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Bloom's Taxonomy

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by

Maria Ornes

on 28 November 2012

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Transcript of Bloom's Taxonomy

Students will read any of the Bluebonnet book nominees for 2012-2013 and create a 2-3 minute video review to explain their honest reaction to the book. Students will be required to make about 10 minutes of original footage then edit it down to 3-4 minutes of excellent clips. Prior to creating their video they will watch select examples of other young readers reviewing books on youtube.com to understand the caliber of what they should include in their review.

Students should address at least five of the following questions in their final video:
i. What other books have you read by the same author?
ii.What book or books does the Bluebonnet nominee remind you?
iii.What were your expectations of the book based on the cover?
iv.What have classmates said about the book? Do you agree with their comments?
v.Did the author do a good job of making the characters believable?
vi.What was the main character like? Did the main character make you like the book more or less?
vii.Did the author create an interesting setting? What descriptions from the book make you feel this way?
viii.Was the book a page-turner? When did the book start to get interesting?
ix.What was annoying about the book or the characters?
x.Why is the book deserving of your vote?
xi.What book is more deserving of your vote? What makes that book better?
xii.If you liked the book, what other books would you recommend for other fans of this book?
xiii.What would you change about the book?
xiv.If there were a sequel to the book, what would you want to happen?

The evaluation will be based on a checklist rubric with each item worth the assigned amount of points and partial completion of each item, where applicable, worth half the amount of points stated:
The student’s final video is between 3 and 4 minutes long. (5 points)
The original footage is at least 9 minutes long. (5 points)
At least five questions are discussed. (10 points)
The commentary of the first question is detailed and insightful. (15 points)
The commentary of the second question is detailed and insightful. (15 points)
The commentary of the third question is detailed and insightful. (15 points)
The commentary of the fourth question is detailed and insightful. (15 points)
The commentary of the fifth question is detailed and insightful. (15 points)
The presentation was turned in on time. (5 points)
Total of points = 100 points Understanding Understanding Remembering Applying Bloom's Taxonomy The reading teacher and librarian have created a book review blog for each homeroom class. The teacher will assign a book each month for the students to read independently and provide them with a grading rubric and the format on how to write an effective book review. The librarian will teach the students how to log onto their homeroom's book review blog and then demonstrate how to write, save, and publish a post on the blog. The students will be required to log onto their homeroom blog once a month and post their published book review of their assigned book. The book review will consist of the book's bibliographical information and genre, a summary of the book in their own words, and a book review where they analyze and critique the book. Both the teacher and the librarian will assist the students throughout the month as needed and will use the rubric to grade the book reviews that are posted on the book review blogs. As an extension activity and bonus, the students will be encouraged to read their classmates' assigned books so they can contribute their thoughts about those books on the comments section of the blogs Activity Students in Mrs. Kelso's literature circles have just finished reading their novels. She has assigned each group to put together a skit that summarizes the major events of their novel to present to the rest of the class. Which level of Bloom's taxonomy is Mrs. Kelso applying in this assignment.

A. Creating

B. Understanding

C. Remembering

D. Applying Question

The answer is B Understanding.

According to Anderson and Krathwohl, the Bloom's Taxonomy level of understanding is defined as "constructing meaning from different types of functions be they written or graphic." (Anderson & Krathwohl, 2001). Some other key terms for understanding are interpreting, summarizing, and explaining. Since the students have to put on a skit about the novel they just read, they have to be able to interpret the meaning of the events, summarize them, and then explain them in their own words by coming up with lines or script to present their skit.

Reference:

Anderson, L.W. & Krathwohl, D.R. (Eds.) (2001). A taxonomy for learning, teaching, and assessing: A revisions of Bloom's taxonomy of educational objectives. New York: Addison Wesley Longman. Answer and Explanation Evaluating Creating Remembering Applying Analyzing After a short introduction to the library, the library media specialist sends the students on a scavenger hunt within the library. The evaluation happens as the students bring the library media specialist the correct items. Activity Apply is the third level in Bloom's Taxonomy, and it relates to carrying out a procedure. What are some keywords that would be used in this level?

A. execute and implement

B. interpreting and classifying

C. recalling and recognizing

D. differentiating and organizing Question Correct Answer: A
Each level of Bloom's Taxonomy--old or new-- has keywords that can clue one into which level it is. According to Anderson and Krathwohl (2001), applying is defined as "carrying out or using a procedure through executing, or implementing"(p.67). Answer and Explanation Analyzing Part 1: The librarian displays all of the Caldecott winner books in the school's library. After students have learned the purpose for winning the Caldecott honor, students choose two of the books to compare and contrast the similarities and differences in the illustrations.
Part 2: The librarian shows the nominees for possible Caldecott winners for the current year. Students determine which book should win the honor and explain why in a short essay. Activity Students in Ms. Reynolds' class are working in groups according to the Bloom's Taxonomy levels. According to the following activities, which group is using the analysis level?

A. Students are researching the different climates in each region of Texas and making a graph.
B. Students are creating a book trailer based upon their book club book.
C. Students are creating a questionnaire for readers of the 2011 and 2012 Newbery-winning books in order to determine the school's favorite.
D. Students are creating a list of books about Texas cowboys. Question Activity Question Answer and Explanation Answer choice C is correct.

Students must know the book in order to differentiate and organize questions for the questionnaire. According to Anderson and Krathwohl (2001), the definition of analyzing is: "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" (p. 67-68). Evaluating Activity Question Answer E is correct. According to “Sample Questions Stems Based on Revised Bloom’s Taxonomy" (n.d.) the idea of expressing what changes might be needed is associated with the evaluating sub-category.

Curious about the other questions?
A = remembering
B = comprehending
C = applying
D = anaylzing
F = creating Answer and Explanation Answer and Explanation Activity Creating Question Answer and Explanation 1. With the help of the librarian, students brainstorm a list of criteria which make a web page useful for research. After brainstorming students discuss what is or should be important when evaluating a website. Emphasize the importance of the credibility of the author and the source of the information on the page. Talk about ways to determine if information is correct (e.g. finding the information in a print source, on another web page, via an expert). Together, create a graphic organizer that will help students evaluate a website.

2.Check out Ban Dihydrogen Monoxide (Water) page at (http://descy.50megs.com/descy/webcred/webcred/dhmo.html) and have students, either individually or in pairs evaluate the website using the graphic organizer that was previously created. Have the class come back as a group and discuss their evaluation of the website. Emphasize the fact, with little knowledge of a topic, it is almost impossible to know if the information located is correct. Using an "exit ticket", have students write down one reason why they should spend the time evaluating a website.

Activity adapted from "Kathy Schrock's Internet Curriculum'
(Shrock, 2011). Which of the following is an example of the highest level of revised Bloom’s Taxonomy?

A.) Students determine why a plant is wilted based on a record of its care in the last 24 hours.
B.) Students list the elements needed for a plant to survive.
C.) Students record their own podcast about the elements plants need to survive.
D.) Student is given an actual plant to care for and must keep it alive for two weeks. The answer is C.

The highest level of revised Bloom’s is creating. Bumen (2007) stated that "the order of Synthesis
/Create and Evaluation/Evaluate was interchanged" when Bloom's Taxonomy was revised (p. 441). Students were creating a product (a podcast) which involved designing and producing a unique product. The other answer choices relate to other levels of Bloom’s Taxonomy. Choice A relates to analyzing. Choice B relates to Remembering. Choice D relates to Applying. References Bümen, N. (2007). Effects of the original versus revised bloom's taxonomy on lesson planning skills: A Turkish study among

pre-service teachers. International Review Of Education / Internationale Zeitschrift Für Erziehungswissenschaft,

53(4), 439-455. doi:10.1007/s11159-007-9052-1 Forehand, M. (2005). Bloom's taxonomy: Original and revised. In M. Orey (Ed.), Emerging perspectives on learning, teaching,

and technology. Retrieved September 2012 from http://projects.coe.uga.edu/epltt Anderson, L.W. & Krathwohl, D.R. (Eds.) (2001). A taxonomy for learning, teaching, and assessing: A revisions of Bloom's

taxonomy of educational objectives. New York: Addison Wesley Longman. Sample question stems based on Revised Bloom’s Taxonomy. (n.d.) Retrieved from http://tpri.wikispaces.com/file/view/05-

2Bloom-16-17+Stems+for+Instruction.pdf Which of the question stems below is most commonly used in the evaluating sub-category of Bloom’s Revised Taxonomy?

A. What happened after . . .?
B. What does this mean?
C. Do you know another instance where . . .?
D. What is the theme?
E. What changes to ______________ would you recommend?
F. How would you test. . .? Schrock, K. (2011). Critical evaluation of a web page lesson plan: grades 6-8. Kathy Schrock's Internet

Curriculum. Retrieved from http://www.schrockguide.net/eval/index.html This activity is for seniors at the high school level and will involve the application of an e-learning assignment. The librarian and teacher will collaborate to form an exercise, which includes an activity requiring students to log into their English course using WebCT for that specific course. The teacher will demonstrate the necessary steps to log into the course and also how to complete the assignment. All necessary steps will be covered once by the teacher. Which of the following methods were used more to logon to the WebCT page and accomplish the assignment?

A. Retrieving, recognizing, and recalling relevant knowledge

B. Carrying out or using a procedure through executing, or implementing

C. Making judgments based on criteria and standards through checking and critiquing

D. 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 The Answer is

A. Retrieving, recognizing and recalling relevant knowledge

The question will test the students remembrance skills associated will the process of accessing the WebCT page and navigating to their student course online and completing the assignment. A pre and post-needs assessment will be completed by the students to measure students knowledge and familiarity with WebCT. The overall goal is for students to use the remembering level in Blooms Taxonomy to create a foundation for becoming more familiar in using an e-learning tool.

Reference

Halawi, L. A., Pires, S., & McCarthy, R. V. (2009). An evaluation of E-learning on the basis of bloom's taxonomy: An exploratory study. Journal of Education for Business, 84(6), 374-380. Retrieved from http://search.proquest.com/docview/202822383?accountid=7113 Halawi, L. A., Pires, S., & McCarthy, R. V. (2009). An evaluation of E-learning on the basis of bloom's taxonomy: An

exploratory study. Journal of Education for Business, 84(6), 374-380. Retrieved from

http://search.proquest.com/docview/202822383?accountid=7113 Students will read any of the Bluebonnet book nominees for 2012-2013 and create a 2-3 minute video review to explain their honest reaction to the book. Students will be required to make about 10 minutes of original footage then edit it down to 3-4 minutes of excellent clips. Prior to creating their video they will watch select examples of other young readers reviewing books on Youtube to understand the caliber of what they should include in their review. Students should address at least 5 of the following questions in their final video:

What other books have you read by the same author?
What book or books does the Bluebonnet nominee remind you?
What were your expectations of the book based on the cover?
What have classmates said about the book? Do you agree with their comments?
Did the author do a good job of making the characters believable?
What was the main character like? Did the main character make you like the book more or less?
Did the author create an interesting setting? What descriptions from the book make you feel this way?
Was the book a page-turner? When did the book start to get interesting?
What was annoying about the book or the characters?
Why is the book deserving of your vote?
What book is more deserving of your vote? What makes that book better?
If you liked the book, what other books would you recommend for other fans of this book?
What would you change about the book?
If there were a sequel to the book, what would you want to happen?

The evaluation will be based on a checklist rubric with each item
worth the assigned amount of points and partial completion of each
item, where applicable, worth half the amount of points stated:

The student’s final video is between 3 and 4 minutes long. (5 points)
The original footage is at least 9 minutes long. (5 points)
At least five questions are discussed. (10 points)
The commentary of the first question is detailed and insightful. (15 points)
The commentary of the second question is detailed and insightful. (15 points)
The commentary of the third question is detailed and insightful. (15 points)
The commentary of the fourth question is detailed and insightful. (15 points)
The commentary of the fifth question is detailed and insightful. (15 points)
The presentation was turned in on time. (5 points)

Total of all points = 100 McClain, C. (2004). Analysis: Breaking down information into parts.

Retrieved from: http://prezi.com/pck_k9kawkkc/edit/?auth_key=1pdx78m&follow=mmmnlpyhkvca Reference:
Anderson, L.W. & Krathwohl, D.R. (Eds.) (2001). A taxonomy for learning, teaching, and assessing: A revisions of Bloom's taxonomy of educational objectives. New York: Addison Wesley Longman.

McClain, C. (2004). Analysis: Breaking down information into parts.Retrieved from: http://www1.center.k12.mo.us/edtech/Blooms/Analysis.htm
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