Transcript Bloom`s Taxonomy of the Cognitive Domain

Differentiating the
Curriculum
 Bloom’s Taxonomy of the Cognitive Domain
(Benjamin Bloom)
 Elements of Depth and Complexity (Sandra Hall
Kaplan)
Gifted Students Learning
Needs
 Gifted students learn the same standards,
themes, units, and/or concepts as the rest of
the class, however, they require regular
opportunities to become engaged with learning
activities that require more depth, complexity,
novelty, and acceleration.
Bloom’s Taxonomy of
the Cognitive Domain
Six Levels of Complexity
The Six Levels
 Knowledge
 Comprehension
 Application
 Analysis
 Synthesis
 Evaluation
Knowledge
 Rote recall of previously learned
material, from specific facts to a
definition or complete theory
 Define, list, label, locate, recall
 Example: Describe what the
character did in the story.
Comprehension
 The ability to make sense of
material; goes beyond rote recall
and represents the lowest level of
understanding
 Paraphrase, convert, explain, give
examples, summarize
Application
 The ability to use learned material in
new situations with a minimum of
direction
 Practice, diagram, sketch, use,
problem solve, apply facts and rules,
prepare, organize, dramatize
Analysis
 The ability to organize and reorganize
information into categories; the learner
must be able to identify parts, and
recognize organizational principles
 Analyze, compare, deduce, differentiate,
distinguish, infer, categorize
Synthesis
 The ability to create a unique, original
product from learned material
 Compose, create, design, formulate,
produce, compose, revise
 Example: Create a new version of the
story
Evaluation
 The ability to judge the value of material based
on specific criteria.
 Evaluate, judge, assess, critique, give proof or
evidence, support, consider
 Example: Give a justification of why or why
not an event happened in the story.
Elements of Depth and
Complexity
Icons
Language of the
Disciplines
Details
Patterns
Rules
Trends
Unanswered
Questions
Ethics
Big Ideas
Changes Over Time
Multiple Perspectives
Interdisciplinary
Relationships
Academic Language
Key Distinguishing Features
Reoccurring, Predictable Events
Over-arching Concepts
Cross-curricular Study
Integrated Content Areas
Ethical Issues
Rules (Governing Principles)