are:

Knowledge - Exhibit memory of previously-learned materials by recalling facts, terms, basic concepts and answers.

Knowledge of specifics - terminology, specific facts

Knowledge of ways and means of dealing with specifics conventions, trends and sequences, classifications and categories, criteria, methodology

Knowledge of the universals and abstractions in a field principles and generalizations, theories and structures

Questions like: What are the health benefits of eating apples?

The three lower levels in ascending order are:

Knowledge

Comprehension -Demonstrative understanding of facts and ideas by organizing, comparing, translating, interpreting, giving descriptions, and stating main ideas

Translation

Interpretation

Extrapolation

Questions like: Compare the health benefits of eating apples vs. oranges.

The three lower levels in ascending order are:

Knowledge

Comprehension

Application - Using new knowledge. Solve problems to new situations by applying acquired knowledge, facts, techniques and rules in a different way

Questions like: Which kinds of apples are best for baking a pie, and why?


Analysis - Examine and break information into parts by identifying motives or causes. Make inferences and find evidence to support generalizations

Analysis of elements

Analysis of relationships

Analysis of organizational principles

Questions like: List four ways of serving foods made with apples and explain which ones have the highest health benefits. Provide references to support your statements.


Analysis

Synthesis - Compile information together in a different way by combining elements in a new pattern or proposing alternative solutions.

Production of a unique communication

Production of a plan, or proposed set of operations

Derivation of a set of abstract relations

Questions like: Convert an "unhealthy" recipe for apple pie to a "healthy" recipe by replacing your choice of ingredients.

Explain the health benefits of using the ingredients you chose vs. the original ones.


Analysis

Synthesis

Evaluation - Present and defend opinions by making judgments about information, validity of ideas or quality of work based on a set of criteria.

Judgments in terms of internal evidence

Judgments in terms of external criteria

Questions like: Do you feel that serving apple pie for an after school snack for children is healthy? Why or why not?

Bloom’s Taxonomy is hierarchical, students functioning at higher levels are assumed to have mastered the levels below.

Bloom’s Taxonomy has stood the test of time

It has been condensed, expanded, and reinterpret

One recent revision merits attention.


A new group of cognitive psychologists, lead by Lorin

Anderson (a former student of Bloom's), updated the taxonomy reflecting relevance to 21st century work.

The changes in terminology are the most obvious difference and the cause of most of the confusion.

Nouns instead of Verbs were used to describe the different levels of the taxonomy and provide for easier comprehension.

Terminology of the terms used in the new version is defined as:

Remembering: Retrieving, recognizing, and recalling relevant knowledge from long-term memory.


Remembering

Understanding: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining.


Remembering

Understanding

Applying: Carrying out or using a procedure through executing, or implementing.


Remembering

Understanding

Applying

Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing.


Remembering

Understanding

Applying

Analyzing

Evaluating: Making judgments based on criteria and standards through checking and critiquing.


Remembering

Understanding

Applying

Analyzing

Evaluating

Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing.

Structural changes to Bloom’s Taxonomy were created by the adoption of the new terminology.

Although they seem dramatic at first, these changes are logical once they are examined

The new structure is two-dimensional rather than the one dimensional form of the original Bloom’s Taxonomy.

One dimension identifies the knowledge to be learned.

The second dimension identifies the cognitive process used to learn.

The intersection of the knowledge and cognitive process form a Taxonomy Table.

The Knowledge Dimension is composed of four levels:

Factual Knowledge

Conceptual Knowledge

Procedural Knowledge

Meta-Cognitive Knowledge

The Cognitive Process Dimension has six levels:

Remember

Understand

Apply

Analyze

Evaluate

Create

Both knowledge and cognitive process dimensions are divided into three to eight different sub-categories.

Copyright (c) 2005 Extended Campus -- Oregon State University http://oregonstate.edu/instruct/coursedev/models/id/taxonomy/#table

The Knowledge Dimension sub-categories are defined as:

1 - The Factual Knowledge sub-categories which include: Factual Knowledge - The basic elements students must know to be acquainted with a discipline or solve problems in it.


1 - The Factual Knowledge sub-categories which include:

Factual Knowledge

Knowledge of terminology - technical vocabulary, musical symbols.


1 - The Factual Knowledge sub-categories which include:

Factual Knowledge

Knowledge of terminology

Knowledge of specific details and elements

- Major natural resources, reliable sources of information


1 - The Factual Knowledge sub-categories

2 - The Conceptual Knowledge sub-categories which include:

Conceptual Knowledge - The interrelationships among the basic elements within a larger structure that enable them to function together.





Knowledge of classifications and categories

- periods of geologic time.





Knowledge of classifications and categories

Knowledge of principles and

generalizations - Pythagorean theorem, law of supply and demand.





Knowledge of classifications and categories

Knowledge of principles and generalizations

Knowledge of theories, models and

structures - theory of evolution, structure of congress.



2 - The Conceptual Knowledge sub-categories

3 - The Procedural Knowledge sub-categories which include:

Procedural Knowledge - How to do something, methods of inquiry, and criteria for using skills, algorithms, techniques, and methods.






Knowledge of subject-specific skills and

algorithms - painting with watercolors, whole-number division.






Knowledge of subject-specific skills and algorithms

Knowledge of subject-specific techniques

and methods - interviewing techniques, scientific method.






Knowledge of subject-specific skills and algorithms

Knowledge of subject-specific techniques and methods

Knowledge of criteria for determining when to use

appropriate procedures - when to apply Newton's second law, when to use a particular method of estimation.




3 - The Procedural Knowledge sub-categories

4 - The Meta-Cognitive Knowledge sub categories which include:

Meta-Cognitive Knowledge - Knowledge of cognition in general as well as awareness and knowledge of one's own cognition.







Strategic knowledge - outlining as a means of capturing the structure of a unit of subject matter in a textbook.







Strategic knowledge

Cognitive tasks - knowledge of the different types of tests, cognitive demands of different task s.







Strategic knowledge

Cognitive tasks

Self-knowledge - knowledge that critiquing essays is a personal strength, whereas writing essays is a personal weakness; awareness of one's own knowledge level.

The six levels of the Cognitive Process Dimension are divided into sub-categories.

1 - The Remember sub-categories and examples are:

Remember - Retrieve relevant knowledge from long-term memory.



Remember

Recognizing - Recognize the dates of important events in US history.



Remember

Recognizing

Recalling - Recall the dates of important events in US history


1 - The Remember sub-categories

2 - The Understand sub-categories and examples are:

Understand - Construct meaning from instructional messages, including oral, written, and graphic communication.




Understand

Interpreting - Paraphrase important speeches and documents.




Understand

Interpreting

Exemplifying - Give examples of various artistic painting styles.




Understand

Interpreting

Exemplifying

Classifying - Classify observed or described cases of mental disorders).




Understand

Interpreting

Exemplifying

Classifying

Summarizing - Write a short summary of the events portrayed on videotapes).




Understand

Interpreting

Exemplifying

Classifying

Summarizing

Inferring - In learning a foreign language, infer grammatical principles from examples)




Understand

Interpreting

Exemplifying

Classifying

Summarizing

Inferring

Comparing - Compare historical events to contemporary situations)




Understand

Interpreting

Exemplifying

Classifying

Summarizing

Inferring

Comparing

Explaining - Explain the causes of important eighteenth-century events in France



2 - The Understand sub-categories

3 - The Apply sub-categories and examples are:

Apply - Carry out or use a procedure in a given situation.





Apply

Executing - Divide one whole number by another whole number, both with multiple digits.





Apply

Executing

Implementing - Determine in which situations

Newton's second law is appropriate.




3 - The Apply sub-categories

4 - The Analyze sub-categories and examples are:

Analyze - Break material into constituent parts and determine how parts relate to one another and to an overall structure or purpose






Analyze

Differentiating - Distinguish between relevant and irrelevant numbers in a mathematical word problem).






Analyze

Differentiating

Organizing - Structure evidence in a historical description into evidence for or against a particular historical explanation






Analyze

Differentiating

Organizing

Attributing - Determine the point of view of the author of an essay in terms of his or her political perspective





4 - The Analyze sub-categories

5 - The Evaluate sub-categories and examples are:

Evaluate - Make judgments based on criteria and standards.







Evaluate

Checking - determine whether a scientists' conclusions follow from observed data







Evaluate

Checking

Critiquing - Judge which of two methods is the best way to solve a given problem.






5 - The Evaluate sub-categories

6 - The Create sub-categories and examples are:

Create - Put elements together to form a coherent or functional whole; reorganize elements into a new pattern or structure.








Create

Generating - Generate hypotheses to account for an observed phenomenon.








Create

Generating

Planning - Plan a research paper on a given historical topic.








Create

Generating

Planning

Producing - Build habitats for certain species for certain purposes.

The new version of Bloom’s Taxonomy changes the emphasis in its use.

Bloom’s original taxonomy was used by groups never considered as an audience.

The new Bloom’s Taxonomy is a more authentic tool for curriculum planning, instruction delivery and assessment of training.


Bloom’s Taxonomy and its impact on the learning process has been proven by its continued use by educators.

Bloom’s Taxonomy filled a void and provided educators with one of the first systematic classifications of the processes of thinking and learning.

The cumulative hierarchical framework requires achievement of the prior skill or ability before the next, more complex, one, remains easy to understand.

Out of necessity, teachers must measure their students' ability.

1. Accurately doing so requires a classification of levels of intellectual behavior important in learning.

Bloom's Taxonomy provided the measurement tool for thinking.

The Revised Bloom's Taxonomy provides an even more powerful tool to fit today's teachers' needs

The revised Bloom’s Taxonomy meets the needs of today’s classroom.

The Revised Bloom’s Taxonomy Table provides a clear, concise visual representation of the alignment between standards and educational goals, objectives, products, and activities.

Today's teachers must make tough decisions with clear alignment of educational objectives meeting local, state, and national standards.

Practical example of how to use the six levels of the

Revised Bloom’s Taxonomy can be applied to the story of Goldilocks and the Three Bears.

Practical example of how to use the six levels of the

Revised Bloom’s Taxonomy can be applied to the story of Goldilocks and the Three Bears.

 Remember: Describe where Goldilocks lived.

 Understand: Summarize what the Goldilocks story was about.

 Apply: Construct a theory as to why Goldilocks went into the house.

 Analyze: Differentiate between how Goldilocks reacted and how you would react in each story event.

 Evaluate: Assess whether or not you think this really happened to

Goldilocks.

 Create: Compose a song, skit, poem, or rap to convey the Goldilocks story in a new form.

a.

b.

c.

Creating a diagram to organize his six levels of thought

Improving student learning

Classifying the affective and psychomotor domains

a.

b.

c.

It creates common ground for discussions about educational goals and objectives.

It helps ensure the alignment of objectives with standards and assessments.

It is sufficient as the only model teachers need to use to be successful

.

a.

b.

c.

Remembering

Understanding

Analyzing

a.

b.

c.

Understanding

Applying

Evaluating

a.

b.

c.

New uses, terminology, and domain

New terminology, structure, and emphasis

New examples, categories, and classifications

a.

b.

c.

Understanding

Remembering

Applying

a.

b.

c.

Creating

Analyzing

Evaluating

a.

b.

c.

Knowledge and Cognitive Process

Meta-cognitive Process and Understanding

Knowledge and Classification

Mrs. Andrews assigned the following tasks as part of a reading lesson. Place them in order of their location on the revised Bloom’s Taxonomy from

lowest to highest.

1.

2.

3.

4.

Place the events of the story in chronological order.

Write a new ending for the story.

Choose one of the story’s characters as a “best friend” and justify your choice.

On what date did this story begin? a.

1, 2, 3, 4

b.

4, 1, 3, 2

c.

4, 1, 2, 3

d.

1, 4, 3, 2

a.

b.

c.

d.

It uses verbs instead of nouns.

Creating has replaced Evaluation as the highest level.

The taxonomy is two-dimensional.

All of the above

a.

Describe c. Assess b. Summarize

d.

Classify

a.

b.

c.

university professors who wanted to classify objectives, experiences, processes, and evaluation questions.

classroom teachers who had been criticized by education experts for focusing on low-level student tasks.

business trainers who wanted their employees to be more imaginative.

Texas Commission on Law Enforcement

Creating a diagram to organize his six levels of thought

Improving student learning

Classifying the affective and psychomotor domains

.

Understanding

Applying

Evaluating

Knowledge and Cognitive Process

Meta-cognitive Process and Understanding

Knowledge and Classification

Related documents

Products

Support

Texas Commission on Law Enforcement

Related documents

Add this document to collection(s)

Add this document to saved

Suggest us how to improve StudyLib