TLS Blooms Taxonomy Working Model Tools.pdf - Centre for ...

Bloom’s Taxonomy
The Cognitive Process Dimension
Copyright © 2005 Extended Campus - Oregon State University
Designer/Developer - Dianna Fisher
The Knowledge Dimension
Factual
Knowledge
Conceptual
Knowledge
Procedural
Knowledge
Meta-Cognitive
Knowledge
Remember
List
Describe
Tabulate
Appropriate
Use
Understand Apply Analyze Evaluate Create
Summarize Classify Order
Rank Combine
Interpret Experiment Explain Assess Plan
Predict Calculate Differentiate Conclude Compose
Execute Construct Achieve Action Actualize
Factual Knowledge
The basic elements students
must know to be acquainted
with a discipline or solve
problems in it.
Conceptual Knowledge
The interrelationships among
the basic elements within a
larger structure that enable
them to function together.
Procedural Knowledge
How to do something, methods
of inquiry, and criteria for using
skills, algorithms, techniques,
and methods.
Meta-cognitive Knowledge
Knowledge of cognition in
general as well as awareness
and knowledge of one's own
cognition.
Remember
Retrieve relevant knowledge
from long-term memory.
Understand
Construct meaning from
instructional messages, including
oral, written, and graphic
communication.
Apply
Carry out or use a procedure in
a given situation
Analyze
Break material into constituent
parts and determine how parts
relate to one another and to an
overall structure or purpose.
Evaluate
Make judgments based on
criteria and standards.
Create
Put elements together to form
a coherent or functional whole;
reorganize elements into a new
pattern or structure.
Achieve
Students will achieve a level of understanding
regarding their personal
lifestyles and how the choices they make
in their own lives change the environment.
Action
Apply concepts learned in class to
implement a recycling program.
Actualize
Engage in activism on behalf of social
justice for women.
Appropriate Use
Use the Science of Foods terminology in
relation to discussing foods or
food products.
Assess
Given a set of occurrences, students will
be able to conclude which outcome is
most likely.
Calculate
Devise and put into use, a method of
counting votes in an election.
Classify
Understand fund raising and grantmaking
as function of the
donor/beneficiary relationship and to
apply theoretical principles to the act of
fund raising.
Combine
Students will be able to combine healthy
ingredients into an entire meal.
Compose
Given a set of guidelines, students will
be able to compose poetry which follows
the constraints set out.
Conclude
Students will be able to draw conclusions
based on their knowledge of how
a system works.
Construct
Complete a theme-based or place-based
historical reconstruction of a topic or
site.
Describe
Describe the history (and pre-history) of
wildland fire.
Differentiate
Differentiate between the terms gender
and sex and understand the differences.
Execute
As a result of this class, students will be
able to execute and demonstrate to
others, complex conservation techniques
in their own area.
Experiment
Use the chemistry and composition of
foods to explain how it relates to the
quality of a food product.
Explain
Explain why an understanding of wildland
fire ecology is important.
Interpret
Consider the connection between
structure of the landscape and function
of ecosystems within that landscape.
List
To identify the names, professional
identities, and ideas of two or three of
the major western sexologists
Order
Students will be able to place important
events in the order in which they
happened.
Plan
Students will make personal and professional
decisions regarding their own
participation with non-profit organizations,
third sector professions, citizen
leadership, voluntary action, philanthropic
studies and research, graduate
education, volunteering and gifting and
other philanthropic activities.
Predict
Predict the future of political activism
among certain demographic groups in
the United States
Rank
Students will be able to rank current
political issues on how they feel emphasis
should be placed.
Summarize
Summarize an article, speech or book in
the students own words.
Tabulate
Students will be able to demonstrate
knowledge of each step a bill takes on its
way through the legislative system.
Examples taken from OSU Extended Campus distance
courses and adapted from A Taxonomy for Learning, Teaching,
and Assessing: A Revision of Bloom's Taxonomy of Educational
Objectives. Lorin W. Andersin, David R. Krathwohl; et al. 2001
Addison Wesley Longman, Inc.

Working Model of Thinking Processes
Copyright © Donald, J.G. (2002).
Learning to Think: Disciplinary Perspectives. San Francisco, CA: Jossey Bass.
Description Selection
Representation Inference Synthesis
Verification
• State functions
• State assumptions
• State facts
• State conditions
• Identify context
• Choose relevant
information
• Identify critical
elements
• Identify critical
relations
• Order information
in importance
• Recognize organizing
principles
• Organize elements
and relations
• Illustrate elements
and relations
• Modify elements
and relations
• Discover new
relations between
elements
• Discover new
relations between
relations
• Discover
equivalences
• Categorize
• Order
• Change perspective
• Hypothesize
• Combine parts
to form a whole
• Elaborate
• Generate
missing links
• Develop course
of action
• Compare
alternative
outcomes
• Compare
outcome to
standard
• Judge validity
• Use feedback
• Confirm
results
Methods
Expertise (E)
Well-developed representation of
knowledge, action schemas
Hermeneutics (H)
Interpretation; construction of textual
meaning through a dialectic between
understanding and explanation
Critical Thinking (CT)
A reasoned or questioning approach in
which one examines assumptions and
seeks evidence
Problem Solving (PS)
Steps for formulating a problem,
calculating and verifying the logic used
Scientific Method (SM)
Objective methods, replicability of
findings, skepticism
Thinking Processes & Behaviors
DESCRIPTION (PS, SM)
Delineation or definition of a
situation or form of a thing.
Identify context (E)
Establish surrounding environment
to create a total picture.
State conditions
State essential parts, prerequisites,
or requirements.
State facts
State known information, events that
have occurred.
State functions
State normal or proper activity of a
thing or specific duties.
State assumptions (CT)
State suppositions, postulates, or
propositions assumed.
State goal
State the ends, aims, objectives.
SELECTION (PS)
Choice in preference to another or
others.
Choose relevant information (E)
Select information that is pertinent
to the issue in question.
Order information in importance (E)
Rank, arrange in importance or
according to significance.
Identify critical elements
Determine units, parts, components
that are important.
Identify critical relations
Determine connections between
things that are important.
REPRESENTATION (PS)
Depiction or portrayal through
enactive, iconic, or symbolic means.
Recognize organizing principles
Identify laws, methods, rules that
arrange in a systematic whole.
Organize elements and relations
Arrange parts, connections between
things into a systematic whole.
Illustrate elements and relations
Make clear by examples the parts,
connections between things.
Modify elements and relations
Change, alter, or qualify the parts,
connections between things.
INFERENCE (E, H CT, PS)
Act or process of drawing conclusions
from premises or evidence.
Discover new relations between
elements
Detect or expose connections
between parts, units, components.
Discover new relations between
relations
Detect or expose connections
between connections of things.
Discover equivalences
Detect or expose equality in value,
force, or significance.
Categorize
Classify, arrange into parts.
Order
Rank, sequence, arrange methodically.
Change perspective
Alter view, vista, interrelations,
significance of facts or information.
Hypothesize
Suppose or form a proposition as a
basis for reasoning.
SYNTHESIS (PS)
Composition of parts or elements
into a complex whole.
Combine parts to form a whole
Join, associate elements, components
into a system or pattern.
Elaborate
Work out, complete with great detail,
exactness, or complexity.
Generate missing links
Produce or create what is lacking in a
sequence; fill in the gap.
Develop course of action
Work out or expand the path, route,
or direction to be taken.
VERIFICATION (E, H CT, PS, SM)
Confirmation of accuracy, coherence,
consistency, correspondence.
Compare alternative outcomes
Examine similarities or differences of
results, consequences.
Compare outcome to standard
Examine similarities, differences of
results based on a criterion.
Judge validity
Critically examine soundness,
effectiveness, by actual fact.
Use feedback
Employ results to regulate, adjust,
adapt.
Confirm results
Establish or ratify conclusions,
effects, outcomes, products.