Bloom’s Taxonomy

Develop critical thinking & problem-solving through Blooms Taxonomy. Explore metacognition & higher-order thinking to go beyond memorization & apply knowledge effectively in real-world scenarios. Understand the importance & impact of Blooms Taxonomy on learning and cognition. Dive into the components of Blooms Taxonomy like evaluation, synthesis, analysis, application, comprehension, and knowledge to refine learning processes.

• Critical thinking
• Blooms Taxonomy
• Metacognition
• Higher-order thinking
• Learning

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1. Blooms Taxonomy Metacognition & Higher Order Thinking Skills

2. What is Blooms Taxonomy? Synthesis/Creation Higher Order Thinking Evaluation Analysis Application Comprehension Knowledge

3. Why is Blooms Taxonomy important to me? 7 Survival Skills for the 21st Century (The Global Achievement Gap by Tony Wagner) #1: Critical Thinking and Problem Solving Defined: The ability to ask good questions.

4. How does Blooms Taxonomy Impact me? Memorization does not equal learning. You can memorize something without understanding. Thinking is done in both words & pictures There are 3 main types of intelligence & thinking: Analytical Creative These can blend . Practical

5. Metacognition You can improve your thinking skills by understanding the processes involved in thinking. Metacognition = thinking about thinking.

6. Higher Order Thinking No memorization We must do something with the facts we discover This is where Bloom s Taxonomy comes in .

7. Blooms Taxonomy: A Closer Look Let s use The Great Gatsby . Evaluation: Make judgments about the value of ideas or materials. Syntesis/Creation: Generating new ideas or ways of viewing things. Analysis: Separates materials or concepts into component parts so that its organizational structure is understood. Application: Use a concept /idea in a new situation; applies classroom knowledge to workplace. Comprehension: Understand the meaning, translation and interpretation of problems. Knowledge: shows the ability to recall facts, terms, basic concepts and answers.

8. Blooms Taxonomy in Action Let s use The Great Gatsby . Evaluation: First, critique Tom s character and then defend his actions. Synthesis/Creation: Create an alternate ending where Gatsby is not murdered. Analysis: Compare and contrast the women in Gatsby: Daisy, Jordan, and Myrtle? Application: Predict what would happen if Daisy had shown up at one of Gatsby s parties ? Comprehension: How would you summarize the conversation between Gatsby and Tom in the hotel in Chapter 7? Knowledge: How does Nick described Gatsby in Chapter 1?

9. Sonow what? 1.) You will be writing questions for every small group discussion based on Bloom s Taxonomy. 2) For Friday s Small Group Discussion, each one of you should come to the discussion with the following: 1 Level 1 Question 1 Level 3 Question 1 Level 5 Question

10. Lets practice! Using The Great Gatsby, write a level 1 (Knowledge) question, and explain how it fits into level 1. For example: How does Nick described Gatsby in Chapter 1? is a level 1 question because it asks the reader to recall how Gatsby was described. Using The Great Gatsby, write a level 2 (Comprehension) question, and explain how it fits into level 2. For example: How would you summarize the conversation between Gatsby and Tom in the hotel in Chapter 7? is a level 2 question because it asks the reader to demonstrate understanding of the conversation between Gatsby and Tom by having the reader put the conversation in their own words. Using The Great Gatsby, write a level 3 (Application) question, and explain how it fits into level 3. For example: Predict what would happen if Daisy had shown up at one of Gatsby s parties ? is a level 3 question because it asks the reader to apply knowledge of Gatsby and Daisy s relationship to a new situation.

11. Lets practice! Using The Great Gatsby, write a level 4 (Analysis) question, and explain how it fits into level 4. For example: Compare and contrast the women in Gatsby: Daisy, Jordan, and Myrtle? is a level 4 question because it asks the reader to break down information about the characters and find evidence to support generalizations. Using The Great Gatsby, write a level 5 (Synthesis/Creation) question, and explain how it fits into level 5. For example: Create an alternate ending where Gatsby is not murdered is a level 5 question because it asks the reader to create a new ending. Using The Great Gatsby, write a level 6 (Evaluation) question, and explain how it fits into level 6. For example: First, critique Tom s character and then defend his actions is a level 5 questions because it asks the reader to make judgments about Toms character and actions.