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.