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Bloom's Taxonomy. How it may be used in secondary schools - Coggle…
Bloom's Taxonomy. How it may be used in secondary schools
Learning to teach in secondary school
Lower V Higher level questions
Lower level = factual, descriptive answers
Higher level = complex and require critical thinking from students.
regular practice can help improve students cognitive abilities and levels of achievement.
important to insure these are included in the classroom
applications
in the classroom
[could be used to assess students for HW to understand comprehension and understanding]
Bloom's taxonomy - center for teaching
Diagram
Understand/Comprehension
Explain ideas or concepts
Interpreting
Exemplifying
Classifying
Summarizing
Inferring
Comparing
Explaining
“refers to a type of understanding or apprehension such that the individual knows what is being communicated and can make use of the material or idea being communicated without necessarily relating it to other material or seeing its fullest implications.”
Remember/knowledge
Recall facts and basic concepts
Recognizing
Recalling
“involves the recall of specifics and universals, the recall of methods and processes, or the recall of a pattern, structure, or setting.”
Apply/Application
Use information in new situations
Executing
Implementing
“use of abstractions in particular and concrete situations.”
analayse/Analysis
Draw connections among ideas
Differentiating
Organizing
Attributing
“breakdown of a communication into its constituent elements or parts such that the relative hierarchy of ideas is made clear and/or the relations between ideas expressed are made explicit.”
evaluate/Synthesis
Justify a stand or decision
Checking
Critiquing
“putting together of elements and parts so as to form a whole.”
6.Create/Evaluation
Produce new or original work
Generating
Planning
Producing
“judgments about the value of material and methods for given purposes.”
starting at the bottom, each level acts as a precondition to the one above
2nd word is original. 1st word is updated
Published 1956
updated 2001
These “action words” describe the cognitive processes by which thinkers encounter and work with knowledge:
Author
Benjamin Bloom et al
2001 version - knowledge types
Factual Knowledge
Knowledge of terminology
Knowledge of specific details and elements
conceptual Knowledge
Knowledge of classifications and categories
Knowledge of principles and generalizations
Knowledge of theories, models, and structures
Procedural Knowledge
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 Knowledge
Strategic Knowledge
Knowledge about cognitive tasks, including appropriate contextual and conditional knowledge
Self-knowledge
Why Use Bloom’s Taxonomy?
Objectives (learning goals)
important to establish in a pedagogical interchange so that teachers and students alike understand the purpose of that interchange.
Organizing objectives
helps to clarify objectives for themselves and for students.
Having an organized set of objectives helps teachers to:
“plan and deliver appropriate instruction”;
“design valid assessment tasks and strategies”;and
“ensure that instruction and assessment are aligned with the objectives.”
Bloom's
Toxnomy.
Mary Forehand
Initially inspired by discussion during the 1948 convention of American psychological association
8 years between that and final publication
"multi-tiered model of classifying thinking according to six cognitive levels of complexity.
Teachers encourage students to climb up the levels.
2001 = Revised Blooms Taxonomy
a former student of Blooms.
6 years
Old V new
terminology
1D -->
2D
Why use?
Measure students ability
move students through learning using an organised framework
Increased ease to work out where subject knowledge crosses over.
Creating lesson plans
Marcov Chain appliation
Educational objectives obj into 3 domains:
cognitive
affective
psychomotor
A systemic review of the use of Blooms taxonomy in Computer Science
allows characterisation of students learning objectives.
Working group in 2007 proposed Blooms Tax could be used to teach programming
Findings
Q1 - Which Versions
75% used old versions
25% used new version
Q2 - Other taxonomies?
10 used SOLO tax after discarding Blooms
5% used SOLO jointly with Blooms
Not used across all courses courses by the provided that use it for some.
Uses
46% used in relation to assessment
37% did not make it clear how exactly it was applied
Sub cat
Devel questions or problems aimed at given cog levels
Classify questions or problems previously developed into cognitive levels.
Classify students performance into cognitive levels
Schedule instruction to enhance learning
Specify learning goals of the course
Modified to make more appropriate for CSE
Difficulties
Working out which level is appropriate for the student
students may apply different ways of reasoning to solve the same problem
Could lead to 2 different levels
When the instructor switches between related, but not equal, concepts.
e,g, iteration and for loop. Common switch. But not cognitively the same level
Common that 2 examples of different complexities need to be compared. So difficult to move through levels in a linear fashion
Measuring students progress
Need one with better context for CSE
Currently a lack of examples of what in CSE equates to each level
Solutions
Give Guidelines of use
Training Instructors
Extend taxonomy
Add complexity and difficulty
Higher level application
Use jointly with SOLO taxoonomy
Change terminology to make relational to computing
Bloom's Taxonomy to Improve Teaching-Learning in Introduction to Programming
Map each micro objective to a blooms taxonomy level
Not all the levels of the taxonomy may be applicable to the level of study,
suggests splitting students into the following
competent students
practical students
unprepared students
theoretical students
memorizing students
Indifferent students
Ensure the system is explained to the students.