Bloom’s TaxonomyBloom’s Taxonomy

Bringing Higher Order Objectives Bringing Higher Order Objectives into the Classroominto the Classroom

April 1, 2009April 1, 2009Jim Therrell, Ph.D.Jim Therrell, Ph.D.

Pop QuizPop Quiz

Overwhelmingly, faculty tend to enjoy:Overwhelmingly, faculty tend to enjoy:

A.A. Creating learning objectives;Creating learning objectives;

B.B. Aligning objectives with standards;Aligning objectives with standards;

C.C. Linking assessment to objectives;Linking assessment to objectives;

D.D. Ignoring, whenever possible, new Ignoring, whenever possible, new initiatives; initiatives;

Pop QuizPop QuizAs teachers we tend to: As teachers we tend to:

A.A. Ask questions in the "knowledge" Ask questions in the "knowledge" category 80% to 90% of the time;category 80% to 90% of the time;

B.B. Utilize higher order level questions;Utilize higher order level questions;

C.C. Require a more extensive and Require a more extensive and elaborate answer of students;elaborate answer of students;

D.D. Require much more "brain power“ Require much more "brain power“

Bloom’s TaxonomyBloom’s Taxonomy

EvaluationEvaluation

SynthesisSynthesis

AnalysisAnalysis

ApplicationApplication

ComprehensionComprehension

KnowledgeKnowledge

(Difficulty)

Higher-Level Thinking SkillsHigher-Level Thinking Skills

Critical ThinkingCritical Thinking

Creative ThinkingCreative Thinking

Problem-Problem-SolvingSolving

Critical ThinkingCritical Thinking

Involves logical thinking and reasoning Involves logical thinking and reasoning including skills such as comparison, including skills such as comparison,

classification, sequencing, classification, sequencing, cause/effect, patterning, webbing, cause/effect, patterning, webbing, analogies, deductive and inductive analogies, deductive and inductive

reasoning, predicting, planning, reasoning, predicting, planning, hyphothesizing, and critiquing. hyphothesizing, and critiquing.

Creative Creative ThinkingThinking

Coming up with something new or Coming up with something new or original, involving the skills of flexibility, original, involving the skills of flexibility,

originality, fluency, elaboration, originality, fluency, elaboration, brainstorming, modification, imagery, brainstorming, modification, imagery, associative thinking, attribute listing, associative thinking, attribute listing, and metaphorical thinking. The aim of and metaphorical thinking. The aim of

creative thinking is to stimulate creative thinking is to stimulate curiosity and promote divergence. curiosity and promote divergence.

Incorporating Bloom’s Incorporating Bloom’s TaxonomyTaxonomy

Be flexible when writing objectives Be flexible when writing objectives

at the thinking level.at the thinking level.

Avoid describing thinking Avoid describing thinking

as a fixed set of skills and strategies.as a fixed set of skills and strategies.

Include affective components of Include affective components of thinking.thinking.

For Example…For Example…

““Evaluates the relevancy of data Evaluates the relevancy of data by seeking credible sources and confirming by seeking credible sources and confirming

data.”data.”

““Proposes a plan for an experiment Proposes a plan for an experiment with sincere curiosity and integrity.”with sincere curiosity and integrity.”

““Carefully judges the adequacy with which Carefully judges the adequacy with which conclusions are supported by conclusions are supported by

data/evidence.”data/evidence.”

Sample Questions, Activities & Sample Questions, Activities & ProductsProducts

http://www.teachers.ash.org.au/researchskills/Dalton.htm

Teaching PracticesTeaching Practices

In a small group, discuss and write down (in In a small group, discuss and write down (in 3-5 minutes) some of those teaching 3-5 minutes) some of those teaching practices that address the question:practices that address the question:

““In what ways might we foster higher In what ways might we foster higher order thinking skills into the order thinking skills into the

classroom/course?”classroom/course?”

Teaching PracticesTeaching Practices

Teaching PracticesTeaching Practices M&M’s, the Most Meaningful part of the reading M&M’s, the Most Meaningful part of the reading

for that class period (individual or small group);for that class period (individual or small group); IDF, Integrated Discussion Format, a IDF, Integrated Discussion Format, a

combination of a Blackboard “Discussion Board” combination of a Blackboard “Discussion Board” question (one original response, one reply to question (one original response, one reply to

another student with at least one exception or another student with at least one exception or addition), and class discussion;addition), and class discussion;

Your Expectations: Self-initiative / Participation? Your Expectations: Self-initiative / Participation? Brain Power? Struggle? Research?Brain Power? Struggle? Research?

Teaching StrategiesTeaching Strategies

Build upon other students’ Build upon other students’ comments, extending ideas or comments, extending ideas or

evaluating implicationsevaluating implications Thinking outloudThinking outloud

Teaching StrategiesTeaching Strategies

modeling then affording practice in private modeling then affording practice in private until mastery is accomplished until mastery is accomplished thinking outloudthinking outloud

clear explanation of purpose / objectiveclear explanation of purpose / objective relate to previous learning and/or relate to previous learning and/or

experienceexperience cooperative learning activities cooperative learning activities hands-on activitieshands-on activities group projectsgroup projects