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

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Bloom’s Taxonomy Breakdown:Roles, Process Verbs & Products from Bloom’s Taxonomy of the Cognitive DomainLevel ofTaxonomyDefinitionTeacherRolesStudentRolesProcess VerbsProductsAPPLICATIONUsing methods,concepts, principlesand theories in newsituations.Using what he/sheknows from avariety of areas tofind solutions toproblems.ShowsFacilitatesObservesEvaluatesOrganizesQuestions• Solvesproblems• Demonstratesuse of knowledge• Constructs• ActiveParticipantExamples: Solve amultiplication problem.Use the clothes you arewearing to develop aplan to stay afloat forseveral hours.adaptapplycalculatechangecollectioncomputeconstructdemonstratedramatizedrawemployexhibitexperimentillustrateinterpretinterviewlistmakemanipulateoperatepaintpracticepracticeprepareproducerecordrelateschedulesequenceshowsketchsolveteachtranslatetranslateusedemonstrationdiagramdiarydioramaexperimentillustrationinterviewjournallessonmapmodelperformancephotographposterpredictionpresentationproductpuzzlerelatereportscrapbooksculpturesimulationCOMPREHENSIONUnderstanding ofinformation given.Communicating anidea or thing in anew of differentform.Qualifying ideas inrelation to one’sown experience.(interpretation)DemonstratesListensQuestionsCompareContrastsExamines• Explains• Translates• Demonstrates• Interprets• Active ParticipantExamples: Explain theformula for the area of atriangle.Explain the levels ofBloom’s Taxonomy.account forannotateaskcalculateconvertdescribediscussexamples ofexpand uponexplainexpressgivegive mainideaidentifyidentifyinterpretlocatelocateobserveoutlineparaphraserecognizereportresearchrestateretellreviewsummarizetelltranslatecollectiondebatedefinitiondramatizationexampleexplanationlabellistoutlinequizrecitationreproductionshow & tellstory problemssummarytestKNOWLEDGERecalling orrecognizing specificinformation.Remembering anidea, phenomenon,or a fact insomewhat thesame form in whichhe/she learned it.DirectsTellsShowsExaminesQuestionsEvaluates• Responds• Absorbs• Remembers• Recognizes• Memorizes• Passive RecipientExamples: List thelevels in Bloom’sTaxonomy.choosecitedefinedescribedistinguishgive examplegroupknowlabellistlistenlocatematchmemorizenamequoterecallreciterecordrelaterepeatreproducereviewselectshowsortunderlinedefinitionfactlabellistquizreproductiontestworkbookworksheetRecite a poem.Lowest level ofthinking/learning
Appendix E: Thinking Tool ResourcesAppendix B.01A P P E N D I X BThinking Skill ResourcesBloom’s Revised Taxonomy: TheCognitive Process DimensionBenjamin Bloom and colleagues created the original taxonomy in 1956. Andersonand Krathwohl (2001) revised Bloom's original taxonomy in their book, ATaxonomy for Learning, Teaching, and Assessing: A revision of Bloom's Taxonomyof Educational Objectives, by combining both the cognitive processes andknowledge dimensions. The following table provides examples on how thistaxonomy could be applied in the classroom.Cognitive Processes ExamplesRemember—Produce the right information from memoryRecognizingIdentify frogs in a diagram of different kinds of amphibians.Find an isosceles triangle in your neighborhood.Answer any true-false or multiple-choice questions.RecallingName three 19th century women English authors.Write the multiplication facts.Reproduce the chemical formula for carbon tetrachloride.Understand—Make meaning from educational materials or experiencesInterpretingExemplifyingClassifyingSummarizingInferringComparingExplainingTranslate a story problem into an algebraic equation.Draw a diagram of the digestive system.Paraphrase Lincoln's Second Inaugural Address.Draw a parallelogram.Find an example of stream-of-consciousness style of writing.Name a mammal that lives in our area.Label numbers odd or even.List the kinds of governments found in modern African nations.Group native animals into their proper species.Make up a title for a short passage.List the key points related to capital punishment that the Web sitepromotes.Read a passage of dialogue between two characters and makeconclusions about their past relationship.Figure out the meaning of an unfamiliar term from the context.Look at a series of numbers and predict what the next number will be.Explain how the heart is like a pump.Write about an experience you have had that was like the pioneersmoving west.Use a Venn diagram to demonstrate how two books by Charles Dickensare similar and different.Draw a diagram explaining how air pressure affects the weather.Provide details that justify why the French Revolution happened whenand how it did.Describe how interest rates affect the economy.(Continued on next page)INTEL ®TEACH TO THE FUTURE© 2006 Intel Corporation. All rights reserved.
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Bloom's Taxonomy: Categories in the Cognitive ... - Licei di Bra

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