BLOOM's REVISED TAXONOMY

BLOOM's REVISED TAXONOMY

Original Terms New Terms Evaluation Creating Synthesis Evaluating Analysis Analysing Application Applying

Comprehension Understanding Knowledge Remembering (Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8) Change in Terms The names of six major categories were changed from noun to verb forms. As the taxonomy reflects different forms of thinking and thinking is an active process verbs were more accurate. The subcategories of the six major categories were also replaced by verbs Some subcategories were reorganised.

The knowledge category was renamed. Knowledge is a product of thinking and was inappropriate to describe a category of thinking and was replaced with the word remembering instead. Comprehension became understanding and synthesis was renamed creating in order to better reflect the nature of the thinking described by each category. (http://rite.ed.qut.edu.au/oz-teachernet/training/bloom.html (accessed July 2003) ; Pohl, 2000, p. 8) BLOOMS REVISED TAXONOMY Creating Generating new ideas, products, or ways of viewing things Designing, constructing, planning, producing, inventing. Evaluating Justifying a decision or course of action Checking, hypothesising, critiquing, experimenting, judging Analysing Breaking information into parts to explore understandings and relationships Comparing, organising, deconstructing, interrogating, finding Applying

Using information in another familiar situation Implementing, carrying out, using, executing Understanding Explaining ideas or concepts Interpreting, summarising, paraphrasing, classifying, explaining Remembering Recalling information Recognising, listing, describing, retrieving, naming, finding Remembering The learner is able to recall, restate and remember learned information.

Recognising Listing Describing Identifying Retrieving Naming Locating Finding Can you recall information? Remembering: Potential Activities and Products Make a story map showing the main events of the story. Make a time line of your typical day. Make a concept map of the topic.

Write a list of keywords you know about. What characters were in the story? Make a chart showing Make an acrostic poem about Recite a poem you have learnt. Understanding The learner grasps the meaning of information by interpreting and translating what has been learned. Interpreting

Exemplifying Summarising Inferring Paraphrasing Classifying Comparing Explaining Can you explain ideas or concepts? Understanding: Potential Activities and Products

Write in your own words Cut out, or draw pictures to illustrate a particular event in the story. Report to the class Illustrate what you think the main idea may have been. Make a cartoon strip showing the sequence of events in the story. Write and perform a play based on the story. Write a brief outline to explain this story to someone else Explain why the character solved the problem in this particular way Write a summary report of the event. Prepare a flow chart to illustrate the sequence of events. Make a colouring book.

Paraphrase this chapter in the book. Retell in your own words. Outline the main points. Applying The learner makes use of information in a context different from the one in which it was learned. Implementing Carrying out Using Executing Can you use the information in another familiar situation? Applying: Potential Activities and Products

Construct a model to demonstrate how it looks or works Practise a play and perform it for the class Make a diorama to illustrate an event Write a diary entry Make a scrapbook about the area of study. Prepare invitations for a characters birthday party

Make a topographic map Take and display a collection of photographs on a particular topic. Make up a puzzle or a game about the topic. Write an explanation about this topic for others. Dress a doll in national costume. Make a clay model Paint a mural using the same materials. Continue the story Analysing The learner breaks learned information into its parts to best understand that information.

Comparing Organising Deconstructing Attributing Outlining Finding Structuring Integrating Can you break information into parts to explore understandings and relationships? Analysing: Potential Activities and Products Use a Venn Diagram to show how two topics are the same and different Design a questionnaire to gather information. Survey classmates to find out what they think about a particular topic. Analyse

the results. Make a flow chart to show the critical stages. Classify the actions of the characters in the book Create a sociogram from the narrative Construct a graph to illustrate selected information. Make a family tree showing relationships. Devise a roleplay about the study area. Write a biography of a person studied. Prepare a report about the area of study. Conduct an investigation to produce information to support a view. Review a work of art in terms of form, colour and texture. Draw a graph Complete a Decision Making Matrix to help you decide which breakfast cereal to purchase Evaluating The learner makes decisions based on in-depth reflection, criticism and assessment.

Checking Hypothesising Critiquing Experimenting Judging Testing Detecting Monitoring Can you justify a decision or course of action?

Evaluating: Potential Activities and Products Write a letter to the editor Prepare and conduct a debate Prepare a list of criteria to judge Write a persuasive speech arguing for/against Make a booklet about five rules you see as important. Convince

others. Form a panel to discuss viewpoints on. Write a letter to. ..advising on changes needed. Write a half-yearly report. Prepare a case to present your view about... Complete a PMI on Evaluate the characters actions in the story Creating The learner creates new ideas and information using what has been previously learned.

Designing Constructing Planning Producing Inventing Devising Making Can you generate new products, ideas, or ways of viewing things? Creating: Potential Activities and Products

Use the SCAMPER strategy to invent a new type of sports shoe Invent a machine to do a specific task. Design a robot to do your homework. Create a new product. Give it a name and plan a marketing campaign. Write about your feelings in relation to... Write a TV show play, puppet show, role play, song or pantomime about.. Design a new monetary system Develop a menu for a new restaurant using a variety of healthy foods Design a record, book or magazine cover for... Sell an idea Devise a way to...

Make up a new language and use it in an example Write a jingle to advertise a new product. A good teacher makes you think even when you dont want to. (Fisher, 1998, Teaching Thinking) Questions for Remembering

What happened after...? How many...? What is...? Who was it that...? Can you name ...? Find the definition of Describe what happened after Who spoke to...? Which is true or false...? (Pohl, Learning to Think, Thinking to Learn, p. 12) Questions for Understanding

Can you explain why? Can you write in your own words? How would you explain? Can you write a brief outline...? What do you think could have happened next...? Who do you think...? What was the main idea...? Can you clarify? Can you illustrate? Does everyone act in the way that .. does? (Pohl, Learning to Think, Thinking to Learn, p. 12) Questions for Applying

Do you know of another instance where? Can you group by characteristics such as? Which factors would you change if? What questions would you ask of? From the information given, can you develop a set of instructions about? (Pohl, Learning to Think, Thinking to Learn, p. 13) Question for Analysing

Which events could not have happened? If. ..happened, what might the ending have been? How is...similar to...? What do you see as other possible outcomes? Why did...changes occur? Can you explain what must have happened when...? What are some or the problems of...? Can you distinguish between...? What were some of the motives behind..? What was the turning point? What was the problem with...? (Pohl, Learning to Think, Thinking to Learn, p. 13)

Questions for Evaluating Is there a better solution to...? Judge the value of... What do you think about...? Can you defend your position about...?

Do you think...is a good or bad thing? How would you have handled...? What changes to.. would you recommend? Do you believe...? How would you feel if. ..? How effective are. ..? What are the consequences..? What influence will....have on our lives? What are the pros and cons of....? Why is ....of value? What are the alternatives? Who will gain & who will loose? (Pohl, Learning to Think, Thinking to Learn, p. 14) Questions for Creating Can you design a...to...? Can you see a possible solution to...? If you had access to all resources, how would you deal with...? Why don't you devise your own way to...?

What would happen if ...? How many ways can you...? Can you create new and unusual uses for...? Can you develop a proposal which would...? (Pohl, Learning to Think, Thinking to Learn, p. 14) Now its your turn Use the Blooms Matrix and these notes to plan a number of activities or questions for each level of the taxonomy. You may choose to use this terms context or unit, or focus on next terms. Work with your teaching partner. I will copy these for our Thinking Skills Folder so everyone can share our BRILLIANT ideas. HAVE FUN! How does it all fit together?

Blooms Revised Taxonomy Creating Evaluating Analysing Applying Green Hat, Construction Key, SCAMPER, Ridiculous Key, Combination Key, Invention Key Brick Wall Key, Decision Making Matrix, PMI, Prioritising. Yellow Hat, Black Hat, Venn Diagram, Commonality Key, Picture Key, Y Chart, Combination Key. Blue Hat, Brainstorming, Different uses Key,

Reverse Listing Key, Flow Chart. Graphic Organisers, Variations Key, Reverse Understanding Listing, PMI, Webs (Inspiration). Remembering White Hat, Alphabet Key, Graphic Organisers, Acrostic, Listing, Brainstorming, Question Key. An integrated approach: Blooms and SMARTS Planning across six levels of thinking (Bloom) and eight different ways of knowing and understanding the world (Gardners SMARTS). Assist in achieving a balanced program of activities that cater for all students abilities and interests. Comprehensive planning. Every space on the matrix doesnt have to be filled. NOW ITS YOUR TURN!

This world is but a canvas for our imaginations. (Henry David Thoreau) He who learns but does not think is lost (Chinese Proverb)

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