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Bloom's Taxonomy: Categories in the Cognitive ... - Licei di Bra

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Bloom’s <strong>Taxonomy</strong>Bloom’s <strong>Taxonomy</strong>: <strong>Categories</strong> <strong>in</strong><strong>the</strong> <strong>Cognitive</strong> Process DimensionMost educators are quite familiar with Bloom’s <strong>Taxonomy</strong> of Educational Objectives (Bloom,et al., 1956). For many, understand<strong>in</strong>g <strong>the</strong> levels of th<strong>in</strong>k<strong>in</strong>g represented <strong>in</strong> this taxonomywas a cornerstone of required educational methods courses.In recent years, as educators have become <strong>in</strong>creas<strong>in</strong>gly focused on <strong>the</strong> accurate assessmentof student learn<strong>in</strong>g, <strong>the</strong> orig<strong>in</strong>al taxonomy has been revisited and revised. Unlike <strong>the</strong>orig<strong>in</strong>al, <strong>the</strong> revised framework is two-<strong>di</strong>mensional. In <strong>the</strong> newer model, <strong>the</strong> two <strong>di</strong>mensionsare cognitive process and knowledge. These two components operate like an X and Y axis:<strong>the</strong> cognitive level (evident from a verb that represents student learn<strong>in</strong>g) would be placed on<strong>the</strong> horizontal axis, and <strong>the</strong> type of knowledge (evident from <strong>the</strong> nouns that represent what<strong>the</strong> student is to learn) would be placed on <strong>the</strong> vertical.The six cognitive processes <strong>in</strong> <strong>the</strong> revised taxonomy are remember, understand, apply, analyze,evaluate, and create. These are just slightly <strong>di</strong>fferent from <strong>the</strong> orig<strong>in</strong>al six levels of Bloom’s<strong>Taxonomy</strong> (Bloom, et al., 1956). The four categories of knowledge <strong>in</strong> <strong>the</strong> revised taxonomy arefactual, conceptual, procedural, and metacognitive.This revised taxonomy works well with <strong>the</strong> “unwrapp<strong>in</strong>g” process and later, <strong>in</strong> design<strong>in</strong>geffective assessment items. In order to place an objective <strong>in</strong> <strong>the</strong> taxonomy, teachers mustfirst “unwrap” a standard to <strong>di</strong>scover what it requires cognitively (<strong>the</strong> verb) and knowledgewise(<strong>the</strong> nouns that del<strong>in</strong>eate content and concepts). Once <strong>the</strong>y have determ<strong>in</strong>ed <strong>the</strong>correct placement, <strong>the</strong>n <strong>the</strong> “bare bones” of <strong>the</strong> assessment items are set. However, <strong>the</strong>placement is important, because <strong>di</strong>fferent types of objectives require <strong>di</strong>fferent approachesto assessment (Anderson, et al., p. 8).The list on <strong>the</strong> follow<strong>in</strong>g pages conta<strong>in</strong>s lists of verbs that approximate <strong>the</strong> particular levels ofstudent learn<strong>in</strong>g. It is important to “unwrap” standards and ensure each standard is placed <strong>in</strong><strong>the</strong> taxonomy table before design<strong>in</strong>g appropriate assessment items.166Copyright © 2008 The Leadership and Learn<strong>in</strong>g Center. All rights reserved.


Bloom’s <strong>Taxonomy</strong><strong>Cognitive</strong> process 1: To rememberTo remember is to retrieve relevant knowledge from long-term memory. (Anderson, et al., p. 67)Verbs associated with this level: choose, def <strong>in</strong>e, describe, f <strong>in</strong>d, identify, label, list,locate, match, name, recall, recite, recognize, record, relate, retrieve, say, select, show,sort, tell<strong>Cognitive</strong> process 2: To understandTo understand is to construct mean<strong>in</strong>g from <strong>in</strong>structional messages, <strong>in</strong>clud<strong>in</strong>g oral, written,and graphic communication. (Anderson, et al., p. 67)Verbs associated with this level: categorize, clarify, classify, compare, conclude, construct,contrast, demonstrate, <strong>di</strong>st<strong>in</strong>guish, expla<strong>in</strong>, illustrate, <strong>in</strong>terpret, match, paraphrase,pre<strong>di</strong>ct, represent, reorganize, summarize, translate, understand<strong>Cognitive</strong> process 3: To applyTo apply is to carry out or use a procedure <strong>in</strong> a given situation. (Anderson, et al., p. 67)Verbs associated with this level: apply, carry out, construct, develop, <strong>di</strong>splay, execute,illustrate, implement, model, solve, use<strong>Cognitive</strong> process 4: To analyzeTo analyze is to break material <strong>in</strong>to its constituent parts and determ<strong>in</strong>e how <strong>the</strong> parts relateto one ano<strong>the</strong>r and to an overall structure or purpose. (Anderson, et al., p. 68)Verbs associated with this level: analyze, ascerta<strong>in</strong>, attribute, connect, deconstruct,determ<strong>in</strong>e, <strong>di</strong>fferentiate, <strong>di</strong>scrim<strong>in</strong>ate, <strong>di</strong>ssect, <strong>di</strong>st<strong>in</strong>guish, <strong>di</strong>vide, exam<strong>in</strong>e,experiment, focus, <strong>in</strong>fer, <strong>in</strong>spect, <strong>in</strong>tegrate, <strong>in</strong>vestigate, organize, outl<strong>in</strong>e, reduce,solve (a problem), test forCopyright © 2008 The Leadership and Learn<strong>in</strong>g Center. All rights reserved.167


Bloom’s <strong>Taxonomy</strong>Bloom’s <strong>Taxonomy</strong> (Cont<strong>in</strong>ued)<strong>Cognitive</strong> process 5: To evaluateTo evaluate is to make judgments based on criteria and standards. (Anderson, et al., p. 68)Verbs associated with this level: appraise, assess, award, check, conclude, conv<strong>in</strong>ce,coord<strong>in</strong>ate, criticize, critique, defend, detect, <strong>di</strong>scrim<strong>in</strong>ate, evaluate, judge, justify,monitor, prioritize, rank, recommend, support, test, value<strong>Cognitive</strong> process 6: To createTo create is to put elements toge<strong>the</strong>r to form a coherent or functional whole; reorganize elements<strong>in</strong>to a new pattern or structure; <strong>in</strong>vent<strong>in</strong>g a product. (Anderson, et al., p. 68)Verbs associated with this level: adapt, build, compose, construct, create, design,develop, elaborate, extend, formulate, generate, hypo<strong>the</strong>size, <strong>in</strong>vent, make, mo<strong>di</strong>fy,plan, produce, orig<strong>in</strong>ate, ref<strong>in</strong>e, transformWorks CitedAnderson, L. W., et al. (2001). A <strong>Taxonomy</strong> for Learn<strong>in</strong>g, Teach<strong>in</strong>g, and Assess<strong>in</strong>g: A Revisionof Bloom’s <strong>Taxonomy</strong> of Educational Objectives. New York: Longman.Bloom, B. S., et al. (1956). The <strong>Taxonomy</strong> of Educational Objectives: Handbook I, <strong>Cognitive</strong>Doma<strong>in</strong>. New York: David McKay.168Copyright © 2008 The Leadership and Learn<strong>in</strong>g Center. All rights reserved.


Design<strong>in</strong>g Effective Projects: Th<strong>in</strong>k<strong>in</strong>g Skills FrameworksBloom’s <strong>Taxonomy</strong>: A New Look at an Old StandbyTra<strong>di</strong>tional Hierarchy of Th<strong>in</strong>k<strong>in</strong>g ProcessesIn 1956, Benjam<strong>in</strong> Bloom wrote <strong>Taxonomy</strong> of Educational Objectives: <strong>Cognitive</strong> Doma<strong>in</strong>, and hissix-level description of th<strong>in</strong>k<strong>in</strong>g has been widely adapted and used <strong>in</strong> countless contexts evers<strong>in</strong>ce. His list of cognitive processes is organized from <strong>the</strong> most simple, <strong>the</strong> recall of knowledge,to <strong>the</strong> most complex, mak<strong>in</strong>g judgments about <strong>the</strong> value and worth of an idea.Bloom’s <strong>Taxonomy</strong> of Educational Objectives (Tra<strong>di</strong>tional)Skill Def<strong>in</strong>ition Key WordsKnowledge Recall <strong>in</strong>formation Identify, describe, name, label,recognize, reproduce, followComprehension Understand <strong>the</strong> mean<strong>in</strong>g, paraphrase aconceptSummarize, convert, defend,paraphrase, <strong>in</strong>terpret, give examplesApplication Use <strong>the</strong> <strong>in</strong>formation or concept <strong>in</strong> a newsituationBuild, make, construct, model, pre<strong>di</strong>ct,prepareAnalysisBreak <strong>in</strong>formation or concepts <strong>in</strong>to parts tounderstand it more fullyCompare/contrast, break down,<strong>di</strong>st<strong>in</strong>guish, select, separateSyn<strong>the</strong>sis Put ideas toge<strong>the</strong>r to form someth<strong>in</strong>g new Categorize, generalize, reconstructEvaluation Make judgments about value Appraise, critique, judge, justify,argue, supportToday’s world is a <strong>di</strong>fferent place, however, than <strong>the</strong> one Bloom’s <strong>Taxonomy</strong> reflected <strong>in</strong> 1956.Educators have learned a great deal more about how students learn and teachers teach and nowrecognize that teach<strong>in</strong>g and learn<strong>in</strong>g encompasses more than just th<strong>in</strong>k<strong>in</strong>g. It also <strong>in</strong>volves <strong>the</strong>feel<strong>in</strong>gs and beliefs of students and teachers as well as <strong>the</strong> social and cultural environment of <strong>the</strong>classroom.Several cognitive psychologists have worked to make <strong>the</strong> basic concept of a taxonomy of th<strong>in</strong>k<strong>in</strong>gskills more relevant and accurate. In develop<strong>in</strong>g his own taxonomy of educational objectives,Marzano (2000) po<strong>in</strong>ts out one criticism of Bloom’s <strong>Taxonomy</strong>. The very structure of <strong>the</strong><strong>Taxonomy</strong>, mov<strong>in</strong>g from <strong>the</strong> simplest level of knowledge to <strong>the</strong> most <strong>di</strong>fficult level of evaluation, isnot supported by research. A hierarchical taxonomy implies that each higher skill is composed of<strong>the</strong> skills beneath it; comprehension requires knowledge; application requires comprehension andknowledge, and so on. This, accord<strong>in</strong>g to Marzano, is simply not true of <strong>the</strong> cognitive processes<strong>in</strong> Bloom’s <strong>Taxonomy</strong>.The orig<strong>in</strong>ators of <strong>the</strong> orig<strong>in</strong>al six th<strong>in</strong>k<strong>in</strong>g processes assumed that complex projects could belabeled as requir<strong>in</strong>g one of <strong>the</strong> processes more than <strong>the</strong> o<strong>the</strong>rs. A task was primarily an “analysis”or an “evaluation” task. This has been proven not to be true which may account for <strong>the</strong> <strong>di</strong>fficultythat educators have classify<strong>in</strong>g challeng<strong>in</strong>g learn<strong>in</strong>g activities us<strong>in</strong>g <strong>the</strong> <strong>Taxonomy</strong>. Anderson(2000) argues that nearly all complex learn<strong>in</strong>g activities require <strong>the</strong> use of several <strong>di</strong>fferentcognitive skills.Like any <strong>the</strong>oretical model, Bloom’s <strong>Taxonomy</strong> has its strengths and weaknesses. Its greateststrength is that it has taken <strong>the</strong> very important topic of th<strong>in</strong>k<strong>in</strong>g and placed a structure around itthat is usable by practitioners. Those teachers who keep a list of question prompts relat<strong>in</strong>g to <strong>the</strong>various levels of Bloom’s <strong>Taxonomy</strong> undoubtedly do a better job of encourag<strong>in</strong>g higher-orderth<strong>in</strong>k<strong>in</strong>g <strong>in</strong> <strong>the</strong>ir students than those who have no such tool. On <strong>the</strong> o<strong>the</strong>r hand, as anyone whohas worked with a group of educators to classify a group of questions and learn<strong>in</strong>g activitiesaccord<strong>in</strong>g to <strong>the</strong> <strong>Taxonomy</strong> can attest, <strong>the</strong>re is little consensus about what seem<strong>in</strong>gly self-evident


terms like “analysis,” or “evaluation” mean. In ad<strong>di</strong>tion, so many worthwhile activities, such asau<strong>the</strong>ntic problems and projects, cannot be mapped to <strong>the</strong> <strong>Taxonomy</strong>, and try<strong>in</strong>g to do that would<strong>di</strong>m<strong>in</strong>ish <strong>the</strong>ir potential as learn<strong>in</strong>g opportunities.Revised Bloom’s <strong>Taxonomy</strong>In 1999, Dr. Lor<strong>in</strong> Anderson, a fromer student of <strong>Bloom's</strong>, and his colleagues published anupdated version of Bloom’s <strong>Taxonomy</strong> that takes <strong>in</strong>to account a broader range of factors thathave an impact on teach<strong>in</strong>g and learn<strong>in</strong>g. This revised taxonomy attempts to correct some of <strong>the</strong>problems with <strong>the</strong> orig<strong>in</strong>al taxonomy. Unlike <strong>the</strong> 1956 version, <strong>the</strong> revised taxonomy <strong>di</strong>fferentiatesbetween “know<strong>in</strong>g what,” <strong>the</strong> content of th<strong>in</strong>k<strong>in</strong>g, and “know<strong>in</strong>g how,” <strong>the</strong> procedures used <strong>in</strong>solv<strong>in</strong>g problems.The Knowledge Dimension is <strong>the</strong> “know<strong>in</strong>g what.” It has four categories: factual, conceptual,procedural, and metacognitive. Factual knowledge <strong>in</strong>cludes isolated bits of <strong>in</strong>formation, such asvocabulary def<strong>in</strong>itions and knowledge about specific details. Conceptual knowledge consists ofsystems of <strong>in</strong>formation, such as classifications and categories.Procedural knowledge <strong>in</strong>cludes algorithms, heuristics or rules of thumb, techniques, and methodsas well as knowledge about when to use <strong>the</strong>se procedures. Metacognitive knowledge refers toknowledge of th<strong>in</strong>k<strong>in</strong>g processes and <strong>in</strong>formation about how to manipulate <strong>the</strong>se processeseffectively.The <strong>Cognitive</strong> Process Dimension of <strong>the</strong> revised Bloom’s <strong>Taxonomy</strong> like <strong>the</strong> orig<strong>in</strong>al version hassix skills. They are, from simplest to most complex: remember, understand, apply, analyze,evaluate, and create.Remember<strong>in</strong>gRemember<strong>in</strong>g consists of recogniz<strong>in</strong>g and recall<strong>in</strong>g relevant <strong>in</strong>formation from long-term memory.Understand<strong>in</strong>gUnderstand<strong>in</strong>g is <strong>the</strong> ability to make your own mean<strong>in</strong>g from educational material such as read<strong>in</strong>gand teacher explanations. The subskills for this process <strong>in</strong>clude <strong>in</strong>terpret<strong>in</strong>g, exemplify<strong>in</strong>g,classify<strong>in</strong>g, summariz<strong>in</strong>g, <strong>in</strong>ferr<strong>in</strong>g, compar<strong>in</strong>g, and expla<strong>in</strong><strong>in</strong>g.Apply<strong>in</strong>gThe third process, apply<strong>in</strong>g, refers to us<strong>in</strong>g a learned procedure ei<strong>the</strong>r <strong>in</strong> a familiar or newsituation.AnalysisThe next process is analysis, which consists of break<strong>in</strong>g knowledge down <strong>in</strong>to its parts andth<strong>in</strong>k<strong>in</strong>g about how <strong>the</strong> parts relate to its overall structure. Students analyze by <strong>di</strong>fferentiat<strong>in</strong>g,organiz<strong>in</strong>g, and attribut<strong>in</strong>g.EvaluationEvaluation, which is at <strong>the</strong> top of <strong>the</strong> orig<strong>in</strong>al taxonomy, is <strong>the</strong> fifth of <strong>the</strong> six processes <strong>in</strong> <strong>the</strong>revised version. It <strong>in</strong>cludes check<strong>in</strong>g and critiqu<strong>in</strong>g.Creat<strong>in</strong>gCreat<strong>in</strong>g, a process not <strong>in</strong>cluded <strong>in</strong> <strong>the</strong> earlier taxonomy, is <strong>the</strong> highest component of <strong>the</strong> newversion. This skill <strong>in</strong>volves putt<strong>in</strong>g th<strong>in</strong>gs toge<strong>the</strong>r to make someth<strong>in</strong>g new. To accomplishcreat<strong>in</strong>g tasks, learners generate, plan, and produce.Accord<strong>in</strong>g to this taxonomy, each level of knowledge can correspond to each level of cognitiveprocess, so a student can remember factual or procedural knowledge, understand conceptual ormetacognitive knowledge, or analyze metacognitive or factual knowledge. Accord<strong>in</strong>g to Andersonand his colleagues, “Mean<strong>in</strong>gful learn<strong>in</strong>g provides students with <strong>the</strong> knowledge and cognitive


processes <strong>the</strong>y need for successful problem solv<strong>in</strong>g”. The follow<strong>in</strong>g charts list examples of eachskill of <strong>the</strong> <strong>Cognitive</strong> and Knowledge Dimensions.<strong>Cognitive</strong> Processes Dimensions<strong>Cognitive</strong> ProcessesExamplesRemember<strong>in</strong>g—Produce <strong>the</strong> right <strong>in</strong>formation from memoryRecogniz<strong>in</strong>g • Identify frogs <strong>in</strong> a <strong>di</strong>agram of <strong>di</strong>fferent k<strong>in</strong>ds of amphibians.• F<strong>in</strong>d an isosceles triangle <strong>in</strong> your neighborhood.• Answer any true-false or multiple-choice questions.Recall<strong>in</strong>g • Name three 19 th -century women English authors.• Write <strong>the</strong> multiplication facts.• Reproduce <strong>the</strong> chemical formula for carbon tetrachloride.Understand<strong>in</strong>g—Make mean<strong>in</strong>g from educational materials or experiencesInterpret<strong>in</strong>g • Translate a story problem <strong>in</strong>to an algebraic equation.• Draw a <strong>di</strong>agram of <strong>the</strong> <strong>di</strong>gestive system.• Paraphrase Jawaharlal Nehru's tryst with dest<strong>in</strong>y speech.Exemplify<strong>in</strong>g • Draw a parallelogram.• F<strong>in</strong>d an example of stream-of-consciousness style of writ<strong>in</strong>g.• Name a mammal that lives <strong>in</strong> our area.Classify<strong>in</strong>g • Label numbers odd or even.• List <strong>the</strong> events of <strong>the</strong> Sepoy Mut<strong>in</strong>y of 1857.• Group native animals <strong>in</strong>to <strong>the</strong>ir proper species.Summariz<strong>in</strong>g • Make up a title for a short passage.• List <strong>the</strong> key po<strong>in</strong>ts related to capital punishment that <strong>the</strong> Website promotes.Inferr<strong>in</strong>g • Read a passage of <strong>di</strong>alogue between two characters and makeconclusions about <strong>the</strong>ir past relationship.• Figure out <strong>the</strong> mean<strong>in</strong>g of an unfamiliar term from <strong>the</strong> context.• Look at a series of numbers and pre<strong>di</strong>ct what <strong>the</strong> next numberwill be.Compar<strong>in</strong>g • Expla<strong>in</strong> how <strong>the</strong> heart is like a pump.• Compare Mahatma Gandhi to a present day leader.• Use a Venn <strong>di</strong>agram to demonstrate how two books by CharlesDickens are similar and <strong>di</strong>fferent.Expla<strong>in</strong><strong>in</strong>g • Draw a <strong>di</strong>agram expla<strong>in</strong><strong>in</strong>g how air pressure affects <strong>the</strong> wea<strong>the</strong>r.• Provide details that justify why <strong>the</strong> French Revolution happenedwhen and how it <strong>di</strong>d.• Describe how <strong>in</strong>terest rates affect <strong>the</strong> economy.Apply<strong>in</strong>g—Use a procedureExecut<strong>in</strong>g • Add a column of two-<strong>di</strong>git numbers.• Orally read a passage <strong>in</strong> a foreign language.• Have a student open house <strong>di</strong>scussion.Implement<strong>in</strong>g • Design an experiment to see how plants grow <strong>in</strong> <strong>di</strong>fferent k<strong>in</strong>dsof soil.• Proofread a piece of writ<strong>in</strong>g.• Create a budget.Analyz<strong>in</strong>g—Break a concept down <strong>in</strong>to its parts and describe how <strong>the</strong> parts relate to <strong>the</strong>wholeDifferentiat<strong>in</strong>g • List <strong>the</strong> important <strong>in</strong>formation <strong>in</strong> a ma<strong>the</strong>matical word problemand cross out <strong>the</strong> unimportant <strong>in</strong>formation.


• Draw a <strong>di</strong>agram show<strong>in</strong>g <strong>the</strong> major and m<strong>in</strong>or characters <strong>in</strong> anovel.Organiz<strong>in</strong>g • Place <strong>the</strong> books <strong>in</strong> <strong>the</strong> classroom library <strong>in</strong>to categories.• Make a chart of often-used figurative devices and expla<strong>in</strong> <strong>the</strong>ireffect.• Make a <strong>di</strong>agram show<strong>in</strong>g <strong>the</strong> ways plants and animals <strong>in</strong> yourneighborhood <strong>in</strong>teract with each o<strong>the</strong>r.Attribut<strong>in</strong>g • Read letters to <strong>the</strong> e<strong>di</strong>tor to determ<strong>in</strong>e <strong>the</strong> authors’ po<strong>in</strong>ts of viewabout a local issue.• Determ<strong>in</strong>e a character’s motivation <strong>in</strong> a novel or short story.• Look at brochures of political can<strong>di</strong>dates and hypo<strong>the</strong>size about<strong>the</strong>ir perspectives on issues.Evaluat<strong>in</strong>g—Make judgments based on criteria and syllabus guidel<strong>in</strong>esCheck<strong>in</strong>g • Participate <strong>in</strong> a writ<strong>in</strong>g group, giv<strong>in</strong>g peers feedback onorganization and logic of arguments.• Listen to a political speech and make a list of any contra<strong>di</strong>ctionswith<strong>in</strong> <strong>the</strong> speech.• Review a project plan to see if all <strong>the</strong> necessary steps are<strong>in</strong>cluded.Critiqu<strong>in</strong>g • Judge how well a project meets <strong>the</strong> criteria of a rubric.• Choose <strong>the</strong> best method for solv<strong>in</strong>g a complex ma<strong>the</strong>maticalproblem.• Judge <strong>the</strong> vali<strong>di</strong>ty of arguments for and aga<strong>in</strong>st astrology.Creat<strong>in</strong>g—Put pieces toge<strong>the</strong>r to form someth<strong>in</strong>g new or recognize components of a newstructure.Generat<strong>in</strong>g • Given a list of criteria, list some options for improv<strong>in</strong>g racerelations <strong>in</strong> <strong>the</strong> school.• Generate several scientific hypo<strong>the</strong>ses to expla<strong>in</strong> why plantsneed sunsh<strong>in</strong>e.• Propose a set of alternatives for reduc<strong>in</strong>g dependence on fossilfuels that address both economic and environmental concerns.• Come up with alternative hypo<strong>the</strong>ses based on criteria.Plann<strong>in</strong>g • Make a storyboard for a multime<strong>di</strong>a presentation on <strong>in</strong>sects.• Outl<strong>in</strong>e a research paper on Mark Twa<strong>in</strong>’s views on religion.• Design a scientific study to test <strong>the</strong> effect of <strong>di</strong>fferent k<strong>in</strong>ds ofmusic on hens’ egg production.Produc<strong>in</strong>g • Write a journal from <strong>the</strong> po<strong>in</strong>t of view of mounta<strong>in</strong>eer.• Build a habitat for pigeons.• Put on a play based on a chapter from a novel you’re read<strong>in</strong>g.The Knowledge DimensionFactual Knowledge—Basic <strong>in</strong>formationKnowledge of term<strong>in</strong>ologyVocabulary terms, ma<strong>the</strong>matical symbols, musicalnotation, alphabetKnowledge of specific details and Components of <strong>the</strong> Food Pyramid, names ofelementscongressional representatives, major battles of WWIIConceptual Knowledge—The relationships among pieces of a larger structure that make<strong>the</strong>m function toge<strong>the</strong>rKnowledge of classifications andcategoriesSpecies of animals, <strong>di</strong>fferent k<strong>in</strong>ds of arguments,geological eras


Knowledge of pr<strong>in</strong>ciples and Types of conflict <strong>in</strong> literature, Newton’s Laws of Motion,generalizationspr<strong>in</strong>ciples of democracyKnowledge of <strong>the</strong>ories, models, and Theory of evolution, economic <strong>the</strong>ories, DNA modelsstructuresProcedural Knowledge—How to do someth<strong>in</strong>gKnowledge of subject-specific skills Procedure for solv<strong>in</strong>g quadratic equations, mix<strong>in</strong>g colorsand algorithmsfor oil pa<strong>in</strong>t<strong>in</strong>g, serv<strong>in</strong>g a volleyballKnowledge of subject-specific Literary criticism, analysis of historical documents,techniques and methodsma<strong>the</strong>matical problem-solv<strong>in</strong>g methodsKnowledge of criteria forMethods appropriate for <strong>di</strong>fferent k<strong>in</strong>ds of experiments,determ<strong>in</strong><strong>in</strong>g when to usestatistical analysis procedures used for <strong>di</strong>fferentappropriate proceduressituations, syllabus guidel<strong>in</strong>es for <strong>di</strong>fferent genres ofwrit<strong>in</strong>gMetacognitive Knowledge—Knowledge of th<strong>in</strong>k<strong>in</strong>g <strong>in</strong> general and your th<strong>in</strong>k<strong>in</strong>g <strong>in</strong>particularStrategic knowledgeWays of memoriz<strong>in</strong>g facts, read<strong>in</strong>g comprehensionstrategies, methods of plann<strong>in</strong>g a Web siteKnowledge about cognitive tasks,<strong>in</strong>clud<strong>in</strong>g appropriate contextualand con<strong>di</strong>tional knowledgeSelf-knowledgeDifferent read<strong>in</strong>g demands of textbooks and novels;th<strong>in</strong>k<strong>in</strong>g ahead when us<strong>in</strong>g an electronic database;<strong>di</strong>fferences between writ<strong>in</strong>g emails and writ<strong>in</strong>g bus<strong>in</strong>esslettersNeed for a <strong>di</strong>agram or chart to understand complexprocesses, better comprehension <strong>in</strong> quiet environments,need to <strong>di</strong>scuss ideas with someone before writ<strong>in</strong>g anessayReferencesAnderson, L. W. & Krathwohl, D. R. (2001). A taxonomy for learn<strong>in</strong>g, teach<strong>in</strong>g, and assess<strong>in</strong>g.New York: Longman.Bloom, B.S., (Ed.). 1956. <strong>Taxonomy</strong> of educational objectives: The classification of educationalgoals: Handbook I, cognitive doma<strong>in</strong>. New York: Longman.Costa, A. L. (Ed.). (2000). Develop<strong>in</strong>g m<strong>in</strong>ds: A resource book for teach<strong>in</strong>g th<strong>in</strong>k<strong>in</strong>g. Alexandria,VA: ASCD.Marzano, R. J. (2000). Design<strong>in</strong>g a new taxonomy of educational objectives. Thousand Oaks,CA: Corw<strong>in</strong> Press.


Bloom’s <strong>Taxonomy</strong> Breakdown:Roles, Process Verbs & Products from Bloom’s <strong>Taxonomy</strong> of <strong>the</strong> <strong>Cognitive</strong> Doma<strong>in</strong>Level of<strong>Taxonomy</strong>Def<strong>in</strong>itionTeacherRolesStudentRolesProcess VerbsProductsEVALUATIONHighest level ofth<strong>in</strong>k<strong>in</strong>g/learn<strong>in</strong>gJudg<strong>in</strong>g <strong>the</strong> values ofideas, materials andmethods bydevelop<strong>in</strong>g andapply<strong>in</strong>g standardsand criteria.Accept<strong>in</strong>g or reject<strong>in</strong>gth<strong>in</strong>gs based oncriteria.ClarifiesAcceptsHarmonizesGuides• Judges• Disputes• Develops• ActiveParticipantExamples: Award <strong>the</strong>contract to <strong>the</strong> bestproposal.Decide which can<strong>di</strong>datewould be <strong>the</strong> bestpresident.argueassessawardcompareconcludecriteriacriticizedebatedecidededucedefenddeterm<strong>in</strong>e<strong>di</strong>scrim<strong>in</strong>ateestimateevaluate<strong>in</strong>ferjudgejustifymeasurepre<strong>di</strong>ctprioritizeproberankraterecommendrefereerejectrevisescoreselectappraisesupporttell whyvalidatechoosevalueconclusiondebatee<strong>di</strong>torialevaluation<strong>in</strong>vestigationop<strong>in</strong>ionpaneljudgmentrecommendationreportscalesurveyver<strong>di</strong>ctSYNTHESISPutt<strong>in</strong>g toge<strong>the</strong>rconstituent elementsor parts to form awhole requir<strong>in</strong>gorig<strong>in</strong>al, creativeth<strong>in</strong>k<strong>in</strong>g.Communicat<strong>in</strong>g <strong>in</strong> aunique way.Develop<strong>in</strong>g a plan orpropos<strong>in</strong>g a set ofoperations.ReflectsExtendsAnalyzesEvaluates• Discusses• Generalizes• Relates• Compares• Contrasts• Abstracts• Active ParticipantExamples: Create astudy plan forcomplet<strong>in</strong>g a term ofstudy.Develop a way to teach<strong>the</strong> concept of“adjectives”.actarrangeassembleblendcollectcomb<strong>in</strong>ecompilecompileforecastcomposeconcoctconstructcreatederivedesigndevelopdeviseformulategeneralizegeneratehypo<strong>the</strong>sizeimprove<strong>in</strong>fer<strong>in</strong>ventmanagemo<strong>di</strong>fyorganizeorganizeorig<strong>in</strong>ateimag<strong>in</strong>eplanpre<strong>di</strong>ctpre<strong>di</strong>ctionpreparepretendproduceproposereorganizereviserole-playset upshowsupposesystematizewriteadvertisementpoembluepr<strong>in</strong>tcartooncollagedesigneventfilmformulagoalhypercard stack<strong>in</strong>ventionmach<strong>in</strong>eme<strong>di</strong>a productnew gamenewspaperpa<strong>in</strong>t<strong>in</strong>gpantomimeplanplayproductprojectra<strong>di</strong>osolutionsongstoryvideoANALYSISBreak<strong>in</strong>g <strong>in</strong>formationdown <strong>in</strong>to itsconstituent elements.Uncover<strong>in</strong>g <strong>the</strong>unique characteristicsof someth<strong>in</strong>g.ProbesGuidesObservesEvaluatesActs as aresourceQuestionsOrganizesDissects• Discusses• Uncovers• Lists• Active ParticipantExamples: Inspect ahouse for poorworkmanship.Simplify “ballet” to itsbasic moves.analyzeappraisearrangecalculatecategorizeclassifycomparecontractcontrastcriticizedebatededucedetect<strong>di</strong>agram<strong>di</strong>fferentiate<strong>di</strong>scover<strong>di</strong>scrim<strong>in</strong>ate<strong>di</strong>ssect<strong>di</strong>st<strong>in</strong>guishexam<strong>in</strong>eexperimentgroup<strong>in</strong>quire<strong>in</strong>spect<strong>in</strong>terpret<strong>in</strong>ventory<strong>in</strong>vestigateorderorganizepo<strong>in</strong>t outpo<strong>in</strong>t outprobequestionrelateresearchscrut<strong>in</strong>izeseparatesequencesiftsolvesurveytestabstractcategorychartchecklistconclusiondatabase<strong>di</strong>agramgraphillustration<strong>in</strong>ventory<strong>in</strong>vestigationlistmobileoutl<strong>in</strong>eplanquestionnairereportspreadsheetsummarysurvey


Bloom’s <strong>Taxonomy</strong> Breakdown:Roles, Process Verbs & Products from Bloom’s <strong>Taxonomy</strong> of <strong>the</strong> <strong>Cognitive</strong> Doma<strong>in</strong>Level of<strong>Taxonomy</strong>Def<strong>in</strong>itionTeacherRolesStudentRolesProcess VerbsProductsAPPLICATIONUs<strong>in</strong>g methods,concepts, pr<strong>in</strong>ciplesand <strong>the</strong>ories <strong>in</strong> newsituations.Us<strong>in</strong>g what he/sheknows from avariety of areas tof<strong>in</strong>d solutions toproblems.ShowsFacilitatesObservesEvaluatesOrganizesQuestions• Solvesproblems• Demonstratesuse of knowledge• Constructs• ActiveParticipantExamples: Solve amultiplication problem.Use <strong>the</strong> clo<strong>the</strong>s you arewear<strong>in</strong>g to develop aplan to stay afloat forseveral hours.adaptapplycalculatechangecollectioncomputeconstructdemonstratedramatizedrawemployexhibitexperimentillustrate<strong>in</strong>terpret<strong>in</strong>terviewlistmakemanipulateoperatepa<strong>in</strong>tpracticepracticeprepareproducerecordrelateschedulesequenceshowsketchsolveteachtranslatetranslateusedemonstration<strong>di</strong>agram<strong>di</strong>ary<strong>di</strong>oramaexperimentillustration<strong>in</strong>terviewjournallessonmapmodelperformancephotographposterpre<strong>di</strong>ctionpresentationproductpuzzlerelatereportscrapbooksculpturesimulationCOMPREHENSIONUnderstand<strong>in</strong>g of<strong>in</strong>formation given.Communicat<strong>in</strong>g anidea or th<strong>in</strong>g <strong>in</strong> anew of <strong>di</strong>fferentform.Qualify<strong>in</strong>g ideas <strong>in</strong>relation to one’sown experience.(<strong>in</strong>terpretation)DemonstratesListensQuestionsCompareContrastsExam<strong>in</strong>es• Expla<strong>in</strong>s• Translates• Demonstrates• Interprets• Active ParticipantExamples: Expla<strong>in</strong> <strong>the</strong>formula for <strong>the</strong> area of atriangle.Expla<strong>in</strong> <strong>the</strong> levels ofBloom’s <strong>Taxonomy</strong>.account forannotateaskcalculateconvertdescribe<strong>di</strong>scussexamples ofexpand uponexpla<strong>in</strong>expressgivegive ma<strong>in</strong>ideaidentifyidentify<strong>in</strong>terpretlocatelocateobserveoutl<strong>in</strong>eparaphraserecognizereportresearchrestateretellreviewsummarizetelltranslatecollectiondebatedef<strong>in</strong>itiondramatizationexampleexplanationlabellistoutl<strong>in</strong>equizrecitationreproductionshow & tellstory problemssummarytestKNOWLEDGERecall<strong>in</strong>g orrecogniz<strong>in</strong>g specific<strong>in</strong>formation.Remember<strong>in</strong>g anidea, phenomenon,or a fact <strong>in</strong>somewhat <strong>the</strong>same form <strong>in</strong> whichhe/she learned it.DirectsTellsShowsExam<strong>in</strong>esQuestionsEvaluates• Responds• Absorbs• Remembers• Recognizes• Memorizes• Passive RecipientExamples: List <strong>the</strong>levels <strong>in</strong> Bloom’s<strong>Taxonomy</strong>.choosecitedef<strong>in</strong>edescribe<strong>di</strong>st<strong>in</strong>guishgive examplegroupknowlabellistlistenlocatematchmemorizenamequoterecallreciterecordrelaterepeatreproducereviewselectshowsortunderl<strong>in</strong>edef<strong>in</strong>itionfactlabellistquizreproductiontestworkbookworksheetRecite a poem.Lowest level ofth<strong>in</strong>k<strong>in</strong>g/learn<strong>in</strong>g


Appen<strong>di</strong>x E: Th<strong>in</strong>k<strong>in</strong>g Tool ResourcesAppen<strong>di</strong>x B.01A P P E N D I X BTh<strong>in</strong>k<strong>in</strong>g Skill ResourcesBloom’s Revised <strong>Taxonomy</strong>: The<strong>Cognitive</strong> Process DimensionBenjam<strong>in</strong> Bloom and colleagues created <strong>the</strong> orig<strong>in</strong>al taxonomy <strong>in</strong> 1956. Andersonand Krathwohl (2001) revised <strong>Bloom's</strong> orig<strong>in</strong>al taxonomy <strong>in</strong> <strong>the</strong>ir book, A<strong>Taxonomy</strong> for Learn<strong>in</strong>g, Teach<strong>in</strong>g, and Assess<strong>in</strong>g: A revision of <strong>Bloom's</strong> <strong>Taxonomy</strong>of Educational Objectives, by comb<strong>in</strong><strong>in</strong>g both <strong>the</strong> cognitive processes andknowledge <strong>di</strong>mensions. The follow<strong>in</strong>g table provides examples on how thistaxonomy could be applied <strong>in</strong> <strong>the</strong> classroom.<strong>Cognitive</strong> Processes ExamplesRemember—Produce <strong>the</strong> right <strong>in</strong>formation from memoryRecogniz<strong>in</strong>gIdentify frogs <strong>in</strong> a <strong>di</strong>agram of <strong>di</strong>fferent k<strong>in</strong>ds of amphibians.F<strong>in</strong>d an isosceles triangle <strong>in</strong> your neighborhood.Answer any true-false or multiple-choice questions.Recall<strong>in</strong>gName three 19th century women English authors.Write <strong>the</strong> multiplication facts.Reproduce <strong>the</strong> chemical formula for carbon tetrachloride.Understand—Make mean<strong>in</strong>g from educational materials or experiencesInterpret<strong>in</strong>gExemplify<strong>in</strong>gClassify<strong>in</strong>gSummariz<strong>in</strong>gInferr<strong>in</strong>gCompar<strong>in</strong>gExpla<strong>in</strong><strong>in</strong>gTranslate a story problem <strong>in</strong>to an algebraic equation.Draw a <strong>di</strong>agram of <strong>the</strong> <strong>di</strong>gestive system.Paraphrase L<strong>in</strong>coln's Second Inaugural Address.Draw a parallelogram.F<strong>in</strong>d an example of stream-of-consciousness style of writ<strong>in</strong>g.Name a mammal that lives <strong>in</strong> our area.Label numbers odd or even.List <strong>the</strong> k<strong>in</strong>ds of governments found <strong>in</strong> modern African nations.Group native animals <strong>in</strong>to <strong>the</strong>ir proper species.Make up a title for a short passage.List <strong>the</strong> key po<strong>in</strong>ts related to capital punishment that <strong>the</strong> Web sitepromotes.Read a passage of <strong>di</strong>alogue between two characters and makeconclusions about <strong>the</strong>ir past relationship.Figure out <strong>the</strong> mean<strong>in</strong>g of an unfamiliar term from <strong>the</strong> context.Look at a series of numbers and pre<strong>di</strong>ct what <strong>the</strong> next number will be.Expla<strong>in</strong> how <strong>the</strong> heart is like a pump.Write about an experience you have had that was like <strong>the</strong> pioneersmov<strong>in</strong>g west.Use a Venn <strong>di</strong>agram to demonstrate how two books by Charles Dickensare similar and <strong>di</strong>fferent.Draw a <strong>di</strong>agram expla<strong>in</strong><strong>in</strong>g how air pressure affects <strong>the</strong> wea<strong>the</strong>r.Provide details that justify why <strong>the</strong> French Revolution happened whenand how it <strong>di</strong>d.Describe how <strong>in</strong>terest rates affect <strong>the</strong> economy.(Cont<strong>in</strong>ued on next page)INTEL ®TEACH TO THE FUTURE© 2006 Intel Corporation. All rights reserved.


Appen<strong>di</strong>x B.02Appen<strong>di</strong>x E: Th<strong>in</strong>k<strong>in</strong>g Tool Resources<strong>Cognitive</strong> ProcessesApply—Use a procedureExecut<strong>in</strong>gImplement<strong>in</strong>gExamplesAdd a column of two-<strong>di</strong>git numbers.Orally read a passage <strong>in</strong> a foreign language.Shoot a free throw.Design an experiment to see how plants grow <strong>in</strong> <strong>di</strong>fferent k<strong>in</strong>ds of soil.Proofread a piece of writ<strong>in</strong>g.Create a budget.Analyze—Break a concept down <strong>in</strong>to its parts and describe how <strong>the</strong> parts relate to<strong>the</strong> wholeDifferentiat<strong>in</strong>gOrganiz<strong>in</strong>gList <strong>the</strong> important <strong>in</strong>formation <strong>in</strong> a ma<strong>the</strong>matical word problem andcross out <strong>the</strong> unimportant <strong>in</strong>formation.Draw a <strong>di</strong>agram show<strong>in</strong>g <strong>the</strong> major and m<strong>in</strong>or characters <strong>in</strong> a novel.Place <strong>the</strong> books <strong>in</strong> <strong>the</strong> classroom library <strong>in</strong>to categories.Make a chart of often-used figurative devices and expla<strong>in</strong> <strong>the</strong>ir effect.Make a <strong>di</strong>agram show<strong>in</strong>g <strong>the</strong> ways plants and animals <strong>in</strong> your neighborhood<strong>in</strong>teract with each o<strong>the</strong>r.Attribut<strong>in</strong>gRead letters to <strong>the</strong> e<strong>di</strong>tor to determ<strong>in</strong>e <strong>the</strong> authors' po<strong>in</strong>ts of viewabout a local issue.Determ<strong>in</strong>e a character's motivation <strong>in</strong> a novel or short story.Look at brochures of political can<strong>di</strong>dates and hypo<strong>the</strong>size about <strong>the</strong>irperspectives on issues.Evaluate—Make judgments based on criteria and standardsCheck<strong>in</strong>gCritiqu<strong>in</strong>gParticipate <strong>in</strong> a writ<strong>in</strong>g group, giv<strong>in</strong>g peers feedback on organizationand logic of arguments.Listen to a political speech and make a list of any contra<strong>di</strong>ctions with<strong>in</strong><strong>the</strong> speech.Review a project plan to see if all <strong>the</strong> necessary steps are <strong>in</strong>cluded.After co-develop<strong>in</strong>g a rubric for <strong>the</strong> evaluation of a project, judge howwell a project meets <strong>the</strong> criteria.Choose <strong>the</strong> best method for solv<strong>in</strong>g a complex ma<strong>the</strong>matical problem.Judge <strong>the</strong> vali<strong>di</strong>ty of arguments for and aga<strong>in</strong>st astrology.Create—Put pieces toge<strong>the</strong>r to form someth<strong>in</strong>g new or recognize components of anew structureGenerat<strong>in</strong>gPlann<strong>in</strong>gProduc<strong>in</strong>gGiven a list of criteria, list some options for improv<strong>in</strong>g race relations <strong>in</strong><strong>the</strong> school.Generate several scientific hypo<strong>the</strong>ses to expla<strong>in</strong> why plants needsunsh<strong>in</strong>e.Propose a set of alternatives for reduc<strong>in</strong>g dependence on fossil fuelsthat address both economic and environmental concerns.Come up with alternative hypo<strong>the</strong>ses based on criteria.Make a storyboard for a multime<strong>di</strong>a presentation on <strong>in</strong>sects.Outl<strong>in</strong>e a research paper on Mark Twa<strong>in</strong>'s views on religion.Design a scientific study to test <strong>the</strong> effect of <strong>di</strong>fferent k<strong>in</strong>ds of music onhens' egg production.Write a journal from <strong>the</strong> po<strong>in</strong>t of view of a Confederate or Union sol<strong>di</strong>er.Build a habitat for local water fowl.Put on a play based on a chapter from a novel you're read<strong>in</strong>g.(Cont<strong>in</strong>ued on next page)© 2006 Intel Corporation. All rights reserved.INTEL ®TEACH TO THE FUTURE


Appen<strong>di</strong>x E: Th<strong>in</strong>k<strong>in</strong>g Tool ResourcesAppen<strong>di</strong>x B.03Knowledge Dimension ExamplesFactual Knowledge—Basic <strong>in</strong>formationKnowledge of term<strong>in</strong>ologyKnowledge of specificdetails and elementsVocabulary terms, ma<strong>the</strong>matical symbols, musical notation, alphabetComponents of <strong>the</strong> Food Pyramid, names of congressionalrepresentatives, major battles of WWIIConceptual Knowledge—The relationships among pieces of a larger structure thatmake <strong>the</strong>m function toge<strong>the</strong>rKnowledge of classificationsand categoriesKnowledge of pr<strong>in</strong>ciplesand generalizationsKnowledge of <strong>the</strong>ories,models, and structuresProcedural Knowledge—How to do someth<strong>in</strong>gKnowledge of subjectspecificskills andalgorithmsKnowledge of subjectspecifictechniques andmethodsKnowledge of criteria fordeterm<strong>in</strong><strong>in</strong>g when to useappropriate proceduresSpecies of animals, <strong>di</strong>fferent k<strong>in</strong>ds of arguments, geological erasTypes of conflict <strong>in</strong> literature, Newton's Laws of Motion, pr<strong>in</strong>ciples ofdemocracyTheory of evolution, economic <strong>the</strong>ories, DNA modelsProcedure for solv<strong>in</strong>g quadratic equations, mix<strong>in</strong>g colors for oil pa<strong>in</strong>t<strong>in</strong>g,serv<strong>in</strong>g a volleyballLiterary criticism, analysis of historical documents, ma<strong>the</strong>maticalproblem-solv<strong>in</strong>g methodsMethods appropriate for <strong>di</strong>fferent k<strong>in</strong>ds of experiments, statisticalanalysis procedures used for <strong>di</strong>fferent situations, standards for <strong>di</strong>fferentgenres of writ<strong>in</strong>gMetacognitive Knowledge—Knowledge of th<strong>in</strong>k<strong>in</strong>g <strong>in</strong> general and your th<strong>in</strong>k<strong>in</strong>g <strong>in</strong>particularStrategic knowledgeKnowledge about cognitivetasks, <strong>in</strong>clud<strong>in</strong>g appropriatecontextual and con<strong>di</strong>tionalknowledgeSelf-knowledgeWays of memoriz<strong>in</strong>g facts, read<strong>in</strong>g comprehension strategies, methodsof plann<strong>in</strong>g a Web siteDifferent read<strong>in</strong>g demands of textbooks and novels; th<strong>in</strong>k<strong>in</strong>g aheadwhen us<strong>in</strong>g an electronic database; <strong>di</strong>fferences between writ<strong>in</strong>g emailsand writ<strong>in</strong>g bus<strong>in</strong>ess lettersNeed for a <strong>di</strong>agram or chart to understand complex processes, bettercomprehension <strong>in</strong> quiet environments, need to <strong>di</strong>scuss ideas withsomeone before writ<strong>in</strong>g an essayINTEL ®TEACH TO THE FUTURE© 2006 Intel Corporation. All rights reserved.


Appen<strong>di</strong>x B.04Appen<strong>di</strong>x E: Th<strong>in</strong>k<strong>in</strong>g Tool ResourcesSix Facets of Understand<strong>in</strong>gIn Understand<strong>in</strong>g by Design, Wigg<strong>in</strong>s and McTighe (1998) detail <strong>the</strong> SixFacets of Understand<strong>in</strong>g as part of a curriculum design process to helpfoster and assess <strong>in</strong>-depth student understand<strong>in</strong>g.Facet ofUnderstand<strong>in</strong>g What Students Do Performance VerbsExplanation • Provide thorough, supportable, andjustifiable accounts of phenomena,facts and data• Provide sophisticated and apt explanationsand <strong>the</strong>ories, which provideknowledgeable and justified accountsof events, actions, and ideas.Interpretation • Tell mean<strong>in</strong>gful stories• Offer apt translations• Provide a reveal<strong>in</strong>g historical orpersonal <strong>di</strong>mension to ideas andevents• Create <strong>in</strong>terpretations, narratives, andtranslations that provide mean<strong>in</strong>gApplication • Use knowledge effectively <strong>in</strong> newsituations and <strong>di</strong>verse contextsPerspective • See and hear po<strong>in</strong>ts of view throughcritical eyes and ears• See <strong>the</strong> big picture• Reveal a critical and <strong>in</strong>sightful po<strong>in</strong>tof viewEmpathy • F<strong>in</strong>d value <strong>in</strong> what o<strong>the</strong>rs might f<strong>in</strong>dodd, alien, or implausible• Perceive sensitively on <strong>the</strong> basis ofprior <strong>di</strong>rect experience• Able to identify with ano<strong>the</strong>rperson’s feel<strong>in</strong>gs and worldviewSelf-Knowledge • Have self-knowledge• Perceive <strong>the</strong> personal style,preju<strong>di</strong>ces, projections, and habits ofm<strong>in</strong>d that both shape and impedeone’s own understand<strong>in</strong>g• Be aware of what is not understoodand why understand<strong>in</strong>g is so hard• Understand how one’s patterns ofthought and action <strong>in</strong>form, as well aspreju<strong>di</strong>ce, understand<strong>in</strong>gdemonstrate, derive,describe, design, exhibit,express, <strong>in</strong>duce, <strong>in</strong>struct,justify, model, pre<strong>di</strong>ct,prove, show, syn<strong>the</strong>size,teachcreate analogies, critique,document, evaluate,illustrate, judge, makesense of, providemetaphors, read between<strong>the</strong> l<strong>in</strong>es, represent, tell astory of, translateadapt, build, create, test,de-bug, decide, design,exhibit, <strong>in</strong>vent, perform,produce, propose, solveanalyze, argue, compare,contrast, criticize, <strong>in</strong>ferassume role of, be like, beopen to, believe, consider,imag<strong>in</strong>e, relate, role-playbe aware of, realize,recognize, reflect,self-assessCompiled from Wigg<strong>in</strong>s and McTighe’s Understand<strong>in</strong>g by Design (1998) and The Understand<strong>in</strong>g byDesign Handbook (1999), ASCD.© 2006 Intel Corporation. All rights reserved.INTEL ®TEACH TO THE FUTURE


Appen<strong>di</strong>x E: Th<strong>in</strong>k<strong>in</strong>g Tool ResourcesAppen<strong>di</strong>x B.05Web Resources forModels of Th<strong>in</strong>k<strong>in</strong>gBloom’s <strong>Taxonomy</strong> of Th<strong>in</strong>k<strong>in</strong>g SkillsBloom’s Revised <strong>Taxonomy</strong>http://coe.sdsu.edu/eet/articles/bloomrev/<strong>in</strong>dex.htmTask Oriented Question Construction Wheel Based on <strong>Bloom's</strong> <strong>Taxonomy</strong>http://coe.sdsu.edu/eet/articles/bloomrev/<strong>in</strong>dex.htmLearn<strong>in</strong>g Doma<strong>in</strong>s or <strong>Bloom's</strong> <strong>Taxonomy</strong>www.nwl<strong>in</strong>k.com/~donclark/hrd/bloom.htmlApply<strong>in</strong>g <strong>Bloom's</strong> <strong>Taxonomy</strong>www.teachers.ash.org.au/researchskills/dalton.htmMarzano’s Dimensions of Learn<strong>in</strong>gApply<strong>in</strong>g Standards-Based Constructivism: A Two-Step Guide for Motivat<strong>in</strong>gStudents — Marzano’s Dimensions of Th<strong>in</strong>k<strong>in</strong>g/Learn<strong>in</strong>gwww.learnercentereded.org/new/marzano.htmDimensions Of Learn<strong>in</strong>gwww.dsea.org/teach<strong>in</strong>gtips/tips/<strong>di</strong>mensionlearn.htmlCosta and Kallick’s 16 Habits of M<strong>in</strong>dWhat are Habits of M<strong>in</strong>d?www.habits-of-m<strong>in</strong>d.net/whatare.htmA Th<strong>in</strong>k<strong>in</strong>g Pedagogy: Habits of M<strong>in</strong>dwww.i-learnt.com/Th<strong>in</strong>k<strong>in</strong>g_Habits_M<strong>in</strong>d.htmlHabits of M<strong>in</strong>d – The Grange P-12 Collegewww.<strong>the</strong>grange.vic.edu.au/home/th<strong>in</strong>k<strong>in</strong>g/HoM/Wigg<strong>in</strong>s and McTighe’s Six Facets of Understand<strong>in</strong>gApply<strong>in</strong>g Standards-Based Constructivism: A Two-Step Guide for Motivat<strong>in</strong>gStudents — Understand<strong>in</strong>g By Designwww.learnercentereded.org/new/understand<strong>in</strong>gbydesign.htmTeach<strong>in</strong>g for Understand<strong>in</strong>gwww.glencoe.com/sec/teach<strong>in</strong>gtoday/educationupclose.phtml/49INTEL ® TEACH TO THE FUTURE© 2006 Intel Corporation. All rights reserved.


Appen<strong>di</strong>x B.06Appen<strong>di</strong>x E: Th<strong>in</strong>k<strong>in</strong>g Tool ResourcesHigher-Order Th<strong>in</strong>k<strong>in</strong>g SkillResources on <strong>the</strong> WebHigher Order Th<strong>in</strong>k<strong>in</strong>g Skills Question Templateshttp://<strong>in</strong>tranet.cps.k12.il.us/Standards/Programs_of_Study/Higher_Order_Th<strong>in</strong>k<strong>in</strong>g_Skills_Question_Templates.pdfEffective Teach<strong>in</strong>g: Improv<strong>in</strong>g Th<strong>in</strong>k<strong>in</strong>ghttp://ltag.tased.edu.au/effectteach/Th<strong>in</strong>k<strong>in</strong>g/<strong>in</strong>dex.htmExtend<strong>in</strong>g Children’s Special Abilities – Strategies for Primary Classroomswww.teachers.ash.org.au/researchskills/dalton.htmQuellmalz Framework of Th<strong>in</strong>k<strong>in</strong>g Skillshttp://<strong>in</strong>tranet.cps.k12.il.us/Standards/Programs_of_Study/Quellmalz_Framework_of_Th<strong>in</strong>k<strong>in</strong>g_Skills.pdfWhat is higher order th<strong>in</strong>k<strong>in</strong>g?http://www.selu.edu/Academics/Education/TEC/th<strong>in</strong>k.htmCritical Th<strong>in</strong>k<strong>in</strong>g & Problem Solv<strong>in</strong>g Skillshttp://falcon.jmu.edu/~ramseyil/critical.htmActivities at Various <strong>Cognitive</strong> Levels of Learn<strong>in</strong>ghttp://ceaspub.eas.asu.edu/MAE-EC2000/blooms.htmThe Quest for Higher Order Th<strong>in</strong>k<strong>in</strong>g Skillshttp://fic.engr.utexas.edu/how/files/FICdocs/Achiev<strong>in</strong>g%20Higher%20Order%20Th<strong>in</strong>k<strong>in</strong>g%20Skills.pdfAppen<strong>di</strong>x B ReferencesAnderson, L., & Krathwohl, D. R. (2001). A taxonomy for learn<strong>in</strong>g,teach<strong>in</strong>g, and assess<strong>in</strong>g: A revision of <strong>Bloom's</strong> <strong>Taxonomy</strong> ofEducational Objectives. New York: Longman.Wigg<strong>in</strong>s, G., & McTighe, J. (1998). Understand<strong>in</strong>g by design.Alexandria, Virg<strong>in</strong>ia: Association for Supervision and CurriculumDevelopment.Wigg<strong>in</strong>s, G. & McTighe, J. (1999). The understand<strong>in</strong>g by designhandbook. Alexandria: Association for Supervision andCurriculum Design.© 2006 Intel Corporation. All rights reserved. Intel isa registered trademark of Intel Corporation or itssubsi<strong>di</strong>aries <strong>in</strong> <strong>the</strong> United States and o<strong>the</strong>r countries.*O<strong>the</strong>r names and brands may be claimed as <strong>the</strong> property of o<strong>the</strong>rs.INTEL ®TEACH TO THE FUTURE


Quickstart Guide to text analysis with TextSTATTextSTAT is a concordance program which was designed to be user friendly and provide simple Internet functionality.Texts can be comb<strong>in</strong>ed to form corpora (which can also be stored as such). The program analyses<strong>the</strong>se text corpora and <strong>di</strong>splays word frequency lists, concordances, and keywords <strong>in</strong> context accord<strong>in</strong>g tosearch terms. With TextSTAT you can search large amounts of text. You learn how often a certa<strong>in</strong> word occursor <strong>in</strong> what contexts it is used. Word comb<strong>in</strong>ations can also be exam<strong>in</strong>ed.Creat<strong>in</strong>g Your Own CorporaWhen you open TextSTAT, you will see a w<strong>in</strong>dow with amenu bar and several tabs. In <strong>the</strong> foreground is <strong>the</strong> tabsheet 'Corpus'. You can now add files and, <strong>in</strong> this way, puttoge<strong>the</strong>r a corpus. Put your mouse over <strong>the</strong> menu icons tolearn what each one does.Save Corpus / Open CorpusYou can save <strong>the</strong> opened files so that you can use <strong>the</strong>m aga<strong>in</strong> as acorpus at a later stage (via <strong>the</strong> appropriate button and/or menu entry).You can decide <strong>the</strong> name of <strong>the</strong> file that is <strong>the</strong>n created. Werecommend stor<strong>in</strong>g <strong>the</strong> corpora <strong>in</strong> a separate folder.Word FormsAdd a file from <strong>the</strong> Internetto your corpus.Add a text file from yourcomputer (note thattextSTAT cannot workwith Microsoft Word files.These files would have tobe saved first as .txt files)Remove a file from yourcorpus.After compil<strong>in</strong>g a corpus from one or several files or after load<strong>in</strong>g an exist<strong>in</strong>gcorpus, you can obta<strong>in</strong> frequency <strong>in</strong>formation on <strong>the</strong> word formsconta<strong>in</strong>ed <strong>in</strong> <strong>the</strong> corpus by click<strong>in</strong>g on <strong>the</strong> 'Word Forms' tab. Click on <strong>the</strong>'Frequency list button' to generate a default word frequency list. Note thatthis does not convert any of <strong>the</strong> words to all lowercase, so <strong>the</strong> same wordmay appear twice <strong>in</strong> <strong>the</strong> list with <strong>the</strong> first letter of <strong>the</strong> word ei<strong>the</strong>r uppercaseor lowercaseThe options menu on <strong>the</strong> right hand side of <strong>the</strong> screen allows you to sortyour word list <strong>in</strong> <strong>di</strong>fferent ways. To convert all uppercase letters to lowercase,check off <strong>the</strong> sort case <strong>in</strong>sensistive checkbox.Retrograde sorts <strong>the</strong> words start<strong>in</strong>g with <strong>the</strong> last letter of each word. Youcan also limit <strong>the</strong> frequency range to be <strong>di</strong>splayed. Here you should take<strong>in</strong>to account that '0' means no restrictions (<strong>the</strong>refore: if m<strong>in</strong>.=0 and max.=0,all word forms will be <strong>di</strong>splayed). After <strong>the</strong> <strong>di</strong>splay options have beenchanged, you will have to 'Update list'. If you double-click on a word form,<strong>the</strong>n it will be searched for <strong>in</strong> <strong>the</strong> corpus and a concordance will be created.


Search / ConcordanceThe Search/Concordance tab shows a word form or a keyword <strong>in</strong> context. Theterms found can be sorted accord<strong>in</strong>g to <strong>di</strong>fferent criteria, and <strong>the</strong> length of <strong>the</strong> contextto be <strong>di</strong>splayed can be determ<strong>in</strong>ed. The search term is <strong>di</strong>splayed <strong>in</strong> upper caseby default. This mark<strong>in</strong>g can be deactivated.When you enter a search str<strong>in</strong>g, it will be assumed by default that a word has beenentered. This sett<strong>in</strong>g: search for 'whole words only' can be deactivated. A newsearch and/or a change <strong>in</strong> <strong>the</strong> <strong>di</strong>splay options can be activated with <strong>the</strong> button'Search/Update'.When search<strong>in</strong>g, you can use regular expressions (see below). Ifyou double-click on a l<strong>in</strong>e of text, this will be searched for <strong>in</strong> <strong>the</strong> corpus and <strong>the</strong>citation (a text passage with more context) will be <strong>di</strong>splayed.CitationThe Citation tab will <strong>di</strong>splay a text passage <strong>in</strong> which <strong>the</strong> sought str<strong>in</strong>g will be shown <strong>in</strong> more context. Moreover,<strong>the</strong> name of <strong>the</strong> file from which <strong>the</strong> passage is taken, will also be <strong>di</strong>splayed. The position (<strong>in</strong> characters)of <strong>the</strong> passage <strong>in</strong> <strong>the</strong> orig<strong>in</strong>al file will be given <strong>in</strong> brackets.A double-click on <strong>the</strong> file name opens <strong>the</strong> orig<strong>in</strong>al file with <strong>the</strong> program that is l<strong>in</strong>ked with <strong>the</strong> file extension.In <strong>the</strong> case of websites, you are connected with <strong>the</strong> Internet and see <strong>the</strong> orig<strong>in</strong>al file <strong>di</strong>splayed <strong>in</strong> <strong>the</strong> browser.Regular ExpressionsWhen def<strong>in</strong><strong>in</strong>g <strong>the</strong> search term (<strong>in</strong> 'Search/Concordance'), you can use so-called 'regular expressions'. While<strong>the</strong>se are not particularly user friendly, <strong>the</strong>y are extremely powerful <strong>in</strong> execut<strong>in</strong>g very precise search queries.Important special characters used <strong>in</strong> regular expressions:'.' (<strong>the</strong> dot) stands for any character you like'\w' stands for any alphanumeric character'\W' stands for any non-alphanumeric character (e.g.space, punctuation marks)'+' <strong>the</strong> preced<strong>in</strong>g character is repeated once or anynumber of times'*' <strong>the</strong> preced<strong>in</strong>g character is repeated any number oftimes, <strong>in</strong>clud<strong>in</strong>g zero'*?', '+?' make sure that '*' and '+' are not 'greedy' (seeexamples)'|' stands for or'[ ]' square brackets def<strong>in</strong>e a set of characters whichare searched for alternatively.Examples:b\wr f<strong>in</strong>ds 'but', 'bit', 'bet' and 'bat'b\w+r f<strong>in</strong>ds 'but', 'bit', 'bet', 'bat', 'boat' and 'built'w[ao]nder f<strong>in</strong>ds 'wander' and 'wonder'(this|that) f<strong>in</strong>ds 'this' or 'that'so.+e f<strong>in</strong>ds <strong>the</strong> str<strong>in</strong>g 'sold me her house' <strong>in</strong> <strong>the</strong> text:'My sister sold me her house'so.+?e f<strong>in</strong>ds <strong>the</strong> str<strong>in</strong>g 'sold me' <strong>in</strong> <strong>the</strong> text: 'My sistersold me her house's.+r f<strong>in</strong>ds <strong>the</strong> str<strong>in</strong>g 'sister sold me her' <strong>in</strong> <strong>the</strong> text: 'Mysister sold me her house's\w+r f<strong>in</strong>ds <strong>the</strong> str<strong>in</strong>g 'sister' <strong>in</strong> <strong>the</strong> text: 'My sistersold me her house'


Revised Bloom’s<strong>Taxonomy</strong>Revised Bloom’s <strong>Taxonomy</strong> (RBT) employs <strong>the</strong> use of 25 verbs thatcreate collegial understand<strong>in</strong>g of student behavior and learn<strong>in</strong>g outcome.Retrieved from: http://www.kurwongbss.qld.edu.au/th<strong>in</strong>k<strong>in</strong>g/Bloom/blooms.htmBloom’s Revised<strong>Taxonomy</strong>• <strong>Taxonomy</strong> of <strong>Cognitive</strong> Objectives• 1950s- developed by Benjam<strong>in</strong> Bloom• Means of express<strong>in</strong>g qualitatively <strong>di</strong>fferent k<strong>in</strong>ds ofth<strong>in</strong>k<strong>in</strong>g• Been adapted for classroom use as a plann<strong>in</strong>g tool• Cont<strong>in</strong>ues to be one of <strong>the</strong> most universally appliedmodels• Provides a way to organise th<strong>in</strong>k<strong>in</strong>g skills <strong>in</strong>to six levels,from <strong>the</strong> most basic to <strong>the</strong> more complex levels of th<strong>in</strong>k<strong>in</strong>g• 1990s- Lor<strong>in</strong> Anderson (former student of Bloom) revisited<strong>the</strong> taxonomy• As a result, a number of changes were made(Pohl, 2000, Learn<strong>in</strong>g to Th<strong>in</strong>k, Th<strong>in</strong>k<strong>in</strong>g to Learn, pp. 7-8)


Orig<strong>in</strong>al TermsNew Terms• Evaluation• Syn<strong>the</strong>sis• Analysis• Application• Comprehension• Knowledge•Creat<strong>in</strong>g•Evaluat<strong>in</strong>g•Analys<strong>in</strong>g•Apply<strong>in</strong>g•Understand<strong>in</strong>g•Remember<strong>in</strong>g(Based on Pohl, 2000, Learn<strong>in</strong>g to Th<strong>in</strong>k, Th<strong>in</strong>k<strong>in</strong>g to Learn, p. 8)Retrieved from: http://www.kurwongbss.qld.edu.au/th<strong>in</strong>k<strong>in</strong>g/Bloom/blooms.htmChange <strong>in</strong> Terms• The names of six major categories were changed from noun toverb forms.• As <strong>the</strong> taxonomy reflects <strong>di</strong>fferent forms of th<strong>in</strong>k<strong>in</strong>g and th<strong>in</strong>k<strong>in</strong>gis an active process verbs were used ra<strong>the</strong>r than nouns.• The subcategories of <strong>the</strong> six major categories were alsoreplaced by verbs and some subcategories were reorganised.• The knowledge category was renamed. Knowledge is anoutcome or product of th<strong>in</strong>k<strong>in</strong>g not a form of th<strong>in</strong>k<strong>in</strong>g per se.Consequently, <strong>the</strong> word knowledge was <strong>in</strong>appropriate todescribe a category of th<strong>in</strong>k<strong>in</strong>g and was replaced with <strong>the</strong> wordremember<strong>in</strong>g <strong>in</strong>stead.• Comprehension and syn<strong>the</strong>sis were retitled to understand<strong>in</strong>gand creat<strong>in</strong>g respectively, <strong>in</strong> order to better reflect <strong>the</strong> nature of<strong>the</strong> th<strong>in</strong>k<strong>in</strong>g def<strong>in</strong>ed <strong>in</strong> each category.http://rite.ed.qut.edu.au/oz-teachernet/tra<strong>in</strong><strong>in</strong>g/bloom.html


BLOOM’S REVISED TAXONOMYCreat<strong>in</strong>gGenerat<strong>in</strong>g new ideas, products, or ways of view<strong>in</strong>g th<strong>in</strong>gsDesign<strong>in</strong>g, construct<strong>in</strong>g, plann<strong>in</strong>g, produc<strong>in</strong>g, <strong>in</strong>vent<strong>in</strong>g.Evaluat<strong>in</strong>gJustify<strong>in</strong>g a decision or course of actionCheck<strong>in</strong>g, hypo<strong>the</strong>sis<strong>in</strong>g, critiqu<strong>in</strong>g, experiment<strong>in</strong>g, judg<strong>in</strong>gAnalys<strong>in</strong>gBreak<strong>in</strong>g <strong>in</strong>formation <strong>in</strong>to parts to explore understand<strong>in</strong>gs and relationshipsCompar<strong>in</strong>g, organiz<strong>in</strong>g, deconstruct<strong>in</strong>g, <strong>in</strong>terrogat<strong>in</strong>g, f<strong>in</strong>d<strong>in</strong>gApply<strong>in</strong>gUs<strong>in</strong>g <strong>in</strong>formation <strong>in</strong> ano<strong>the</strong>r familiar situationImplement<strong>in</strong>g, carry<strong>in</strong>g out, us<strong>in</strong>g, execut<strong>in</strong>gUnderstand<strong>in</strong>gExpla<strong>in</strong><strong>in</strong>g ideas or conceptsInterpret<strong>in</strong>g, summaris<strong>in</strong>g, paraphras<strong>in</strong>g, classify<strong>in</strong>g, expla<strong>in</strong><strong>in</strong>gRemember<strong>in</strong>gRecall<strong>in</strong>g <strong>in</strong>formationRecogniz<strong>in</strong>g, list<strong>in</strong>g, describ<strong>in</strong>g, retriev<strong>in</strong>g, nam<strong>in</strong>g, f<strong>in</strong>d<strong>in</strong>gRetrieved from: http://www.kurwongbss.qld.edu.au/th<strong>in</strong>k<strong>in</strong>g/Bloom/blooms.htm


<strong>Categories</strong> &<strong>Cognitive</strong> ProcessesRememberThe <strong>Cognitive</strong> Dimension ProcessLevel 1 - C1AlternativeNamesDef<strong>in</strong>itionRetrieve knowledge from longtermmemoryRecogniz<strong>in</strong>g Identify<strong>in</strong>g Locat<strong>in</strong>g knowledge <strong>in</strong> long-termmemory that is consistent withpresented materialRecall<strong>in</strong>g Retriev<strong>in</strong>g Retriev<strong>in</strong>g relevant knowledge fromlong-term memoryLevel 2 – C2<strong>Categories</strong> &<strong>Cognitive</strong> ProcessesUnderstandInterpret<strong>in</strong>gExemplify<strong>in</strong>gClassify<strong>in</strong>gSummariz<strong>in</strong>gInferr<strong>in</strong>gAlternativeNamesClarify<strong>in</strong>gParaphras<strong>in</strong>gRepresent<strong>in</strong>gTranslat<strong>in</strong>gIllustrat<strong>in</strong>gInstantiat<strong>in</strong>gCategoriz<strong>in</strong>gSubsum<strong>in</strong>gAbstract<strong>in</strong>gGeneraliz<strong>in</strong>gConclud<strong>in</strong>gExtrapolat<strong>in</strong>gInterpolat<strong>in</strong>gPre<strong>di</strong>ct<strong>in</strong>gDef<strong>in</strong>itionConstruct mean<strong>in</strong>g from<strong>in</strong>structional messages,<strong>in</strong>clud<strong>in</strong>g oral, written, andgraphic communicationChang<strong>in</strong>g from one form ofrepresentation to ano<strong>the</strong>rF<strong>in</strong>d<strong>in</strong>g a specific example orillustration of a concept or pr<strong>in</strong>cipleDeterm<strong>in</strong><strong>in</strong>g that someth<strong>in</strong>g belongsto a categoryAbstract<strong>in</strong>g a general <strong>the</strong>me ormajor po<strong>in</strong>t(s)Draw<strong>in</strong>g a logical conclusion frompresented <strong>in</strong>formationCompar<strong>in</strong>gExpla<strong>in</strong><strong>in</strong>gContrast<strong>in</strong>gMapp<strong>in</strong>gMatch<strong>in</strong>gConstruct<strong>in</strong>gDetect<strong>in</strong>g correspondencesbetween two ideas, objects, and <strong>the</strong>likeConstruct<strong>in</strong>g a cause and effectmodel of a systemmodelsAnderson, Lor<strong>in</strong> W. & Krathwohl, David R. (2001). A <strong>Taxonomy</strong> for Learn<strong>in</strong>g, Teach<strong>in</strong>gand Assess<strong>in</strong>g: a Revision of Bloom’s <strong>Taxonomy</strong>. New York. Longman Publish<strong>in</strong>g.


<strong>Categories</strong> &<strong>Cognitive</strong> ProcessesApplyLevel 3 – C3AlternativeNamesDef<strong>in</strong>itionApply<strong>in</strong>g a procedure to afamiliar taskExecut<strong>in</strong>g Carry<strong>in</strong>g out Apply<strong>in</strong>g a procedure to a familiartaskImplement<strong>in</strong>g Us<strong>in</strong>g Apply<strong>in</strong>g a procedure to anunfamiliar taskAnalyzeDifferentiat<strong>in</strong>gOrganiz<strong>in</strong>gDiscrim<strong>in</strong>at<strong>in</strong>gDist<strong>in</strong>guish<strong>in</strong>gFocus<strong>in</strong>gSelect<strong>in</strong>gF<strong>in</strong>d<strong>in</strong>gcoherenceIntegrat<strong>in</strong>gOutl<strong>in</strong><strong>in</strong>gPars<strong>in</strong>gBreak material <strong>in</strong>to itsconstituent parts and determ<strong>in</strong>ehow <strong>the</strong> parts relate to oneano<strong>the</strong>r and to an overallstructure or purposeDist<strong>in</strong>guish<strong>in</strong>g relevant fromirrelevant parts or important fromunimportant parts of presentedmaterialDeterm<strong>in</strong><strong>in</strong>g how elements fit orfunction with<strong>in</strong> a structureStructur<strong>in</strong>gAttribut<strong>in</strong>g Deconstruct<strong>in</strong>g Determ<strong>in</strong>e a po<strong>in</strong>t of view, bias,values, or <strong>in</strong>tent underly<strong>in</strong>gpresented materialEvaluateCheck<strong>in</strong>gCoord<strong>in</strong>at<strong>in</strong>gDetect<strong>in</strong>gMonitor<strong>in</strong>gTest<strong>in</strong>gMake judgments based oncriteria and standardsDetect<strong>in</strong>g <strong>in</strong>consistencies orfallacies with<strong>in</strong> a process orproduct; determ<strong>in</strong><strong>in</strong>g whe<strong>the</strong>r aprocess or product has <strong>in</strong>ternalconsistency; detect<strong>in</strong>g <strong>the</strong>effectiveness of a procedure as it isbe<strong>in</strong>g implementedCritiqu<strong>in</strong>g Judg<strong>in</strong>g Detect<strong>in</strong>g <strong>in</strong>consistencies betweena product and external criteria;determ<strong>in</strong><strong>in</strong>g whe<strong>the</strong>r a product hasexternal consistency; detect<strong>in</strong>g <strong>the</strong>appropriateness of a procedure fora given problemAnderson, Lor<strong>in</strong> W. & Krathwohl, David R. (2001). A <strong>Taxonomy</strong> for Learn<strong>in</strong>g, Teach<strong>in</strong>gand Assess<strong>in</strong>g: a Revision of Bloom’s <strong>Taxonomy</strong>. New York. Longman Publish<strong>in</strong>g.


<strong>Categories</strong> &<strong>Cognitive</strong> ProcessesCreateAlternativeNamesDef<strong>in</strong>itionPut elements toge<strong>the</strong>r to form acoherent or functional whole;reorganize elements <strong>in</strong>to a newpattern or structureGenerat<strong>in</strong>g Hypo<strong>the</strong>siz<strong>in</strong>g Com<strong>in</strong>g up with alternativehypo<strong>the</strong>ses based on criteriaPlann<strong>in</strong>g Design<strong>in</strong>g Devis<strong>in</strong>g a procedure foraccomplish<strong>in</strong>g some taskProduc<strong>in</strong>g Construct<strong>in</strong>g Invent<strong>in</strong>g a productThe Knowledge DimensionDimensionFactual KnowledgeConceptual KnowledgeProcedural KnowledgeMetacognitive KnowledgeDef<strong>in</strong>itionThe basic elements students mustknow to be acqua<strong>in</strong>ted with a <strong>di</strong>scipl<strong>in</strong>eor solve problems <strong>in</strong> itThe <strong>in</strong>terrelationships among <strong>the</strong> basicelements with<strong>in</strong> a larger structure thatenable <strong>the</strong>m to function toge<strong>the</strong>rHow to do someth<strong>in</strong>g, methods of<strong>in</strong>quiry, and criteria for us<strong>in</strong>g skills,algorithms, techniques, and methodsKnowledge of cognition <strong>in</strong> general aswell as awareness and knowledge ofone’s own cognitionAnderson, Lor<strong>in</strong> W. & Krathwohl, David R. (2001). A <strong>Taxonomy</strong> for Learn<strong>in</strong>g, Teach<strong>in</strong>gand Assess<strong>in</strong>g: a Revision of Bloom’s <strong>Taxonomy</strong>. New York. LongmanPublish<strong>in</strong>g.


Potential Activities and ProductsRemember<strong>in</strong>g: PotentialActivities and Products• Make a list of <strong>the</strong> ma<strong>in</strong> events of <strong>the</strong> story.• Make a time l<strong>in</strong>e of events.• Make a facts chart.• Write a list of any pieces of <strong>in</strong>formationyou can remember.• What animals were <strong>in</strong> <strong>the</strong> story?• Make a chart show<strong>in</strong>g…• Make an acrostic.• Recite a poem.Understand<strong>in</strong>g: PotentialActivities and Products• Cut out, or draw pictures to show a particular event.• Illustrate what you th<strong>in</strong>k <strong>the</strong> ma<strong>in</strong> idea may have been.• Make a cartoon strip show<strong>in</strong>g <strong>the</strong> sequence of events.• Write and perform a play based on <strong>the</strong> story.• Retell <strong>the</strong> story <strong>in</strong> your own words.• Write a summary report of <strong>the</strong> event• Prepare a flow chart to illustrate <strong>the</strong> sequence of events.• Make a color<strong>in</strong>g book.• Cut out, or draw pictures to show a particular event. Illustrate what you th<strong>in</strong>k <strong>the</strong> ma<strong>in</strong>idea was.• Make a cartoon strip show<strong>in</strong>g <strong>the</strong> sequence of events.• Write and perform a play based on <strong>the</strong> story.• Retell <strong>the</strong> story <strong>in</strong> your own words.• Write a summary report of <strong>the</strong> event• Prepare a flow chart to illustrate <strong>the</strong> sequence of events.• Cut out, or draw pictures to show a particular event. Illustrate what you th<strong>in</strong>k <strong>the</strong> ma<strong>in</strong>idea was.• Make a cartoon strip show<strong>in</strong>g <strong>the</strong> sequence of events.• Write and perform a play based on <strong>the</strong> story.Retrieved from: http://www.kurwongbss.qld.edu.au/th<strong>in</strong>k<strong>in</strong>g/Bloom/blooms.htm


Apply<strong>in</strong>g: Potential Activitiesand Products• Construct a model to demonstrate how it works• Make a <strong>di</strong>orama to illustrate an event• Make a scrapbook about <strong>the</strong> areas of study.• Make a papier-mache map / clay model to <strong>in</strong>cluderelevant <strong>in</strong>formation about an event.• Take a collection of photographs to demonstrate aparticular po<strong>in</strong>t.• Make up a puzzle or a game about <strong>the</strong> topic.• Write a textbook about this topic for o<strong>the</strong>rs.• Dress a doll <strong>in</strong> national costume.• Make a clay model.• Pa<strong>in</strong>t a mural us<strong>in</strong>g <strong>the</strong> same materials.• Design a market<strong>in</strong>g strategy for your product us<strong>in</strong>g aknown strategy as a model.Analyz<strong>in</strong>g: Potential Activitiesand Products• Design a questionnaire to ga<strong>the</strong>r <strong>in</strong>formation.• Write a commercial to sell a new product• Make a flow chart to show <strong>the</strong> critical stages.• Construct a graph to illustrate selected <strong>in</strong>formation.• Make a family tree show<strong>in</strong>g relationships.• Devise a play about <strong>the</strong> study area.• Write a biography of a person stu<strong>di</strong>ed.• Prepare a report about <strong>the</strong> area of study.• Conduct an <strong>in</strong>vestigation to produce <strong>in</strong>formation tosupport a view.• Review a work of art <strong>in</strong> terms of form, color and texture.Retrieved from: http://www.kurwongbss.qld.edu.au/th<strong>in</strong>k<strong>in</strong>g/Bloom/blooms.htm


Evaluat<strong>in</strong>g: Potential Activitiesand Products• Prepare a list of criteria to judge…• Conduct a debate about an issue of special<strong>in</strong>terest.• Make a booklet about five rules you see asimportant. Conv<strong>in</strong>ce o<strong>the</strong>rs.• Form a panel to <strong>di</strong>scuss views.• Write a letter to. ..advis<strong>in</strong>g on changes needed.• Write a half-yearly report.• Prepare a case to present your view about...Creat<strong>in</strong>g: Potential Activities andProducts• Invent a mach<strong>in</strong>e to do a specific task.• Design a build<strong>in</strong>g to house your study.• Create a new product. Give it a name and plan amarket<strong>in</strong>g campaign.• Write about your feel<strong>in</strong>gs <strong>in</strong> relation to...• Write a TV show play, puppet show, role play, song orpantomime about..• Design a record, book or magaz<strong>in</strong>e cover for...• Sell an idea• Devise a way to...• Make up a new language and use it <strong>in</strong> an example.Retrieved from: http://www.kurwongbss.qld.edu.au/th<strong>in</strong>k<strong>in</strong>g/Bloom/blooms.htm


AssessmentQuestions for Remember<strong>in</strong>g• What happened after...?• How many...?• What is...?• Who was it that...?• Can you name ...?• F<strong>in</strong>d <strong>the</strong> mean<strong>in</strong>g of…• Describe what happened after…• Who spoke to...?• Which is true or false...?(Pohl, Learn<strong>in</strong>g to Th<strong>in</strong>k, Th<strong>in</strong>k<strong>in</strong>g to Learn, p. 12)Questions for Understand<strong>in</strong>g• Can you write <strong>in</strong> your own words?• How would you expla<strong>in</strong>…?• Can you write a brief outl<strong>in</strong>e...?• What do you th<strong>in</strong>k could have happened next...?• Who do you th<strong>in</strong>k...?• What was <strong>the</strong> ma<strong>in</strong> idea...?• Can you clarify…?• Can you illustrate…?• Does everyone act <strong>in</strong> <strong>the</strong> way that …….. does?(Pohl, Learn<strong>in</strong>g to Th<strong>in</strong>k, Th<strong>in</strong>k<strong>in</strong>g to Learn, p. 12)Retrieved from: http://www.kurwongbss.qld.edu.au/th<strong>in</strong>k<strong>in</strong>g/Bloom/blooms.htm


Questions for Apply<strong>in</strong>g• Do you know of ano<strong>the</strong>r <strong>in</strong>stancewhere…?• Can you group by characteristics suchas…?• Which factors would you change if…?• What questions would you ask of…?• From <strong>the</strong> <strong>in</strong>formation given, can youdevelop a set of <strong>in</strong>structions about…?(Pohl, Learn<strong>in</strong>g to Th<strong>in</strong>k, Th<strong>in</strong>k<strong>in</strong>g to Learn, p. 13)Question for Analys<strong>in</strong>g• Which events could not have happened?• If. ..happened, what might <strong>the</strong> end<strong>in</strong>g have been?• How is...similar to...?• What do you see as o<strong>the</strong>r possible outcomes?• Why <strong>di</strong>d...changes occur?• Can you expla<strong>in</strong> what must have happened when...?• What are some or <strong>the</strong> problems of...?• Can you <strong>di</strong>st<strong>in</strong>guish between...?• What were some of <strong>the</strong> motives beh<strong>in</strong>d..?• What was <strong>the</strong> turn<strong>in</strong>g po<strong>in</strong>t?• What was <strong>the</strong> problem with...?(Pohl, Learn<strong>in</strong>g to Th<strong>in</strong>k, Th<strong>in</strong>k<strong>in</strong>g to Learn, p. 13)Retrieved from: http://www.kurwongbss.qld.edu.au/th<strong>in</strong>k<strong>in</strong>g/Bloom/blooms.htm


Questions for Evaluat<strong>in</strong>g• Is <strong>the</strong>re a better solution to...?• Judge <strong>the</strong> value of... What do you th<strong>in</strong>k about...?• Can you defend your position about...?• Do you th<strong>in</strong>k...is a good or bad th<strong>in</strong>g?• How would you have handled...?• What changes to.. would you recommend?• Do you believe...? How would you feel if. ..?• How effective are. ..?• What are <strong>the</strong> consequences..?• What <strong>in</strong>fluence will....have on our lives?• What are <strong>the</strong> pros and cons of....?• Why is ....of value?• What are <strong>the</strong> alternatives?• Who will ga<strong>in</strong> & who will loose?(Pohl, Learn<strong>in</strong>g to Th<strong>in</strong>k, Th<strong>in</strong>k<strong>in</strong>g to Learn, p. 14)Questions for Creat<strong>in</strong>g• Can you design a...to...?• Can you see a possible solution to...?• If you had access to all resources, how wouldyou 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, Learn<strong>in</strong>g to Th<strong>in</strong>k, Th<strong>in</strong>k<strong>in</strong>g to Learn, p. 14)Retrieved from: http://www.kurwongbss.qld.edu.au/th<strong>in</strong>k<strong>in</strong>g/Bloom/blooms.htm


TextSTAT 2.7User’s GuideHün<strong>in</strong>g, M. (2007). TextSTAT (Simple Text Analysis Tool) 2.7.http://www.niederlan<strong>di</strong>stik.fu-berl<strong>in</strong>.de/textstat/software-en.htmlCreated by Gena Bennettgenabennett@yahoo.com


Table of ContentsUtiliz<strong>in</strong>g TextSTAT………………………………………………………...Beg<strong>in</strong>n<strong>in</strong>g with <strong>the</strong> corpus………………………………………………….Creat<strong>in</strong>g a new corpus………………………………………………………Open<strong>in</strong>g an exist<strong>in</strong>g corpus…………………………………………………Add<strong>in</strong>g local files to a corpus………………………………………………Add<strong>in</strong>g <strong>in</strong>ternet files to a corpus……………………………………………The corpus screen…………………………………………………………..Access<strong>in</strong>g <strong>the</strong> corpus………………………………………………………..Word forms…………………………………………………………………Frequency list……………………………………………………………….Sort<strong>in</strong>g (alphabetically, by frequency, retrograde, by case)………………..Search<strong>in</strong>g for affixes………………………………………………………..View<strong>in</strong>g concordance l<strong>in</strong>es………………………………………………....Search<strong>in</strong>g concordance l<strong>in</strong>es………………………………………………..Query e<strong>di</strong>tor ………………………………………………………………..Manipulat<strong>in</strong>g concordance l<strong>in</strong>es …………………………………………...Citation ……………………………………………………………………..View<strong>in</strong>g extended text ……………………………………………………..Notes ……………………………………………………………………….1112223334444467777


When you open TextSTAT, this screen will appear.The tool bar along <strong>the</strong> top of <strong>the</strong> screen will allow you to utilize <strong>the</strong> program.1. Beg<strong>in</strong>n<strong>in</strong>g with <strong>the</strong> CorpusA. To create a new corpus, select <strong>the</strong> New Corpus button (first from <strong>the</strong> left). This will open aw<strong>in</strong>dow allow<strong>in</strong>g you to name and save a new corpus. You must name <strong>the</strong> corpus before you can addfiles. Once you name your corpus, a box will appear lett<strong>in</strong>g you know you may add files. See stepsC and D for add<strong>in</strong>g files.1


B. To open an exist<strong>in</strong>g corpus, select <strong>the</strong> Open Corpus button (second from <strong>the</strong> left). This will allowyou to select from your saved corpora to open <strong>the</strong> corpus of your choice.C. To add local files from your computer to a new or exist<strong>in</strong>g corpus, select <strong>the</strong> Add Local Filesbutton (seventh from <strong>the</strong> left). This will allow you to search your computer to add a .doc file or a .txtfile.D. To add <strong>in</strong>ternet files to a new or exist<strong>in</strong>g corpus, select <strong>the</strong> Add File From Web button (sixth from<strong>the</strong> left). This will open <strong>the</strong> Web Spider <strong>in</strong> order for you to paste <strong>in</strong> a web address(es).2


Once <strong>the</strong> corpus <strong>in</strong> complete, <strong>the</strong> corpus screen may look someth<strong>in</strong>g like this (<strong>di</strong>splay<strong>in</strong>g each file<strong>in</strong> <strong>the</strong> corpus):2. Access<strong>in</strong>g <strong>the</strong> CorpusThe corpus may be accessed <strong>in</strong> three ways: Word Forms, Concordance, and Citation. To beg<strong>in</strong>,access <strong>the</strong> corpus via Word forms.A. Word FormsTo get a word list for <strong>the</strong> corpus, select <strong>the</strong> Show Word Frequencies button (third from <strong>the</strong> right).This will open <strong>the</strong> Word forms screen and <strong>di</strong>splay a word list sorted by frequency.3


To manipulate <strong>the</strong> word list, use <strong>the</strong> options on <strong>the</strong> right side of <strong>the</strong> Word forms screen.1. Sort <strong>the</strong> word list accord<strong>in</strong>g to frequency, alphabetically, or retrograde (alphabetically backwards).2. Establish a m<strong>in</strong>imum and maximum number of times a word should appear <strong>in</strong> <strong>the</strong> corpus <strong>in</strong> orderto show up on <strong>the</strong> word list.3. Sort case <strong>in</strong>sensitive so that a word that beg<strong>in</strong>s with a capital letter, sentence <strong>in</strong>itial, for example,will be counted with <strong>the</strong> same word that beg<strong>in</strong>s with a lowercase letter.4. Search for affixes us<strong>in</strong>g <strong>the</strong> search box.B. ConcordanceYou may view concordance l<strong>in</strong>es from <strong>the</strong> corpus via two options:1. Double click on a word from <strong>the</strong> word list. This will open <strong>the</strong> Concordance screen and show alll<strong>in</strong>es from <strong>the</strong> corpus that conta<strong>in</strong> <strong>the</strong> selected word, as well as 40 characters on each side of <strong>the</strong>word.2. Click on <strong>the</strong> Concordance option to open <strong>the</strong> concordance screen.a. Type <strong>in</strong> your search word/phrase <strong>in</strong> <strong>the</strong> search box.4


. To search for a frame (a phrase with a wild card; for example <strong>in</strong> <strong>the</strong> xxxx of) <strong>in</strong> <strong>the</strong> corpus, select<strong>the</strong> Query E<strong>di</strong>tor button.5


Enter <strong>the</strong> frame, <strong>in</strong> <strong>the</strong> <strong>in</strong> <strong>the</strong> first search term box and of <strong>in</strong> <strong>the</strong> second search term box; <strong>the</strong>n, select 1word m<strong>in</strong>imum and maximum between <strong>the</strong> search terms.For both options a and b, concordance l<strong>in</strong>es will appear on <strong>the</strong> screen:6


To manipulate <strong>the</strong> concordance l<strong>in</strong>es, use <strong>the</strong> options on <strong>the</strong> right side of <strong>the</strong> screen.1. The concordance l<strong>in</strong>es may be sorted to <strong>the</strong> left, i.e. words before <strong>the</strong> search word/phrase arealphabetized.2. The concordance l<strong>in</strong>es may be sorted to <strong>the</strong> right, i.e. words after <strong>the</strong> search word/phrase arealphabetized.3. For concordance l<strong>in</strong>es which conta<strong>in</strong> a frame, l<strong>in</strong>es may be sorted alphabetically accord<strong>in</strong>g to <strong>the</strong>wildcard.4. Sort case <strong>in</strong>sensitive so that a word/phrase that beg<strong>in</strong>s with a capital letter will be counted with<strong>the</strong> same word that beg<strong>in</strong>s with a lowercase letter.All of <strong>the</strong> above options are available on <strong>the</strong> right hand side of <strong>the</strong> Concordance screen.C. CitationTo see extended text from a word, phrase, or concordance l<strong>in</strong>e <strong>in</strong> <strong>the</strong> corpus, use <strong>the</strong> Citation screen. TheCitation screen may be accessed by double click<strong>in</strong>g on a concordance l<strong>in</strong>e. This will open <strong>the</strong> Citationscreen to show1. <strong>in</strong> blue, a l<strong>in</strong>k that conta<strong>in</strong>s <strong>the</strong> orig<strong>in</strong>al document from which <strong>the</strong> concordance l<strong>in</strong>e came;2. <strong>in</strong> red, <strong>the</strong> orig<strong>in</strong>al concordance l<strong>in</strong>e;3. <strong>in</strong> black, 50-75 words on ei<strong>the</strong>r side of <strong>the</strong> orig<strong>in</strong>al concordance l<strong>in</strong>e.NOTES: The Word forms and Concordance options will only function when a corpus has been opened.The Citation option will only function when concordance l<strong>in</strong>es have been selected.7

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