The Best Resources For Helping Teachers Use Bloom’s Taxonomy In The Classroom | Larry Ferlazzo's Websites of the Day... Bloom’s & SOLO ‘are not Just Colorful Posters we Hang on the Wall’ is my two-part series at Education Week Teacher. Bloom’s Taxonomy is talked about a lot in educational circles. However, if you believe a recent survey of visits to 23,000 U.S. classrooms, the higher-order thinking skills it’s ideally designed to promote doesn’t get much use. And I can understand why. It’s easy to get caught-up in the day-to-day work involved in teaching a class or multiple classes, and it’s easy to fall into the trap of doing the “usual stuff” and not “think out of the box.” I thought it might be useful to share in a “The Best…” list the resources that help me try to use Bloom’s Taxonomy in my classroom. There may very well be resources out there that do a far better job of explaining the Taxonomy and how to use it. I personally try to use Bloom’s Taxonomy in two ways. In addition, I try to use Bloom’s to help me formulate my own lessons. Bloom’s Revised Taxonomy Memory Understanding Applying and Analyzing
Revue sticef.org Les environnements personnels d’apprentissage. Entre description et modélisation : quelles approches, quels modèles ? Editeurs du numéro spécial Daniel Peraya (TECFA, Unige, daniel.peraya@unige.ch) Bernadette Charlier (Didactique universitaire, Unifr, bernadette.charlier@unifr.ch) France Henri (LICEF, Télé-université du Québec, France.henri@teluq.ca) Monique Grandbastien (LORIA, Université de Lorraine monique.grandbastien@loria.fr) Soumission Les textes destinés à la revue, doivent faire entre 7000 et 9000 mots (maximum 30 pages), ils peuvent avoir la forme d'un article scientifique, d'une rubrique ou d'une note de synthèse. Si vous souhaitez contribuer, envoyez une intention de soumettre avec résumé à D. Les auteurs trouveront sur le site de la revue des précisions sur le format des soumissions et sur la politique éditoriale de la revue. Thème Les objectifs de ce numéro spécial sont de : 1. 2. 3. Contributions attendues Calendrier indicatif :
A Union of Professionals - Building Knowledge The Case for Bringing Content into the Language Arts Block and for a Knowledge-Rich Curriculum Core for all Children By E. D. Hirsch, Jr. I am sure that the power of vested interests is vastly exaggerated compared with the gradual encroachment of ideas.... Soon or late, it is ideas, not vested interests, which are dangerous for good or evil. –J. Consider the following sentence, which is one that most literate Americans can understand, but most literate British people cannot, even when they have a wide vocabulary and know the conventions of the standard language: Jones sacrificed and knocked in a run. Typically, a literate British person would know all the words in the sentence yet wouldn't comprehend it. First, we would have to explain that Jones was at bat. This may sound like an academic point. In the pages that follow, I want to make the following argument: First, that the implicit model currently used to improve reading comprehension is based on faulty, but commonplace, ideas. I. II.
Virginia's Community Colleges: Computer Science (CSC) CSC 90 - Coordinated Internship Supervises on-the-job training in selected business, industrial or service firms coordinated by the college. Credit/practice ratio not to exceed 1:5 hours. May be repeated for credit. Variable hours. 1-5 credits CSC 95 - Topics In Provides an opportunity to explore topical areas of interest to or needed by students. May be used also for special honors courses. CSC 96 - On-Site Training Specializes in career orientation and training program without pay in selected businesses and industry, supervised and coordinated by the college. Credit/work ratio not to exceed 1:5 hours. CSC 97 - Cooperative Education Supervises in on-the-job training for pay in approved business, industrial and service firms, coordinated by the college's cooperative education office. CSC 98 - Seminar and Project May be repeated for credit. CSC 99 - Supervised Study Assigns problems for independent study incorporating previous instruction and supervised by the instructor. Lecture 1 hour per week.
Major Categories in the Taxonomy of Educational Objectives Knowledge remembering of previously learned material; of terminology; specific facts; ways and means of dealing with specifics (conventions, trends and sequences, classifications and categories, criteria, methodology); universals and abstractions in a field (principles and generalizations, theories and structures): Knowledge is (here) defined as the remembering (recalling) of appropriate, previously learned information. defines; describes; enumerates; identifies; labels; lists; matches; names; reads; records; reproduces; selects; states; views; writes;. Comprehension: Grasping (understanding) the meaning of informational materials. Literature: Anderson, Lorin W. & Lauren A. Anderson, L. & Krathwohl, D. Extensive Online Bloom Bibliography [www2.liu.edu/cwis/cwp/library/edpeople.htm#BBloom] Bloom Benjamin S. and David R. Bloom, Robert S., Stating Educational Objectives in Behavioral Terms, Nursing Forum 14(1), 1975, 31-42. Forehand, M. (2005). Huitt, W. (2009). Jonassen, D., W.
teachweb2 - home Potential Challenges "Coverage" In traditional lecture classes, many instructors see success as covering as much material related to the class topic as possible. From this perspective, cooperative learning could be seen as grossly inefficient, since many instructors see about a 50% reduction in the ground they can cover (McManus, 1996 (more info) ). This is, however, comparing apples to oranges. The goals for courses which employ cooperative learning are not the same as those for a straight lecture class. Evaluating Output Evaluating group work can be challenging in the face of student preferences for full control over their individual grade and faculty's historical reliance on individual grading procedures. Problem Personalities As you observe students engaged in group work, something to watch for is a student on the sidelines or dominating the conversation. Hitchhikers This behavior is rare, with only about 7% of students riding the group coattail according to Kaufman et al., 1999 .
Virginia's Community Colleges-Connecting people with Virginia's top jobs. Definitions of Bloom's Taxonomy Activities at Various Cognitive Levels of Learning (LoL) Bloom’s taxonomy of learning objectives is used to define how well a skill or competency is learned or mastered. A fuller description of Bloom’s taxonomy is given in the following pages but a brief summary of the activities associated with each level is given below. At Knowledge Level of Learning a student can define terms At Comprehension Level of Learning a student can work assigned problems and can example what they did At Application Level of Learning a student recognizes what methods to used and then used the methods to solve problems At Analysis Level of Learning a student can explain why the solution process works At Synthesis Level of Learning a student can combine the part of a process in new and useful ways At Evaluation Level of Learning a student can create a variety of ways to solve the problem and then, based on established criteria, select the solution method best suited for the problem. What do I do at this level?