Bloom’s-Taxonomy
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Bloom’s Taxonomy
Benjamin S. Bloom February 21, 1913September 13, 1999
Benjamin Bloom
In 1956, Benjamin Bloom headed a group of educational psychologists at the University of Chicago
Synthesis
33 32
333 33
27 9
3 31
Synthesis
33 32
Synthesis
33 32
332
Synthesis
33 332 31 32
Synthesis
33 332 31 3 32
Synthesis
33 33
Synthesis
Example: Is a pigeon a reptile, mammal, or avian?
Synthesis
Compiling information together in a different way by combining elements in a new pattern or proposing alternative solutions.
C 6
8
Bloom’s Taxonomy
Students properly use the Pythagorean Theorem to solve problems (cognitive, application).
“What is the height of the school’s flag pole?”
“True genius is the ability to recognize the similarities in apparently dissimilar sets, and the dissimilarities in apparently similar sets.”
Synthesis
Two levels of Knowledge:
– Simple Knowledge – Knowledge of Process
Knowledge
Simple Knowledge: the content to be remembered involves no more than a single response to a particular stimulus.
a2 + b2 = c2
Bloom’s Taxonomy
Given two sides of a right triangle, students use the Pythagorean Theorem to calculate the length of the third side (cognitive, knowledge of process).
123 1
2
– Synthesis: Does the
illustration
3
demonstrate that 3 x 6 = 18?
4
5
6
Bloom’s Taxonomy
Goal: students will be able to multiply
–Evaluation
Here is an example of a student’s responses to a worksheet.
What is the relationship of the Pythagorean Theorem to the following two equations?
sin2 + cos2 = 1
vy
v
2 y0
2gy
Bloom’s Taxonomy
Demonstrate a mathematical proof of the Pythagorean Theorem (cognitive, evaluation).
This group developed a classification of levels of thinking behaviors thought to be important in the processes of learning.
The assumption: abilities can be measured along a continuum from plain and simple to rather complex.
30
Synthesis
33 33
333
30
1
Synthesis
therefore :
an an
ann
a0
1
QED
Evaluation
Presenting and defending opinions by making judgments about information, validity of ideas or quality of work based on a set of criteria.
Knowledge Comprehension Application Analysis Synthesis Evaluation
Knowledge
Knowledge level learning (aka memory level) requires a person to exhibit previously learned material by recalling facts, terms, basic concepts and answers.
Goal: students will be able to multiply
– Application: You and your friends Amy, Ed, Jill, Pat, and Bob want to go to the movie. If tickets cost $3 each, how much money will the group need to pay for the movie?
33 = 3 x 3 x 3 = 27 32 = 3 x 3 = 9 31 = 3 = 3 30 = ?
Synthesis
33 32
Synthesis
33 32
333 33
Synthesis
33 3 3 3 27
32
33
9
Synthesis
33 3 3 3 27 3 32 33 9
33 33
333 333
Synthesis
33 3 3 3 27 33 3 3 3 27
Synthesis
33 33
333 333
27 27
1
Synthesis
33 33
Synthesis
33 33
333
Synthesis
33 33
333
Bloom’s Taxonomy
Goal: students will be able to multiply
– Simple Knowledge: 3 x 6 = 18 – Comprehension: 3x6 = 6+6+6 = 3+3+3+3+3+3 = 18
Bloom’s Taxonomy
Examining and breaking information into parts by identifying motives or causes; making inferences and finding evidence to support generalizations.
Analysis
Bloom’s work not only served to define what learning had been achieved, it could also be used to specify the learning desired in an objective.
Bloom’s Taxonomy
Bloom’s Taxonomy
Goal: students will be able to multiply
– Analysis:
b
a b a0 a1 a2... ab a
0
Bloom’s Taxonomy
Goal: students will be able to multiply
Application
Example: From observing symptoms of a person in distress, students determine whether or not cardiopulmonary resuscitation (CPR) should be initiated.
Application
Do not confuse application with knowledge of process:
Students demonstrate appropriate procedures for administering CPR to a person.
Analysis
Bloom’s Taxonomy
Each subsequent level in the taxonomy is dependant on one’s ability to perform at the level or levels that precede it.
Bloom’s Taxonomy
“Is the corner of the room ‘square’?” “How many gallons of paint are needed to
paint the walls of this room?”
Bloom’s Taxonomy
Students recognize the Pythagorean Theorem in various forms (cognitive, analysis).
1. 27
2. 38
3. 14
4. 56
_ x 6_
_ x 8_
_ x 2_
_ x 5_
362 724 28 400
Describe the error in the process that the student appears to have used in order to reach his/her answers.
Example: Prove or disprove the following statement: “Any number divided by zero is zero”
Bloom’s Taxonomy
Students will state the Pythagorean Theorem (cognitive, simple knowledge).
Comprehension
Comprehension
Comprehension 1+1=2
Application
Solving problems by applying acquired knowledge, facts, techniques and rules in a given situation or in a different way.
Example:
– What is the capital of Australia?
Knowledge
Knowledge of Process: the content to be remembered is a sequence of steps.
Eห้องสมุดไป่ตู้ample:
List the steps used to determine the standard deviation from a given set of scores.
Comprehension
Comprehension - demonstrating understanding of facts and ideas by organizing, comparing, translating, interpreting, giving descriptions and stating main ideas.
Benjamin S. Bloom February 21, 1913September 13, 1999
Benjamin Bloom
In 1956, Benjamin Bloom headed a group of educational psychologists at the University of Chicago
Synthesis
33 32
333 33
27 9
3 31
Synthesis
33 32
Synthesis
33 32
332
Synthesis
33 332 31 32
Synthesis
33 332 31 3 32
Synthesis
33 33
Synthesis
Example: Is a pigeon a reptile, mammal, or avian?
Synthesis
Compiling information together in a different way by combining elements in a new pattern or proposing alternative solutions.
C 6
8
Bloom’s Taxonomy
Students properly use the Pythagorean Theorem to solve problems (cognitive, application).
“What is the height of the school’s flag pole?”
“True genius is the ability to recognize the similarities in apparently dissimilar sets, and the dissimilarities in apparently similar sets.”
Synthesis
Two levels of Knowledge:
– Simple Knowledge – Knowledge of Process
Knowledge
Simple Knowledge: the content to be remembered involves no more than a single response to a particular stimulus.
a2 + b2 = c2
Bloom’s Taxonomy
Given two sides of a right triangle, students use the Pythagorean Theorem to calculate the length of the third side (cognitive, knowledge of process).
123 1
2
– Synthesis: Does the
illustration
3
demonstrate that 3 x 6 = 18?
4
5
6
Bloom’s Taxonomy
Goal: students will be able to multiply
–Evaluation
Here is an example of a student’s responses to a worksheet.
What is the relationship of the Pythagorean Theorem to the following two equations?
sin2 + cos2 = 1
vy
v
2 y0
2gy
Bloom’s Taxonomy
Demonstrate a mathematical proof of the Pythagorean Theorem (cognitive, evaluation).
This group developed a classification of levels of thinking behaviors thought to be important in the processes of learning.
The assumption: abilities can be measured along a continuum from plain and simple to rather complex.
30
Synthesis
33 33
333
30
1
Synthesis
therefore :
an an
ann
a0
1
QED
Evaluation
Presenting and defending opinions by making judgments about information, validity of ideas or quality of work based on a set of criteria.
Knowledge Comprehension Application Analysis Synthesis Evaluation
Knowledge
Knowledge level learning (aka memory level) requires a person to exhibit previously learned material by recalling facts, terms, basic concepts and answers.
Goal: students will be able to multiply
– Application: You and your friends Amy, Ed, Jill, Pat, and Bob want to go to the movie. If tickets cost $3 each, how much money will the group need to pay for the movie?
33 = 3 x 3 x 3 = 27 32 = 3 x 3 = 9 31 = 3 = 3 30 = ?
Synthesis
33 32
Synthesis
33 32
333 33
Synthesis
33 3 3 3 27
32
33
9
Synthesis
33 3 3 3 27 3 32 33 9
33 33
333 333
Synthesis
33 3 3 3 27 33 3 3 3 27
Synthesis
33 33
333 333
27 27
1
Synthesis
33 33
Synthesis
33 33
333
Synthesis
33 33
333
Bloom’s Taxonomy
Goal: students will be able to multiply
– Simple Knowledge: 3 x 6 = 18 – Comprehension: 3x6 = 6+6+6 = 3+3+3+3+3+3 = 18
Bloom’s Taxonomy
Examining and breaking information into parts by identifying motives or causes; making inferences and finding evidence to support generalizations.
Analysis
Bloom’s work not only served to define what learning had been achieved, it could also be used to specify the learning desired in an objective.
Bloom’s Taxonomy
Bloom’s Taxonomy
Goal: students will be able to multiply
– Analysis:
b
a b a0 a1 a2... ab a
0
Bloom’s Taxonomy
Goal: students will be able to multiply
Application
Example: From observing symptoms of a person in distress, students determine whether or not cardiopulmonary resuscitation (CPR) should be initiated.
Application
Do not confuse application with knowledge of process:
Students demonstrate appropriate procedures for administering CPR to a person.
Analysis
Bloom’s Taxonomy
Each subsequent level in the taxonomy is dependant on one’s ability to perform at the level or levels that precede it.
Bloom’s Taxonomy
“Is the corner of the room ‘square’?” “How many gallons of paint are needed to
paint the walls of this room?”
Bloom’s Taxonomy
Students recognize the Pythagorean Theorem in various forms (cognitive, analysis).
1. 27
2. 38
3. 14
4. 56
_ x 6_
_ x 8_
_ x 2_
_ x 5_
362 724 28 400
Describe the error in the process that the student appears to have used in order to reach his/her answers.
Example: Prove or disprove the following statement: “Any number divided by zero is zero”
Bloom’s Taxonomy
Students will state the Pythagorean Theorem (cognitive, simple knowledge).
Comprehension
Comprehension
Comprehension 1+1=2
Application
Solving problems by applying acquired knowledge, facts, techniques and rules in a given situation or in a different way.
Example:
– What is the capital of Australia?
Knowledge
Knowledge of Process: the content to be remembered is a sequence of steps.
Eห้องสมุดไป่ตู้ample:
List the steps used to determine the standard deviation from a given set of scores.
Comprehension
Comprehension - demonstrating understanding of facts and ideas by organizing, comparing, translating, interpreting, giving descriptions and stating main ideas.