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Bloom's Taxonomy

Group Presentation for Assessment Class.

Stephanie Cunningham

on 11 July 2013

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Transcript of Bloom's Taxonomy

The following verbs can be useful in forming effective creation questions:
- Designing - Constructing
- Planning - Producing
- Inventing - Devising
- Making
Bloom's In Detail
Bloom's Taxonomy
Observation and recall of information
Knowledge of major ideas
Mastery of subject matter
a) an ability to make things change

b) the amount of space an object takes up

c) anything that takes up space and has mass

d) the smallest particle of an element that has the properties of that element
Matter can be best
list, define, tell, describe, identify, show, label, collect, examine, tabulate, quote, name, who, when, where
The following verbs can be useful for forming meaningful application questions:
(Or Remembering)
Group A + Bee's
comprehend information
apply learning to new situations
interpret facts, compare and contrast
speculate causes
predict results or consequences
use the information and concepts learned
use techniques and theories in new situations
problem solve using curricular skills and knowledge
(Or Using Knowledge)
examine the relationships and organizational principles of information
use derived evidence to support generalized inferences
Critically making judgements, ideas, theories and practices.
Comparing and contrasting between ideas
Being subjective
Generating new products, ideas, or ways of viewing things
So, where to next?
How you can use Bloom's in new & interesting ways...
New Ways of Organizing Bloom's
Incorporating Technology...
Any Questions?
Century 21: Possibilities for Future Use
assess, decide, rank, grade, test,
measure, recommend, convince,
select, judge, explain, discriminate,
support, conclude, compare, summarize
The following verbs can be useful for forming meaningful application questions:
Read the following and decide which statements need to be modified to explain characteristics of the phases of matter. Change them accordingly.

a. Solids and liquids have similar molecular movement, in which the molecules move from one area of matter to another. In solids this takes place more slowly than in liquids. Gases on the other hand have the fastest molecular movement.
b. When heated up the molecules of matter start moving faster and faster and this increases the temperature of matter, until the matter starts changing phases from solid to liquid or from liquid to gas. During phase change, the temperature of matter does not change.
c. When matter changes phases, the bonds between the individual elements composing the molecules break and matter will be composed of individual elements.
You have been invited by an elite group of scientists to help solve the identity of a mystery substance, and the first step is to classify its phase. Design an experiment that would accurately reveal the phase of the mystery substance, and provide a brief explanation, using key words and Kinetic Molecular Theory, of how your experimental results would reveal the phase of the mystery substance, and how and why your experiment would be reliable.
apply, calculate, change, classify, complete, demonstrate, determine, discover, examine, experiment, illustrate, show, solve, modify, relate
The following verbs can be useful for forming meaningful application questions:
Question 1:
the vials of substances on the back table. Then,
each substance as a solid liquid or gas (and how you know) on the worksheet provided.
For Example:
Question 2:
the dry ice, egg, and water in the test tubes provided and
what state changes occur (ie a liquid-solid state change, solid-gas, etc).
Do not feel obligated to stick to the list, as long as application remains the focus!
In groups of 2 or 3
your comprehension by coming up with an application question
Feel free to use: apply, calculate, change, classify, complete, demonstrate, determine, discover, examine, experiment, illustrate, show, solve, modify, relate
Question 2:

Which element does not satisfy the following statement: “The solid state of a substance is denser than its corresponding liquid state”? Provide an everyday observation supporting your answer.
Question 1:

Explain why H2O is less dense as a solid than as a liquid. Be sure to use the following terms: molecules, freezing, and arrange.
The following verbs can be useful for forming meaningful application questions:

analyze, separate, order, explain, connect, classify, arrange, divide, compare, select, explain, infer
Can teachers meet the individual needs of students if they do not consciously control the cognitive levels of their questions to students?
Framing Questions
meet learning goals & cognitive level of students that we are testing
ie. critical thinking

levels of thinking that vary in complexity
become a more conscious teacher
Revised version created by a student of Bloom's (part of the educational psychologists (1990's) to create relevance in a changing society.
Purpose of pyramid: to encourage their students to "climb to a higher (level of) thought."
Movement towards how the parts work together vs. a division or hierarchy.
Flipping Bloom's to show our current values.
The pyramid suggests that one cannot effectively begin to address higher levels of thinking until those below them have been thoroughly addressed.

Flipped Model: Create first, then evaluate the creation and learn from it... end with knowledge.
Think of it as a wheel.
"It's not about the tools, it's using the tools to facilitate learning."
Create with iMovie
Analyze through Google Doc. or use an app. (Diigo)
Prezi for applying information
summarize, describe, interpret, contrast, predict, associate, distinguish, estimate, differentiate, discuss, extend
The following verbs
can be useful for forming
meaningful application questions:
What is the
between a
chemical property and a
physical property?
(use examples).
1. The change of state from a solid to a liquid is
a. evaporation
b. volume
c. melting
d. condensation

2. Demonstrate how a solid can change to a liquid.

3. Define chemical change.

4. Name three types of matter.
Which items assess

Now let's assess your knowledge....
(or understanding)
In your groups, create
two items that show
the difference between
Now, let's assess your
Now you try!
Come up with one question to test students' ability to evaluate.
For Example:
Full transcript