How They Get It: A New, Simple Taxonomy For Understanding. How They Get It: A New, Simple Taxonomy For Understanding by Terry Heick How can you tell if a student really understands something?
They learn early on to fake understanding exceptionally well, and even the best assessment leaves something on the table. (In truth, a big portion of the time students simply don’t know what they don’t know.) The idea of understanding is, of course, at the heart of all learning, and solving it as a puzzle is one of the three pillars of formal learning environments and education. 1. 2. 3. But how do we know if they know it? Understanding As “It” On the surface, there is trouble with the word “it.” “It” is essentially what is to be learned, and it can be scary thing to both teachers and students. And in terms of content, “it” could be almost anything: a fact, a discovery, a habit, skill, or general concept, from a mathematical theory to a scientific process, the importance of a historical figure to an author’s purpose in a text.
How It Works Early Understanding. Bloomin' Apps. This page gathers all of the Bloomin' Apps projects in one place.Each image has clickable hotspots and includes suggestions for iPad, Android, Google and online tools and applications to support each of the levels of Bloom's Revised Taxonomy.I have created a page to allow you to share your favorite online tool, iOS, or Android app with others.
Cogs of the Cognitive Processes I began to think about the triangular shape of Bloom's Taxonomy and realized I thought of it a bit differently.Since the cognitive processes are meant to be used when necessary, and any learner goes in and out of the each level as they acquire new content and turn it into knowledge, I created a different type of image that showcased my thoughts about Bloom's more meaningfully.Here is my visual which showcases the interlocking nature of the cognitive processes or, simply, the "Cogs of the Cognitive Processes". IPAD APPS TO SUPPORT BLOOM'S REVISED TAXONOMYassembled by Kathy Schrock Bloom's and SAMR: My thoughts.
Sop.oie.rice.edu/1CourseGoals/Revised Bloom VERBS.pdf. Upload.wikimedia.org/wikipedia/commons/2/24/Blooms_rose.svg. Applying Bloom's Taxonomy. Www.astd.org/Education/Certificate-Programs/~/media/Files/Education/Pre-Work-Files/DesigningLearningPreWork.ashx. The Differentiator. Try Respondo!
→ ← Back to Byrdseed.com. Bloom's Taxonomy. I am addicted to using Blooms Taxonomy.
I even have a post-it-note on my desk at school with Bloom's written out for assessment, pedagogy, and inquiry questioning reminders. If you have trouble remembering what Bloom's Taxonomy is you can print the illustration above and put it on your wall at school. To better understand it read this simple explanation. As I mentioned before, I apply the process in a number of ways, and move through the process with each unit of content. A fun way to analyze Bloom's Taxonomy is to read this comprehensive list of Bloom's resources by Larry Ferlazzo and organize into bookmarks what works best for you. Bloom’s Activity Analysis Tool.
I have been working on a simple method of analysing teaching and learning technologies against Bloom’s Digital Taxonomy. I have taken the verbs associated with each of the taxonomic levels and arranged them across a sheets and then added a column for the activity components. The idea is that you take your activity and break it down into the component elements and match these against the different taxonomic levels and the learning actions.
For example if you looked at students constructing a wiki Editing the wiki is applyingSearching for the information – rememberingTagging the pages with suitable and detailed keywords and notes is understandingValidating the information is evaluatingUploading the resources to the wiki is applyingCollaborating and networking is a higher order skill and so on Here is the PDF version of this tool – blooms-activity-analysis. Swfapp/blooms/wheel/engage.swf.