Scribd Logo
Upload

Welcome to Scribd!

  • 90 views

    Literacy Tips: Tip #64: Bloom's Taxonomy

    Uploaded by

    sublimity2010
    This document provides tips for teachers on using Bloom's Taxonomy to improve students' critical thinking skills. It explains the six levels of thinking in Bloom's Taxonomy (remembering, understanding, applying, analyzing, evaluating, creating) and gives examples of questions teachers can ask students at each level. The document also shares resources like a vocabulary booklet and a "Skyscraper Thinking" graphic that visually represent the levels to help students understand and apply different kinds of thinking. Teachers are encouraged to guide students up Bloom's levels by asking progressively more complex questions about literature and other topics.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd

    Literacy Tips: Tip #64: Bloom's Taxonomy

    Uploaded by

    sublimity2010
    90 views5 pages
    This document provides tips for teachers on using Bloom's Taxonomy to improve students' critical thinking skills. It explains the six levels of thinking in Bloom's Taxonomy (remembering, understanding, applying, analyzing, evaluating, creating) and gives examples of questions teachers can ask students at each level. The document also shares resources like a vocabulary booklet and a "Skyscraper Thinking" graphic that visually represent the levels to help students understand and apply different kinds of thinking. Teachers are encouraged to guide students up Bloom's levels by asking progressively more complex questions about literature and other topics.

    Original Title

    64 Blooms Taxonomy

    Copyright

    © © All Rights Reserved

    Available Formats

    PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    This document provides tips for teachers on using Bloom's Taxonomy to improve students' critical thinking skills. It explains the six levels of thinking in Bloom's Taxonomy (remembering, understanding, applying, analyzing, evaluating, creating) and gives examples of questions teachers can ask students at each level. The document also shares resources like a vocabulary booklet and a "Skyscraper Thinking" graphic that visually represent the levels to help students understand and apply different kinds of thinking. Teachers are encouraged to guide students up Bloom's levels by asking progressively more complex questions about literature and other topics.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    90 views5 pages

    Literacy Tips: Tip #64: Bloom's Taxonomy

    Uploaded by

    sublimity2010
    This document provides tips for teachers on using Bloom's Taxonomy to improve students' critical thinking skills. It explains the six levels of thinking in Bloom's Taxonomy (remembering, understanding, applying, analyzing, evaluating, creating) and gives examples of questions teachers can ask students at each level. The document also shares resources like a vocabulary booklet and a "Skyscraper Thinking" graphic that visually represent the levels to help students understand and apply different kinds of thinking. Teachers are encouraged to guide students up Bloom's levels by asking progressively more complex questions about literature and other topics.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    You are on page 1of 5

    Anchorage School District

    Tip #64: Blooms Taxonomy


    Blooms Taxonomy. Higher order
    thinking skills. Levels of questions. No
    matter what its called, the goal is the same
    rigorous thinking. How to we get
    beyond a literal level of discussion that
    most of our students are satisfied with?
    One way is to make sure that students
    understand the various levels of thinking.

    "Benjamin Bloom (1956) developed a
    classification of levels of intellectual
    behavior in learning. This taxonomy
    contained three overlapping domains: the
    cognitive, psychomotor, and affective.
    Within the cognitive domain, he identified
    six levels: knowledge, comprehension,
    application, analysis, synthesis, and
    evaluation. These domains and levels are
    still useful today as you develop the
    critical thinking skills of your students."

    The above historical blurb is from
    http://eduscapes.com/tap/topic69.htm,
    and serves as a reminder of how we can
    improve critical thinking skills in our own
    classrooms.

    The link below offers a color-coded chart
    listing the increasing sophistication of
    thinking skills, provides a list of verbs to
    help construct activities at each level, and
    describes a differentiated lesson plan for
    writing compound sentences. It is a great
    overview if you need to brush up on
    Bloom's Taxonomy.

    http://cs1.mcm.edu/~awyatt/csc3315/bl
    oom.htm

    Vocabulary Booklet

    Let's start with a graphic organizer. I told
    you that I had many uses for the
    vocabulary booklet in last week's email tip.
    Have students create a 6-flap vocabulary
    booklet in order to organize the
    information about Bloom's Taxonomy.
    Label each flap with a level of thinking in
    this order:

    recalling information
    understanding information
    applying information
    analyzing information
    synthesizing information
    evaluating information

    Now use the Write Source 2000 handbook
    to introduce students to each level of
    thinking. Use pp. 283-290. Show your
    students how knowing these levels of
    thinking can help them on classroom
    assignments and assessments. The mini-
    unit uses the theme of the California gold
    rush to model how different levels of
    thinking are used. In each case, a
    thorough student writing model is
    provided. The first exercise shows a fill-
    in-the-blank worksheet (recalling
    information) and gets increasingly more
    Literacy Tips
    Tips for middle school educators on
    various topics such as grammar,
    writing, reading, spelling, vocabulary,
    cooperative learning and more.
    Contact: Amy Goodman
    Middle School Literacy Support
    907-267-0221
    [email protected]
    www.asdk12.org/MiddleLink/LA/


    Anchorage School District
    Literacy Tips

    difficult until students are asked to
    evaluate information in the form of an
    open-ended paragraph.

    Hooked on Thinking

    Hooked on Thinking was just published
    in the April, 2004 issue of The Reading
    Teacher. Ann Paziotopoulos and Marianne
    Kroll write about how to make Blooms
    Taxonomy more applicable to literature
    discussions. In this article, the authors
    refer to one of my favorite quotes by
    Oliver Wendell Holmes. He uses a
    metaphor comparing the intellect of
    people to multi-level homes. I have
    created a blackline master for you to use
    in the classroom that shows this
    comparison visually. Holmes says, The
    best illumination comes from above,
    through the skylight.

    Skyscraper Thinking

    Pazziotopoulos and Kroll created their
    own classroom analogy using a skyscraper
    with its feature of ascending floors. The
    floors symbolize the effort needed to
    reach the next level. The graphic also
    conveys an enhanced view or broadened
    perspective from the top floor Use
    the Skyscraper Thinking sheet as a way to
    model higher level questioning with your
    students. When discussing Little Red
    Riding Hood, ask the students to recall the
    facts. What did the wolf do to trick Little
    Red Riding Hood? For the evaluation
    level, ask students to pretend they are the
    wolf and write a short paragraph
    defending the wolf's actions.

    Then move to more sophisticated
    literature from your grade level anthology
    to model these levels of thinking. Ask
    students to recall such details as what
    vexed the narrator in The Tell-Tale Heart?

    Have the students compare and contrast
    the narrator before and after the police
    arrive. Can students think about what
    might have happened after the narrator
    confessed to murdering the old man at the
    end of the story? If students pretended to
    be the judge at the murder trial, what
    sentence would they give the narrator and
    why? The higher students climb the
    floors of the skyscraper, the more effort it
    takes and the more their views change.
    The top floor allows them to acquire a
    greater understanding of the literature
    because it provides them with sweeping
    views helping them to create the big
    picture.

    Attached is the Skyscraper Thinking
    blackline master to use with your students.
    I have also provided an example blackline
    master copied from the article written by
    Paziotopoulos and Kroll that models how
    you might also use this as an assessment
    tool. The example provided is one from a
    health class asking students to
    demonstrate their knowledge of the
    circulatory system.
    There are one-story intellects,
    two-story intellects, and
    three-story intellects with
    skylights. All fact collectors, who
    have no aim beyond their facts,
    are one-story men. Two-story
    men compare, reason, generalize,
    using the labors of the fact
    collectors as well as their own.
    Three-story men idealize,
    imagine, predict - their best
    illumination comes from above,
    through the skylight.
    Three-Story Intellects
    - Oliver Wendall Holmes
    Knowledge (recall facts)
    Comprehension (summarize/explain)
    Skyscraper
    Thinking
    Application (relate to real life)
    Analysis (compare/contrast)
    Evaluation (give an opinion)
    Synthesis (create something new)
    Source: Paziotopoulos, Ann and Marianne Kroll. Hooked on Thinking. The Reading Teacher. April 2004: 672-677.

    Knowledge (recall facts)
    Comprehension (summarize/explain)
    Skyscraper
    Thinking
    Application (relate to real life)
    Analysis (compare/contrast)
    Evaluation (give an opinion)
    Synthesis (create something new)
    Draw and label the parts of the human heart.
    Describe the functions of each part of the heart.
    Describe what you do to keep your heart healthy.
    Compare and contrast the lifestyles of a person with a healthy
    heart versus a person with heart disease.
    Describe the journey of a blood cell through the arteries of an
    unhealthy heart.
    Knowing what you know about a heart-healthy lifestyle,
    evaluate a friend or a relative s lifestyle and make recommendations.
    Source: Paziotopoulos, Ann and Marianne Kroll. Hooked on Thinking. The Reading Teacher. April 2004: 672-677.

    You might also like