Revised Bloom's Taxonomy The Cognitive Process Dimension

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2. Understand- Construct meaning from instructional messages, including oral, written, and graphic communication 2.1 Interpreting (Clarifying, Paraphrasing, Representing, Translating) 2.2 Exemplifying (Illustrating, Instantiating) Changing from one form of representation (e.g., numerical) to another (e.g., verbal) (e.g., Paraphrase important speeches and documents) Finding a specific example or illustration of a concept or principle (e.g., Give examples of various artistic painting styles) Paraphrase the short story about Pablo’s trip on the ocean. Which of the following pictures illustrates corrosion of the ocean floor? 2.3 Classifying (Categorizing, Subsuming) 2.4 Summarizing (Abstracting, Generalizing) 2.5 Inferring (Concluding, Extrapolation, Interpolating, Predicting) 2.6 Comparing (Contrasting, Mapping, Matching) 2.7 Explaining (Construction) Determining that something belongs to a category (e.g., Classify observed or described cases of mental disorders) Abstracting a general theme or major point(s) (e.g., Write a short summary of events portrayed on a videotape) Drawing a logical conclusion from presented information; occurs in a context that supplies an expectation of what is to be inferred (e.g., In learning a foreign language, infer grammatical principles from examples) Detecting correspondences between two ideas, objects, and the like (e.g., Compare historical events to contemporary situations) Construction a cause-and-effect model of a system (e.g., Explain the causes of Review the pictures of animals. Group them into three categories: land animals, deep ocean animals, shallow ocean animals. Click on the link about Seals and Walruses. Summarize the paragraph titled, “What are pinnipeds?” Describe the principle of hot water and cold water movement in the ocean. How does it affect the ocean and land? • Compare each of the following ocean-related terms and tell how they are related: continental slope, currents, tides, ocean floor, coast, waves, swells and salinity. Use http://creately.com/Draw-Venn-Diagrams-Online to create Venn Diagrams online. • Compare/contrast an ocean with a lake, a sea and a river. Use a Venn Diagram to help you record the similarities and differences. • Explain the causes of a tsunami. • Explain how waves are formed.
important 18 th -century events in France) 3. Apply- Carry out or use a procedure in a given situation 3.1 Executing (Carrying out) 3.2 Implementing (Using) Apply a procedure to a familiar task (e.g., Divide one whole number by another whole number, both with multiple digits Applying a procedure to an unfamiliar task (e.g., Use Newton’s Second Law in situations in which it is appropriate) Use goldfish crackers as manipulatives for the children to make up word problems; e.g., 3 goldfish were swimming and they saw 2 beautiful goldfish swimming nearby. The 3 goldfish asked the 2 goldfish to swim with them. Now how many goldfish are swimming together? Have the children record their equations. • After studying about how submarines travel, the students will simulate the rise and fall of a submarine using eyedropper, tall glass, water, 2-liter plastic bottle with top, and scissors. Let students apply the submarine travel procedures with the supplies. (Answer: Fill the eyedropper and the glass with water. Slowly squeeze the bulb of the eyedropper until the dropper just barely floats vertically; the top half-inch of the bulb should bob above the surface. Remove the label from the 2-liter bottle and fill it with water. Without squeezing the bulb, carefully transfer the eyedropper from the glass to the bottle, pointed end down. Add water to the bottle until it overflows. Then tightly screw on the cap. Gently squeeze the bottle. The dropper should dive like a sub when you squeeze and rise to the surface when you release the sides of the bottle.) • Is it easier to swim or float in salt water than in fresh water? Give the students two large glasses, salt, water, two eggs. Instruct students to use the scientific method to experiment and discover in which water the egg will float and how much salt it takes. Have students write each step of the scientific method during their experiment to answer the question. 4. Analyze- Break material into its constituent parts and determine how the parts relate to one another and to an overall structure or purpose 4.1 Differentiation Distinguishing relevant from irrelevant After an experiment demonstrating that ocean currents are caused by the rising
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Revised Bloom's Taxonomy The Cognitive Process Dimension

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