Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

Blooms Taxonomy

No description
by

Julia Mauldin

on 13 February 2014

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Blooms Taxonomy

Let’s Review the New Terms
We as teachers know that…
Bloom's Taxonomy helps teachers to develop higher level thinking skills in their students.
It goes beyond the typical method of having students memorize facts or reading a passage and answering comprehension questions.
Students have a better understanding of the material when they are evaluating the material and creating something themselves.

Lower-Order Thinking Skills (LOTS)
Briefly review the revised Bloom’s Taxonomy.
When is higher-order thinking & lower-order thinking appropriate?
Using Bloom in the classroom with academic vocabulary.

Let's Get Started
During the 1990's, a former student of Bloom's, Lorin Anderson, led a new assembly which met for the purpose of updating the taxonomy, hoping to add relevance for 21st century students and teachers.
This time "representatives of three groups [were present]: cognitive psychologists, curriculum theorists and instructional researchers, and testing and assessment specialists”.
Like the original group, they were also arduous and diligent in their pursuit of learning, spending six years to finalize their work.
Published in 2001, the revision includes several seemingly minor yet actually quite significant changes.

“Thinking is the hardest work there is, which is probably the reason so few engage in it.”

-Henry Ford

Blooms Taxonomy

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 summarizing content

Higher-Order
Thinking Skills (HOTS)
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

Why Is It Important to Teach Higher Order Thinking Skills?
Improves information retention.
Students who are taught to think on a higher level comprehend information on a deeper, more intuitive level and therefore they retain the information longer.
Enhances problem solving skills
Problem solving skills helps people to become better decision makers and to better handle challenging situations.
Increases creativity
Learning how to think creatively helps people to become leaders and innovators.
Elevates standardized test scores
Teaching higher order thinking skills gives students the critical thinking skills to increase scores on standardized tests in the reading comprehension and math exam sections.

Think About It...
A turtle makes progress when it sticks its neck out.
-(Anon)

Let’s Practice Using Bloom’s
We will be using Bloom’s Taxonomy with our Academic Vocabulary/Word Wall

Math Academic VocabularyGame: Bloom’s Evaluate
“Talk A Mile A Minute”

1. Everyone needs a partner. Sit face to face with one another.
2. One will be the “talker” and the other will be the “solver””. When signaled the “talker” will state the category/topic to the solver (such as Geometry) and attempt to get them to say all of the terms within the minute by only providing clues such as definitions, synonyms, and antonyms. The “talker” cannot say any of the words on the list or any rhyming words.
3. At the end of a minute, each team earns a point for every word that the “solver” guesses.

Reading Academic Vocabulary Game: Bloom’s Evaluate/Create
Spin and Spell
1. Choose a partner. Decide who will be the first Spinner and who will be the first Reader. Stack vocabulary cards upside down near the gameboard.
2. The Reader picks up a card and reads the word aloud without showing it.
3. The Spinner spins the pointer and performs the action. The Reader checks the answer.
4. If answer is correct, the Spinner scores the given number of points.
5. Take turns, and keep tally of your points. The winner is the person with the most points when the time is up or when all cards have been used,

Math Academic Vocabulary Activity:
Bloom’s Analyze
“Word Wheel”
1. Choose a vocabulary word that you are teaching this week or have taught.
2. Write the word in the center of the wheel and complete the wheel.
3. Share your work with your group

Reading Academic Vocabulary Activity: Bloom’s Analyze
“CONNECT TO” ACTIVITY
Choose two words from a vocabulary list. Describe to your partner how those two words are related. You both need to write how they are connected. Then your partner can choose two other words.
Example: submarine, magnificent, cautious, careless
Magnificent
is connected to
submarine
because traveling on a
submarine
, you might see
magnificent
ocean views.
Cautious
is connected to
careless
because if you are making
careless
mistakes, you are not being very
cautious
.

Use the Reading/Language vocabulary terms from the orange sheet for “Connect To” Activity.

Other Ideas
Vocabulary Twister
Have Students
"Create" Their Own Game,
or Questions.
Bloom's into Practice

Suitable for use with the entire class.
Emphasis on certain levels for different children- allows for differentiated instruction.
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.
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”.
Full transcript