Bloom's Taxonomy
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Blooms Taxonomy is one of our topical themes in Educational Technology and Mobile Learning .
New Version of Blooms Taxonomy for iPad ~ Educational Technology and Mobile Learning
K-5 iPad Apps to Evaluate Creating: Part Six of Bloom's Revised Taxonomy
In 1948, the Swiss inventor George de Mestral returned from a hike with his dog covered in burs. After examining how nature designed these clinging bristles under a microscope, it dawned on him that a similar structure could function as a clothing fastener.
K-5 iPad Apps for Evaluating Evaluation: Part Five of Bloom's Revised Taxonomy
The cognitive domain Evaluating focuses on skills necessary to judge the value of ideas, techniques, products, or solutions. Students must evaluate the credibility or functionality of given content with clearly defined criteria and standards. "Only those evaluations which are or can be made with distinct criteria in mind can be considered" 1 .
K-5 iPad Apps for Applying: Part Three of Bloom's Revised Taxonomy
Bloom's Revised Taxonomy breaks each learning stage (remember, understand, apply, analyze, evaluate and create) into four separate levels of knowledge .
K-5 iPad Apps for Understanding: Part Two of Bloom's Revised Taxonomy
Benjamin Blooms' second stage, "understanding" occurs when new learning connects to prior knowledge. At this point, students have the ability to make sense of what they have read, viewed, or heard and can explain this understanding clearly and succinctly to others. This particular learning stage balances precariously between communicating understanding and expressing opinion.
K-5 iPad Apps According to Bloom's Taxonomy
An elementary library media specialist reviews iPad apps as they map to an updated version of Bloom's Taxonomy.
There is a prevailing conception that students must learn facts and procedural knowledge BEFORE they can then engage in so-called ‘higher-order’ thinking skills. Educators, parents, policymakers, online commentators, and others point to Bloom’s taxonomy (which typically has been portrayed as a pyramid) and say, “See?
Do students need to learn lower-level factual and procedural knowledge before they can do higher-order thinking?
