dillon school district two revised bloom’s taxonomy
TRANSCRIPT
Dillon School District Two
Revised Bloom’s Taxonomy
Revised Bloom’s Taxonomy
The revised taxonomy is two-dimensional, identifying both the kind of knowledge to be learned (knowledge dimension) and the kind of learning expected from students (cognitive processes) to help teachers and administrators improve alignment and rigor in the classroom. This taxonomy will assist educators to improve instruction, to ensure that their lessons and assessments are aligned with one another and with the state academic standards, that their lessons are cognitively rich, and that instructional opportunities are not missed.
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
The Original “Bloom’s TaxonomyThe Original “Bloom’s TaxonomyThe Original Bloom’s Taxonomy
Bloom Revised BloomBloom Revised Bloom
• Remember
• Apply
• Understand
• Analyze
• Evaluate
• Create• Evaluation
• Analysis
• Synthesis
• Application
• Comprehension
• Knowledge
IN COMBINATION THE SIX REVISED CATEGORIES ARE
TERMED “COGNITIVE PROCESS” CATEGORIES AND THEY EXIST
ALONG THE COGNITIVE PROCESS DIMENSION.
Q: What happened to Q: What happened to knowledge?knowledge?
A: It became a separate dimension –
The Knowledge Dimension
THE TAXONOMY TABLETHE TAXONOMY TABLE
COGNITIVE PROCESS DIMENSIONK
NO
WL
ED
GE
DIM
EN
SIO
N
RememberRemember
• retrieve relevant knowledge from long term memory
– Recognizing– Recalling
Can you recall the name of a particular object?
UnderstandUnderstand• Construct meaning from instructional
messages, including oral, written and graphic communication.
– Interpreting– Exemplifying– Classifying– Summarizing– Inferring– Comparing– Explaining
Can you represent verbal information visually (interpreting)?
ApplyApply
• Carry out or use a procedure in a given situation.
– Executing
– Implementing
Can you use information in another
situation?
AnalyzeAnalyze• Break material into its constituent parts
and determine how the parts relate to one another and to an overall structure or purpose.– Differentiating– Organizing– Attributing
Can you break information into parts to explore relationships?
EvaluateEvaluate
• make judgments based on criteria and standards
– Checking
– Critiquing
Can you make & justify a decision or course of action?
CreateCreate• Put elements together to form a
coherent or functional whole; reorganize elements into a new pattern or structure
– Generating
– Planning
– Producing
Can you generate new products, ideas, or ways
of viewing things?
• Factual Knowledge• Conceptual Knowledge• Procedural Knowledge • Metacognitive Knowledge
HOT ARTICHOKE DIP (Serves 10 to 14)
2 14-oz cans artichoke hearts
16 oz. mayonnaise
1 c. grated Parmesan cheese
Garlic salt (optional)
====================================
1. Drain artichoke hearts.
2. Mash artichokes with fork.
3. Mix with mayonnaise, cheese, and garlic salt.
4. Bake at 350 degrees for 15 minutes or until cheese is melted.
5. Serve with crackers or party rye.
Factual KnowledgeFactual Knowledge• The basic elements
students must know to be acquainted with a discipline or solve problems in it.
– Knowledge of terminology
– Knowledge of specific details and elements
Conceptual KnowledgeConceptual Knowledge• The interrelationships among
the basic elements within a larger structure that enable them to function together.
– Knowledge of classifications and categories
– Knowledge of principles and generalizations
– Knowledge of theories, models and structures
Procedural KnowledgeProcedural Knowledge• How to do something,
methods of inquiry and criteria for using skills, algorithms, techniques and methods.– Knowledge of subject-specific skills
and algorithms– Knowledge of subject-specific
techniques and methods– Knowledge of criteria for
determining when to use appropriate procedures
Metacognitive KnowledgeMetacognitive Knowledge• Knowledge of cognition in general as well
as awareness and knowledge or one’s own cognition.– Strategic knowledge– Knowledge about cognitive tasks, including
appropriate contextual and conditional knowledge
– Self-knowledgeHow did I get that answer?
THE TAXONOMY TABLE
COGNITIVE PROCESS DIMENSION
1. REMEMBERRecognizing
Recalling
2.UNDERSTAND
InterpretingExemplifyingClassifying
SummarizingInferring
ComparingExplaining
3.APPLY
ExecutingImplementing
4.ANALYZE
DifferentiatingOrganizingAttributing
5.EVALUATECheckingCritiquing
6.CREATE
GeneratingPlanning
Producing
KN
OW
LE
DG
E D
IME
NS
ION
Factual Knowledge
Conceptual Knowledge
ProceduralKnowledge
Metacognitive Knowledge