nye blooms(1)

8/2/2019 Nye Blooms(1)

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BLOOMS

TAXONOMYOF THE COGNITIVE

DOMAIN


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BLOOMS TAXONOMY

Competence Skills DemonstratedKnowledge The recall of specific information

Comprehension Understanding of what was read

Application Converting abstract content to concretesituations

Analysis Comparison and contrast of the content topersonal experiences

Synthesis Organization of thoughts, ideas, and informationfrom the content

Evaluation Judgment and evaluation of characters, actions,outcomes, etc., for personal reflection and

understanding


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KNOWLEDGE

Memorization Observation and recall of information

Knowledge of dates, events, places

Knowledge of major ideas

Mastery of subject matter


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KNOWLEDGE

Memorization Arrange

Define

Describe Duplicate

Identify

Label List

Memorize

Name

Order

Quote Recall

Recognize

Relate Repeat

Reproduce


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COMPREHENSION

Understanding

Understand information

Grasp meaning

Translate knowledge into new content

Interpret facts, compare, contrast

Order, group, infer causes

Predict consequences


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COMPREHENSION

Understanding Classify

Describe

Discuss Explain

Express

Identify Indicate

Locate

Recognize

Report Restate

Review

Select Translate


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APPLICATION Using

Use information

Use methods, concepts, theories in new

situations

Solve problems using required skills or

knowledge


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APPLICATION Using Apply

Choose

Demonstrate Dramatize

Employ

Illustrate Interpret

Operate

Practice

Schedule Sketch

Solve

Use Write


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ANALYSISTaking apart

Recognition of patterns

Organization of parts

Discovery of hidden meanings

Identification of components


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ANALYSIS Taking apart

Analyze

Appraise

Calculate Categorize

Compare

Contrast Criticize

Differentiate

Discriminate

Distinguish Examine

Experiment

Question Test


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SYNTHESIS Putting together

Use old ideas to create new ones

Generalize from given facts

Relate knowledge from several areas

Predict, draw conclusions


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SYNTHESIS Putting together

Arrange

Assemble

Collect Compose

Construct

Create Design

Develop

Formulate

Manage

Organize Plan

Prepare

Propose Set up

Write


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EVALUATION Judging

Compare and discriminate between ideas

Assess value of theories, presentations

Make choices based on reasoned argument

Verify value of evidence

Recognize subjectivity


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EVALUATION Judging

Appraise

Argue

Assess Attach

Choose

Compare Defend

Estimate

Judge

Predict

Rate Select

Support

Value Evaluate

Explain


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REFERENCES

Bloom, B., Englehart M., Furst, E., Hill, W.,&

Krathwohl, D. (1956). Taxonomy of

educational objectives: The classification ofeducational goals. Handbook I: Cognitive

Domain. New York: Longmans Green.


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Web resources

http://www.che.wsu.edu/~millerre/bloom.html

http://www.coun.uvic.ca/learn/program/hndouts/bloo

m.html

http://www.kent.wednet.edu/KSD/MA/resources/blo

oms/teachers_blooms.html

http://www.tecweb.org/eddevel/blooms.html

http://www.valdosta.peachnet.edu/~whuitt/psy702/c

ogsys/critthnk.html
http://www.che.wsu.edu/~millerre/bloom.htmlhttp://www.coun.uvic.ca/learn/program/hndouts/bloom.htmlhttp://www.coun.uvic.ca/learn/program/hndouts/bloom.htmlhttp://www.kent.wednet.edu/KSD/MA/resources/blooms/teachers_blooms.htmlhttp://www.kent.wednet.edu/KSD/MA/resources/blooms/teachers_blooms.htmlhttp://www.tecweb.org/eddevel/blooms.htmlhttp://www.valdosta.peachnet.edu/~whuitt/psy702/cogsys/critthnk.htmlhttp://www.valdosta.peachnet.edu/~whuitt/psy702/cogsys/critthnk.htmlhttp://www.valdosta.peachnet.edu/~whuitt/psy702/cogsys/critthnk.htmlhttp://www.valdosta.peachnet.edu/~whuitt/psy702/cogsys/critthnk.htmlhttp://www.tecweb.org/eddevel/blooms.htmlhttp://www.kent.wednet.edu/KSD/MA/resources/blooms/teachers_blooms.htmlhttp://www.kent.wednet.edu/KSD/MA/resources/blooms/teachers_blooms.htmlhttp://www.coun.uvic.ca/learn/program/hndouts/bloom.htmlhttp://www.coun.uvic.ca/learn/program/hndouts/bloom.htmlhttp://www.che.wsu.edu/~millerre/bloom.html


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BLOOMS

TAXONOMY

applied to

GOLDILOCKS AND THE THREE

BEARS


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KNOWLEDGE

the recall of specific information

Who was Goldilocks?

Where did she live? With whom?

What did she do in the forest?


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COMPREHENSIONan understanding of what was read

This story is about ___________ (topic).

This story tells us _________(main idea).

What did Goldilocks look like?


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APPLICATIONthe converting of abstract content to concrete situations

How were the bears like real people?

Why did Goldilocks go into the little house?

Draw a picture of what the bears houselooked like.

Draw a map showing Goldilocks house, the

path in the forest, the bears house, etc.


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ANALYSISthe comparison and contrast of the content to personal

experience

How did each bear react to what Goldilocks

did?

How would you react? Compare Goldilocks to any of your friends.

Do you know any animals (pets) that act

human?


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SYNTHESISthe organization of thoughts, ideas, and information from the

content

List the events of the story in sequence.

Do you know any other stories about little girls orboys who escaped from danger?

Make a diorama of the bears house and the forest.

Make a puppet out of one of the characters. Using

the puppet, act out his/her part of the story.


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EVALUATION

the judgment and evaluation of characters, actions, outcomes,

etc., for personal reflection and understanding

Why were the bears angry with Goldilocks?

Do you think Goldilocks was happy to gethome? Explain your answer.

Do you think she learned anything by going into

the bears house? Explain your answer.

Would you have gone into the bears house?Why or why not?


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EVALUATION CONT.

Do parents have more experience and backgroundthan their children? Give an example from your ownhistory.

Do you think this really happened to Goldilocks?Why or why not?

Why would a grown-up write this story for childrento read?

Why has the story of Goldilocks been told tochildren for many, many years?


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References

http://www.ops.org/reading/blooms_taxonomy.html
http://www.ops.org/reading/blooms_taxonomy.htmlhttp://www.ops.org/reading/blooms_taxonomy.htmlhttp://www.ops.org/reading/blooms_taxonomy.htmlhttp://www.ops.org/reading/blooms_taxonomy.html

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