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Bloom's Taxonomy: Learning Theory presentation
Transcript of Bloom's Taxonomy: Learning Theory presentation
Higher order thinking requires students to do something with the facts; understand, connect, apply, evaluate or analyse.
In the classroom this translates to problem solving, in depth discussion and independent student inquiry.
Simply put; higher order thinking requires students to move from understanding and remembering to theoretical discussion and practical applications of that knowledge. This is achieved through scaffolded questioning.
Students grasp the meaning of information by interpreting and translating that learning; simply comprehension.
This story was about?
What kind of girl was Goldilocks?
Role of teacher: Listens, Questions, Compares.
Role of student: Explain, Outline, Restate (
Classroom application: Have students summarise the story of Goldilocks
Students are to recognise and recall information by: listing, describing, identifying, naming, finding.
Who was Goldilocks?
Where did she live? With whom?
Role of teacher: Direct, Tell, Show
Role of student: Absorb, Retell, Describe, Memorises (
Classroom applications: Prepare a quiz for students on the story of Goldilocks.
Students are to apply the abstract information they have learnt into a realistic context by: implementing, using, solving.
How were the bears like real people?
Why did Goldilocks go into the little house?
Role of teacher: Questions, Observes, Organises, Facilitates
Role of student: Solves problems, Constructs, Compiles, Calculates (
Classroom applications: Have students create an annotated illustration of how the bears are like real people
• “Bloom’s taxonomy provides a kind of quality control mechanism through which you can judge how deeply students’ minds have been stirred by the multiple intelligence curriculum” – Thomas Armstrong (Multiple Intelligences in the Classroom, 2000)
• Common language to evaluate academic testing methods and student comprehension of material
• Bloom’s taxonomy classifies the goals of education into objectives: knowledge, comprehension, application, analysis, synthesis and evaluation
• Multiple revisions broaden the scope from comprehension (knowing) to affective domain (feeling) and psychomotor (doing).
• 2000 revision changed original objectives from nouns (Knowledge, Comprehension) to verbs, replacing Synthesis with Creating after Evaluation.
• Remembering, Understanding, Applying, Analysing, Evaluating, Creating
Higher Order Thinking
Students are to break information into parts to best understand it by: comparing, organising, deconstructing, integrating.
How did each bear react to what Goldilocks did?
How would you react?
Role of teacher: Probes, Guides, Observes, Acts as a Resource, Questions
Role of student: discusses, uncovers, debates, inquires, thinks deeply (
Classroom applications: Ask students to classify the actions of Goldilocks. Are they based on a need for survival or human greed and selfishness?
Students are to make decisions by reflecting in depth and assessing through the use of hypothesis, critique, testing, detecting and monitoring.
Do you think this really happened to Goldilocks? Why?
Why would an adult write this story for children to read?
Role of teacher: Clarifies, Accepts, Guides
Role of student: Judges, Disputes, Selects, Justifies (
Classroom applications: Have students write a persuasive piece arguing why this story should or shouldn't continue to be read as a moral tale.
The student is to create new ideas or original arguments by: designing, constructing, producing, inventing, devising.
Role of teacher: facilitates, extends, reflects, analyses, evaluated
Role of student: designs, formulates, takes risks, modifies, proposes (
Classroom applications: design a way to protect the bears from Goldilocks any way you like.
Pros and Cons
Can lead to reductive and restrictive teaching; only allowing for a linear sequence.
Scaffolding of questions assists educators to differentiate learning for classrooms with diverse academic abilities. This is best achieved in an integrated approach.
Q: What other learning theories would support the use of Bloom's taxonomy in the classroom?
In groups of 3 identify how Phill and Maria addressed your learning objective.
How effective was it for you as a learner? Would you change anything? Prepare to provide warm and cool feedback.