A BREAKDOWN OF BLOOM’S TAXONOMY

-SESSION BY NILAV KUMAR PYNE

• Do take notes wherever you find necessary.• Keep an open mind and not judge the

facilitator on the facts/opinions he might state.

• We are aiming at individual and group productivity throughout the session i.e. proper utilization of time and resource.

• Do feel free to add value to the session.

A FEW GENERIC RULES-

LET US FIRST BEGIN WITH A LONG THEMATIC CONNECTION QUESTION

• FIRST SLIDE - +40,-20• SECOND SLIDE- +30,-10• THIRD SLIDE -+20,-5• FOURTH SLIDE-+10,0

ANSWER

OUR NATIONAL ANTHEM- JANA GANA MANA

Q. Which song was written on 11 December 1911 by Rabindranath Tagore and sung on 28 December

1911 at the Calcutta session of the Indian National Congress? It

is exactly 52 seconds long.

JANA GANA MANA- OUR NATIONAL ANTHEM

BLOOM’S LEVELS REVISITED

• Q. How do you think the two questions in the DO NOW were different?

• Q. Do you see implementation of Bloom’s levels in both the questions?

• Q. How often do you apply the Bloom’s Levels theory in your lessons in the classroom?

• Q. How much would you rate your class in terms of rigour and why?

• FWBAT differentiate skill and knowledge aspect of a lesson.

• FWBAT analyze the model of Bloom’s taxonomy and design a rigour lesson using it.

• FWBAT teach to the highest (thinking level), by scaffolding to the lowest (thinking level).

TODAY’S SESSION

BIG GOAL

• Knowledge(noun)-facts, information, and skills acquired through experience or education; the theoretical or practical understanding of a subject.

• Synonym- understanding, comprehension• Skill(noun)- The ability to do something well; expertise• Synonym- adroitness, prowess, flair, virtuosity• Rigour(noun)- The quality of being extremely thorough

and careful. • Synonym- meticulousness, attention to detail,

scrupulousness, punctiliousness.

WHAT OXFORD DICTIONARY SAYS-

• Fellows will understand the Bloom’s model and apply the knowledge to design their own lesson for the class.

• Fellows will also analyze and evaluate the effectiveness of the model by executing their lesson in the class.

HOW WOULD WE ACHIEVE TODAY’S OBJECTIVE

Thinking Levels

Q. Highest and Lowest what?

A. Thinking Levels.

Introducing:HOT - Higher Order

ThinkingLOT – Lower Order

Thinking

Bloom’s Level 1: KNOWLEDGE

Associated Verb: RememberRemember? Remember! •What...?•Who...?•When...?•Where...?•How...?

ListRecallNameLabel

Identify /Recognize

Bloom’s Level 2: UNDERSTANDINGAssociated Verb: Comprehend

Comprehend? Comprehend!•Can you write ... in your

own words?• Can you explain the

main idea?• Can you illustrate what you’ve learned with an

example?

SummarizeIllustrateExplain

Describe

Bloom’s Level 3: APPLICATION

Associated Verb: Apply

Apply? Apply!•Why...?

• Can you solve...?• Can you use this information to...?

Solve/Calculate

Construct/Make

Use

Bloom’s Level 4: ANALYSISAssociated Verb: Compare

Compare? Compare!• How would you

differentiate between...?• Can you classify the

similar...?•What would you

prioritize...?• How does the beginning

compare with the end?

Contrast

Relate

Prioritize

Categorize

Bloom’s Level 5: EVALUATIONAssociated Verb: Justify

Justify? Justify!• Is there a better

solution to...?•Can you defend your

opinion?• Can you prove...?• Can you predict an ending aligned to...?

Support

Debate

Assess

Conclude

Bloom’s Level 6: CREATIONAssociated Verb: Create

Create? Create!• Can you design...?

• Can you compose...?

•What new and unusual solution can

you suggest?

Produce

Develop

Synthesize

Let’s test ourselves for the lowest of the LOTs.

Q. What was the Big Goal for this session?

FWBAT teach to the highest (thinking level), by scaffolding to the lowest (thinking level).

ObjectiveSWBAT explore the use of a globe and a map, to

study world geography. (This objective assumes some elementary knowledge about the

world geography, on the part of the students)

Assessing LOTsLevel 1:

KNOWLEDGEQ. Which continent

does the picture on the globe

look like? Which continent does the picture on the map look

like?

Level 2: UNDERSTANDING

Q. Do both pictures show the same

continent? Explain with 3

reasons.

Level 3: APPLICATION

Q. Use the globe and the map to complete the table below:

Assessing HOTsLevel 4:

ANALYSISQ. Use the table

above to compare what

you have learned about Africa from the globe and the

map?

Level 5: EVALUATION

Q. ‘Two things that are equal to the same thing, are equal to each

other.’ Prove this statement, using the example of a globe and a map

to understand world geography.

Level 6: CREATION

Q. Using your knowledge of

world geography, re-organize

yourselves into 7 groups – for the seven continents – and arrange the

classroom to represent the world map.

Observe that...• We have successfully integrated a concept of high

learning level, by scaffolding it down to the lowest level.

• We could create a differentiated assessment to test the same knowledge (about world history) and concept, by

using Bloom’s. • It can hence be concluded, that Bloom’s, when used efficiently, can be used to assess high-level topics, with

multi-level scaffolding to test all learning levels.

• Choose any object from your grade level text and design a rigour lesson using the model of Bloom’s taxonomy.

• Your lesson should have a clear demarcation between the knowledge you are providing and the skill you are trying to build through the lesson.

THE BALL IS IN YOUR COURT NOW

Finis.