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Bloom’s Digital Taxonomy Resources

Bloom’s Digital Taxonomy Resources
As part of preparing for a series of presentations at various conferences this year, I have developed six quick sheets for Bloom’s Digital Taxonomy. These resources outline the different taxonomic levels and provide the Digital Taxonomy Verbs with some (this is not exhaustive) possibilities for classroom use. For the complete Bloom’s Digital Taxonomy go to the Educational Origami Wiki @ Here are the quick sheets: As always I would appreciate comments, feedback and suggestions.

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Revised Bloom’s Taxonomy [Flash Version] – CELT If you have trouble accessing the interactive Flash-based model below, the content is available via: A statement of a learning objective contains a verb (an action) and an object (usually a noun). The verb generally refers to [actions associated with] the intended cognitive process.The object generally describes the knowledge students are expected to acquire or construct. The Differentiator Try Respondo! → ← Back to The Differentiator

Bloom’s Taxonomy There are some excellent resources available on the web on Bloom’s Digital taxonomy. This digital version of the taxonomy accounts for the new technologies and the processes and actions associated with them. This Diigo list has many references, In particular see Andrew Churches’ Wiki which contains extensive resources. His Quick Sheets provide a quick reference and relate Digital Taxonomy Verbs and possible activities to the different taxonomic levels.LiveBinders version of these resources. This Prezi shows suggestions for Web 2.0 tools relating to Bloom’s Digital Taxonomy. Bloom's Digital Taxonomy This is the introduction to Bloom's Digital Taxonomy. The different taxonomical levels can be viewed individually via the navigation bar or below this introduction as embedded pages. This is an update to Bloom's Revised Taxonomy which attempts to account for the new behaviours and actions emerging as technology advances and becomes more ubiquitous. Bloom's Revised Taxonomy describes many traditional classroom practices, behaviours and actions, but does not account for the new processes and actions associated with Web 2.0 technologies, infowhelm (the exponential growth in information), increasing ubiquitous personal technologies or cloud computing.Bloom's Digital Taxonomy isn't about the tools or technologies rather it is about using these to facilitate learning. Outcomes on rubrics are measured by competence of use and most importantly the quality of the process or product. For example.

Revised Bloom’s Taxonomy – CELT Jump to the Bloom's Revised Taxonomy Model Go to the Flash version of the Bloom's Revised Taxonomy Model Download the PDF Version A statement of a learning objective contains a verb (an action) and an object (usually a noun). Assessing Web 2.0 Projects Through Bloom And Time « Education with Technology Harry G. Tuttle Assessing Web 2.0 Projects Through Bloom And Time I offer the following mini-assessment of any Web 2.0 project as a way to refocus our attention on student learning rather than the Web 2.0 tool. Take the highest level of Bloom achieved during the project 1- Knowledge 2. Comprehension Taxonomy Books, Articles, and Reports Typologies and Taxonomies : An Introduction to Classification Techniques (Quantitative Applications in the Social Sciences), by Kenneth D. Bailey ( Sorting Things Out: Classification and Its Consequences, by Geoffrey C. Bowker, Susan Leigh Star ( Organising Knowledge, Taxonomies, Knowledge and Organizational Effectiveness, by Patrick Lambe (

The Best Resources For Helping Teachers Use Bloom’s Taxonomy In The Classroom 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.

Blooming Orange: Bloom's Taxonomy Helpful Verbs Poster Here’s another poster to help get you thinking about how you can apply Bloom’s higher-order thinking skills with your children. This poster shows the segments of an orange with each segment relating to a thinking skill and some helpful verbs to serve as prompts. While there are many more verbs that we could have added, we felt that including just seven in each segment would make them easier to remember (For more information, see Miller’s paper “The Magical Number Seven, Plus or Minus Two: Some Limits on Our Capacity for Processing Information.” UDL Guidelines 2.0 The goal of education in the 21st century is not simply the mastery of content knowledge or use of new technologies. It is the mastery of the learning process. Education should help turn novice learners into expert learners—individuals who want to learn, who know how to learn strategically, and who, in their own highly individual and flexible ways, are well prepared for a lifetime of learning.

Bloom’s Taxonomy Poster for Elementary Teachers [Updated Nov 9, 2009 - Thanks for the feedback everyone! A special thanks to Mr. Portman & Ms. Quirk for their additional comments. Five of the best CLIL resources online - CLIL Media In the posts on this website I usually share my opinion on CLIL as well as share some ideas of others. This time however, I would like to share CLIL resources that I think are really worth your time and can be used to advance both your knowledge of CLIL as well as help you with ideas for your lessons. 1. Peter Sansom’s Blog Peter Sansom is a Dutch Art and Design CLIL teacher who shares his lesson ideas on his blog.

Bloom's Taxonomy and a Pen As our school division works on AISI project on Critical Thinking (Alberta Initiative for School Improvement), we are focusing on higher level thinking strategies within our classroom. From the time I started university, we have talked about Bloom’s taxonomy and known the importance of higher level questions. Yesterday though, my colleague and friend, Scott Johnston, did a wonderful presentation on assessment.