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1 BLOOM TAXONOMY 2 Bloom’s Revised Taxonomy Taxonomy of Cognitive Objectives 1956 - developed by Benjamin Bloom Means of expressing qualitatively different kinds of thinking Been adapted for classroom use as a planning tool Continues to be one of the most universally applied models Provides a way to organise thinking skills into six levels, from the most basic to the more complex levels of thinking 1990s- Lorin Anderson (former student of Bloom) revisited the taxonomy to reflect 21st Century Learning. As a result, a number of changes were made - Verbs are used to represent what the learner is to do at each level. (Pohl, 2000, Learning to Think, Thinking to Learn, pp. 7-8) 3 WHAT IS 21ST CENTURY LEARNING? The movement of taking core curriculum and standards and applying them to global skills. A. The 3 Rs serve as the foundation. B. Life and Career Skills. C. Incorporation of Learning and Innovation Skills. 1. 2. 3. 4. Critical Thinking Communication Collaboration Creativity D. Information, Media, and Technology Skills. 4 Original Terms Evaluation New Terms •Creating Synthesis •Evaluating Analysis •Analysing Application Comprehension •Applying Knowledge •Understanding •Remembering 5 8) (Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. Change in Terms Categories noun to verb Taxonomy reflects different forms of thinking (thinking is an active process) verbs describe actions, nouns do not Reorganized categories Knowledge = product/outcome of thinking (inappropriate to describe a category of thinking) now remembering Comprehension now understanding Synthesis now creating to better reflect nature of thinking described by each category 6 Changes in Emphasis USE: More authentic tool for curriculum planning, instructional delivery and assessment Aimed at broader audience. Bloom’s Taxonomy was traditionally viewed as a tool best applied in the earlier years of schooling (i.e. primary and junior primary years). Easily applied to all levels of education. (elementary, secondary and even tertiary levels) Revision emphasizes explanation and description of subcategories 7 BLOOM’S REVISED TAXONOMY Creating Generating new ideas, products, or ways of viewing things Designing, constructing, planning, producing, inventing. Evaluating Justifying a decision or course of action Checking, hypothesising, critiquing, experimenting, judging Analysing Breaking information into parts to explore understandings and relationships Comparing, organising, deconstructing, interrogating, finding Applying Using information in another familiar situation Implementing, carrying out, using, executing Understanding Explaining ideas or concepts Interpreting, summarising, paraphrasing, classifying, explaining Remembering Recalling information Recognising, listing, describing, retrieving, naming, finding 8 BLOOM’S TAXONOMY Behaviors are taught to be cumulative, going from simple to more complex mental behaviors. Bloom’s Taxonomy is an order of learning with six levels. 9 Bloom’s Questions Questioning should be used purposefully to achieve well-defines goals. Bloom's Taxonomy is a classification of thinking organised by level of complexity. It gives teachers and students an opportunity to learn and practice a range of thinking and provides a simple structure for many different kinds of questions and thinking. The taxonomy involves all categories of questions. Typically a teacher would vary the level of questions within a single lesson. 10 Lower and Higher Order Questions Lower level questions are those at the remembering, understanding and lower level application levels of the taxonomy. Usually questions at the lower levels are appropriate for: Evaluating students’ preparation and comprehension Diagnosing students’ strengths and weaknesses Reviewing and/or summarising content www.oir.uiuc.edu/Did/docs/QUESTION/quest1.htm 11 Lower and Higher Order Questions Higher level questions are those requiring complex application, analysis, evaluation or creation skills. Questions at higher levels of the taxonomy are usually most appropriate for: Encouraging students to think more deeply and critically Problem solving Encouraging discussions Stimulating students to seek information on their own www.oir.uiuc.edu/Did/docs/QUESTION/quest1.htm 12 REMEMBERING - Foundation for learning - Can the student recall or remember the information? - Represented in lesson plans with words such as: define, duplicate, list, memorize, recall, repeat, reproduce, state. 13 Remembering The learner is able to recall, restate and remember learned information. Recognising Listing Describing Identifying Retrieving Naming Locating Finding Can you recall information? 14 Remembering cont’ List Memorise Relate Show Locate Distinguish Give example Reproduce Quote Repeat Label Recall Know Group Read Write Outline • • • • • • • • • • • • Listen Group Choose Recite Review Quote Record Match Select Underline Cite Sort Recall or recognition of specific information Products include: • Quiz • Label • Definition • List • Fact • Workbook • Worksheet • Reproduction • Test •Vocabulary 15 Classroom Roles for Remembering Teacher roles Student roles Directs Tells Shows Examines Questions Evaluates Responds Absorbs Remembers Recognises Memorises Defines Describes Retells Passive recipient 16 Remembering: Potential Activities and Products Make a list of the main events of the story. Make a time line of events. Make a facts chart. Write a list of any pieces of information you can remember. What animals were in the story? Make a chart showing… Make an acrostic. Recite a poem. 17 Questions for Remembering What happened after...? How many...? What is...? Who was it that...? Can you name ...? Find the meaning of… Describe what happened after… Who spoke to...? Which is true or false...? (Pohl, Learning to Think, Thinking to Learn, p. 12) 18 19 Understanding The learner grasps the meaning of information by interpreting and translating what has been learned. Interpreting Exemplifying Summarising Inferring Paraphrasing Classifying Comparing Explaining Can you explain ideas or concepts? 20 Understanding cont’ Restate Identify Discuss Retell Research Annotate Translate Give examples of Paraphrase Reorganise Associate • Describe • Report • Recognise • Review • Observe • Outline • Account for • Interpret • Give main idea • Estimate • Define Understanding of given information Products include: • Recitation • Example • Summary • Quiz • Collection • List • Explanation • Label • Show and tell • Outline 21 Classroom Roles for Understanding Teacher roles Student roles Demonstrates Explains Listens Describes Questions Outlines Compares Restates Contrasts Translates Examines Demonstrates Interprets Active participant 22 Understanding: Potential Activities and Products Cut out, or draw pictures to show a particular event. Illustrate what you think the main idea may have been. Make a cartoon strip showing the sequence of events. Write and perform a play based on the story. Retell the story in your own words. Write a summary report of the event Prepare a flow chart to illustrate the sequence of events. Make a colouring book. Cut out, or draw pictures to show a particular event. Illustrate what you think the main idea was. Make a cartoon strip showing the sequence of events. Write and perform a play based on the story. Retell the story in your own words. Write a summary report of the event Prepare a flow chart to illustrate the sequence of events. Cut out, or draw pictures to show a particular event. Illustrate what you think the main idea was. Make a cartoon strip showing the sequence of events. Write and perform a play based on the story. 23 Questions for Understanding Can you write in your own words? How would you explain…? Can you write a brief outline...? What do you think could have happened next...? Who do you think...? What was the main idea...? Can you clarify…? Can you illustrate…? Does everyone act in the way that …….. does? (Pohl, Learning to Think, Thinking to Learn, p. 12) 24 25 Applying The learner makes use of information in a context different from the one in which it was learned. Implementing Carrying out Using Executing Can you use the information in another familiar situation? 26 Translate Manipulate Exhibit Illustrate Calculate Interpret Make Practice Apply Operate Interview Applying cont’ • • • • • • • • • • • • • Paint Change Using strategies, concepts, principles Compute and theories in new Sequence situations Show Solve Collect Products include: Demonstrate Dramatise • Photograph • Presentation Construct • Illustration • Interview Use • Simulation • Performance Adapt • Sculpture • Diary Draw • Demonstration • Journal 27 Classroom Roles for Applying Teacher roles Student roles Solves problems Demonstrates use of Shows Facilitates Observes Evaluates Organises Questions knowledge Calculates Compiles Completes Illustrates Constructs Active recipient 28 Applying: Potential Activities and Products Construct a model to demonstrate how it works Make a diorama to illustrate an event Make a scrapbook about the areas of study. Make a papier-mache map / clay model to include relevant information about an event. Take a collection of photographs to demonstrate a particular point. Make up a puzzle or a game about the topic. Write a textbook about this topic for others. Dress a doll in national costume. Make a clay model… Paint a mural using the same materials. Design a marketing strategy for your product using a known strategy as a model. 29 Questions for Applying Do you know of another instance where…? Can you group by characteristics such as…? Which factors would you change if…? What questions would you ask of…? From the information given, can you develop a set of instructions about…? (Pohl, Learning to Think, Thinking to Learn, p. 13) 30 31 Analysing The learner breaks learned information into its parts to best understand that information. Comparing Organising Deconstructing Attributing Outlining Finding Structuring Integrating Can you break information into parts to explore understandings and relationships? 32 Analysing cont’ Distinguish Question Appraise Experiment Inspect Examine Probe Separate Inquire Arrange Investigate Sift Research Calculate Criticize • • • • • • • • • • • • • • • Compare Contrast Survey Detect Group Order Sequence Test Debate Analyse Diagram Relate Dissect Categorise Discriminate Breaking information down into its component elements Products include: • Graph • Survey • Spreadsheet • Database • Checklist • Mobile • Chart • Abstract • Outline • Report 33 Classroom Roles for Analysing Teacher roles Student roles Probes Guides Observes Evaluates Acts as a resource Questions Organises Dissects Discusses Uncovers Argues Debates Thinks deeply Tests Examines Questions Calculates Investigates Inquires Active participant 34 Analysing: Potential Activities and Products Design a questionnaire to gather information. Write a commercial to sell a new product Make a flow chart to show the critical stages. Construct a graph to illustrate selected information. Make a family tree showing relationships. Devise a play about the study area. Write a biography of a person studied. Prepare a report about the area of study. Conduct an investigation to produce information to support a view. Review a work of art in terms of form, colour and texture. 35 Question for Analysing Which events could not have happened? If. ..happened, what might the ending have been? How is...similar to...? What do you see as other possible outcomes? Why did...changes occur? Can you explain what must have happened when...? What are some or the problems of...? Can you distinguish between...? What were some of the motives behind..? What was the turning point? What was the problem with...? (Pohl, Learning to Think, Thinking to Learn, p. 13) 36 37 Evaluating The learner makes decisions based on in-depth reflection, criticism and assessment. Checking Hypothesising Critiquing Experimenting Judging Testing Detecting Monitoring Can you justify a decision or course of action? 38 Evaluating cont’ Judge Rate Validate Predict Assess Score Revise Infer Determine Prioritise Tell why Compare Evaluate Defend Select Measure • • • • • • • • • • • • • • • Choose Conclude Deduce Debate Justify Recommend Discriminate Appraise Value Probe Argue Decide Criticise Rank Reject Judging the value of ideas, materials and methods by developing and applying standards and criteria. Products include: • Debate • Investigation • Panel • Verdict • Report • Conclusion • Evaluation •Persuasive speech 39 Classroom Roles for Evaluating Teacher roles Student roles Clarifies Accepts Guides Judges Disputes Compares Critiques Questions Argues Assesses Decides Selects Justifies Active participant 40 Evaluating: Potential Activities and Products Prepare a list of criteria to judge… Conduct a debate about an issue of special interest. Make a booklet about five rules you see as important. Convince others. Form a panel to discuss views. Write a letter to. ..advising on changes needed. Write a half-yearly report. Prepare a case to present your view about... 41 Questions for Evaluating Is there a better solution to...? Judge the value of... What do you think about...? Can you defend your position about...? Do you think...is a good or bad thing? How would you have handled...? What changes to.. would you recommend? Do you believe...? How would you feel if. ..? How effective are. ..? What are the consequences..? What influence will....have on our lives? What are the pros and cons of....? Why is ....of value? What are the alternatives? Who will gain & who will loose? (Pohl, Learning to Think, Thinking to Learn, p. 14) 42 43 Creating The learner creates new ideas and information using what has been previously learned. Designing Constructing Planning Producing Inventing Devising Making Can you generate new products, ideas, or ways of viewing things? 44 Creating cont’ Compose Assemble Organise Invent Compile Forecast Devise Propose Construct Plan Prepare Develop Originate Imagine Generate • Formulate Putting together ideas or elements to develop a original idea or engage in creative thinking. • Improve • Act • Predict • Produce • Blend • Set up • Devise • Concoct • Compile Products include: • Film • Song • Story • Newspaper • Project • Media product • Plan • Advertisement • New game • Painting 45 Classroom Roles for Creating Teacher roles Student roles Designs Facilitates Extends Reflects Analyses Evaluates Formulates Plans Takes risks Modifies Creates Proposes Active participant 46 Creating: Potential Activities and Products Invent a machine to do a specific task. Design a building to house your study. Create a new product. Give it a name and plan a marketing campaign. Write about your feelings in relation to... Write a TV show play, puppet show, role play, song or pantomime about.. Design a record, book or magazine cover for... Sell an idea Devise a way to... Make up a new language and use it in an example. 47 Questions for Creating Can you design a...to...? Can you see a possible solution to...? If you had access to all resources, how would you deal with...? Why don't you devise your own way to...? What would happen if ...? How many ways can you...? Can you create new and unusual uses for...? Can you develop a proposal which would...? (Pohl, Learning to Think, Thinking to Learn, p. 14) 48 49 Sample Unit : Space Remembering Cut out “space” pictures from a magazine. Make a display or a collage. List space words (Alphabet Key). List the names of the planets in our universe. List all the things an astronaut would need for a space journey. Understanding Make your desk into a spaceship, Make an astronaut for a puppet play. Use it to tell what an astronaut does. Make a model of the planets. Applying Keep a diary of your space adventure (5 days). What sort of instruments would you need to make space music? Make a list of questions you would like to ask an astronaut. Analysing Make an application form for a person applying for the job of an astronaut. Compare Galileo’s telescope to a modern telescope. Distinguish between the Russian and American space programs. Evaluating Compare the benefits of living on Earth and the moon. You can take three people with you to the moon. Choose and give reasons. Choose a planet you would like to live on- explain why. Creating Write a newspaper report for the following headline: “Spaceship out of control”. Design a space suit. Create a game called “Space Snap”. Prepare a menu for your spaceship crew. Design an advertising program for trips to the moon. 50 Sample Unit : Travel Remembering How many ways can you travel from one place to another? List and draw all the ways you know. Describe one of the vehicles from your list, draw a diagram and label the parts. Collect “transport” pictures from magazines- make a poster with info. Understanding How do you get from school to home? Explain the method of travel and draw a map. Write a play about a form of modern transport. Explain how you felt the first time you rode a bicycle. Make your desk into a form of transport. Applying Explain why some vehicles are large and others small. Write a story about the uses of both. Read a story about “The Little Red Engine” and make up a play about it. Survey 10 other children to see what bikes they ride. Display on a chart or graph. Analysing Make a jigsaw puzzle of children using bikes safely. What problems are there with modern forms of transport and their uses- write a report. Compare boats to planes. Evaluating What changes would you recommend to road rules to prevent traffic accidents? Debate whether we should be able to buy fuel at a cheaper rate. Rate transport from slow to fast etc.. Creating Invent a vehicle. Draw or construct it after careful planning. What sort of transport will there be in twenty years time? Discuss, write about it and report to the class. Write a song about traveling in different forms of transport. 51 SOLO TAXONOMY 52 The SOLO Taxonomy Structure of the Observed Learning Outcome (Biggs & Collis, 1982) Prestructural Unistructural Multistructural Relational Extended Abstract Biggs, J. B. & Collis, K.F. (1982). Evaluating the quality of learning: the SOLO taxonomy. New York: Academic Press 53 Levels of thinking As we know, not all thinking or knowing is the same. Yet 80% or more of all questions teachers ask (spoken or written) can be answered with lower-order thinking skills: by recall or remembering by knowledge by simple handling of a restricted set of ideas, data, knowledge If we can develop students’ higher-order thinking skills this will enhance their metacognitive abilities and hence their learning. 54 Why use SOLO? SOLO is a true hierarchic taxonomy – increasing in quantity and quality of thought SOLO is a powerful tool in differentiating curriculum and providing cognitive challenge for learners SOLO allows teachers and learners to ask deeper questions without creating new ones SOLO is a powerful metacognitive tool All asTTle tests have been developed with a minimum of 25% surface and 25% deep questions – the balance can be anything… 55 What is SOLO? SOLO stands for Structure of the Observed Learning Outcomes and was developed by John Biggs and Kevin Collis. In simple terms, the taxonomy presents a systematic way to describe how learner performance grows in complexity when mastering tasks (in an educational setting). It defines levels of increasing complexity in a learners understanding of an idea. Learners may not exhibit all stages. Biggs describes it as “a framework for understanding understanding.” It seeks to provide a way to identify connections that learners make, with each level adding more. 56 The stages of SOLO • Prestructural – the student acquires bits of unconnected information that have no organisation and make no sense. This is not a stage that we want to foster through questioning so we will not pursue it further • Unistructural – students make simple and obvious connections between pieces of information • Multistructural – a number of connections are made, but not the meta-connections between them • Relational – the students sees the significance of how the various pieces of information relate to one another • Extended abstract – at this level students can make connections beyond the scope of the problem or question, to generalise or transfer learning into a new situation 57 Surface and deep thinking Unistructural and multistructural questions test students’ surface thinking (lower-order thinking skills) Relational and extended abstract questions test deep thinking (higher-order thinking skills) Use of SOLO allows us to balance the cognitive demand of the questions we ask and to scaffold students into deeper thinking and metacognition 58 The SOLO Taxonomy . Prestructural The task is engaged, but the work is irrelevant to the objectives to be achieved . Unistructural Focuses on one or a few points; items unoriginal, say essentially the same thing . Multistructural Covers several points; collection of a varied but isolated items; no particular thrust 59 The SOLO Taxonomy . Relational The points are inter-related; portfolio presents a coherent view of the student’s learning . Extended Abstract The case is embedded in a higher level theory; generalization made to a new domain; evidence of reflection, application, creativity and originality 60 SOLO TAXONOMY (after Biggs and Collis 1982) WHICH ARE YOU? 61 SOLO TAXONOMY (after Biggs and Collis 1982) Define Identify Do simple procedure Prestructural Unistructural Define Describe List Do algorithm Combine Multistructural Compare/contrast Evaluate Explain causes Theorise Sequence Generalise Classify Predict Analyse Create Part/whole Imagine Relate Hypothesise Analogy Reflect Apply Formulate questions Relational Extended abstract 62 SOLO TAXONOMY (after Biggs and Collis 1982) Visual image of the type of Thinking Define Identify Do simple procedure Describing words for each type of Thinking Define Describe List Do algorithm Combine Compare/contrast Explain causes Sequence Classify Analyse Part/whole Relate Analogy Apply Formulate questions Evaluate Theorise Generalise Predict Create Imagine Hypothesise Reflect Type of Thinking Prestructural Unistructural Multistructural Relational Extended abstract 63 What does it mean? Really there’s not much there. For example: What do you know about Hardy? Err….. What?? Prestructural 64 What does it mean? Define Identify Do simple procedure Unistructural There’s one idea there. For example: What do you know about Hardy Err….. He’s an author? 65 What does it mean? Define Describe List Do algorithm Combine There are a number of ideas. For example: Multistructural What do you know about Hardy? He wrote books.. And poems.. He wrote Tess of the D’Urbervilles.. He’s dead? 66 Compare/contrast Explain causes Sequence Classify Analyse Part/whole Relate Analogy Apply Formulate questions What does it mean? There are a number of ideas and links are be made between these ideas For example: What do you know about Hardy? Relational He wrote the Emma poems after the death of his wife, although they had not had a happy marriage. She had opposed his later novels which caused him to write more poetry in which he explores love and missed opportunities. 67 Evaluate Theorise Generalise Predict Create Imagine Hypothesise Reflect What does it mean? There is a range of ideas which are linked together plus some knew or extended thinking is added. For example: Extended abstract The Emma poems could be said to follow the psychology of grief, suggesting the Hardy What do really did love Emma. Certainly, his inability to name you know her in the poems and his about reliance on euphemisms for Hardy? death suggest that he struggled... ...to come to terms with her death. It is not unusual for artists to respond to grief or struggle with some of their strongest work. An example form a different field is 68 Shostakovich... QUANTITAVE Pre - Structural the point hasn’t been understood the task has not been worked on in an appropriate way a too simple way of going about something has been used bits without any organisation or sense irrelevant information no meaningful response may appear to be learning, but just ‘chanting’ no understanding misses the point 69 QUANTITAVE Uni - Structural one aspect of a task is picked up and used maybe a simple, obvious connection but no significance attached only focuses on one relevant aspect terms may be used but are not developed further in any way focuses on one issue in a complex case identify, memorise, carry out a simple procedure 70 QUANTITAVE Multi - Structural several aspects of a tasked picked up and used, but not linked aspects of a task are treated independently and additively aspects like a disorganised list with no relationships recognised a number of statements that are not built on in any way if there are connections they are very simple the significance of statements as a whole is not grasped ‘knowledge telling,’ ‘cut and paste’ described by Biggs as “seeing the trees but not the wood” enumerate, classify, describe, list, combine, do algorithms 71 QUALITATIVE Relational integration of ideas/aspects of the task into a coherent whole this is usually seen to be an adequate understanding of a topic significance of the parts in relation to the whole is recognised several parts are integrated into a coherent whole details link to conclusions meaning is understood able to apply a concept to a familiar situation compare/contrast, explain causes, analyse, relate, apply 72 QUALITATIVE Extended Abstract connections are made not only within a topic, but beyond it there is transfer from the specific to the general generalisations are made beyond the information given new and broader issues are identified the ‘through the roof’ notion of the Three Story Intellect model the Relational level at a higher level of abstraction theorise, generalise, hypothesise, reflect, generate 73 SUMMARY OF SOLO Description Level of thinking & learning I am not sure about… Prestructural I have one idea about… Unistructural I have several ideas about… Multistructural I have several ideas about…I can link Relational them to the big picture… Extended Abstract I have several ideas about…. I can link them to the big picture and look at these ideas in a new and different way. 74 TUTORIAL Compare and contrast Bloom’s taxonomy and SOLO taxonomy. 2. Examine a few test items and categorise them according to Bloom’s taxonomy. 3. Discuss the elements of each item. 1. 75 REFERENCES schools.marshallisd.com/users/0004/BLOOMS%20T AXONOMY.pptx www.cesa7.org/.../CAI.../BloomsRevisedTaxonomy -InaNutshell.ppt www.pc.maricopa.edu/ctlt/pedagogy/lb/bestpractice/ bloomspres.ppt agsc.tamu.edu/.../PPT.../TAXONOMY%20OF%20ED UCATIONAL%20... https://www.york.cuny.edu/.../blooms-taxonomypower-point.../view 76 REFERENCES Hattie, J.A.C., & Brown, G.T.L. (2004, September). Cognitive processes in asTTle: The SOLO taxonomy. asTTle Technical Report #43, University of Auckland/Ministry of Education. Available at http://www.tki.org.nz/r/asttle/pdf/technicalreports/techreport43.pdf Biggs, J.B. (1999). Teaching for Quality Learning at University. Buckingham: SRHE/Open University Press. Biggs, J.B., & Collis, K.F. (1982). Evaluating the Quality of Learning: the SOLO taxonomy New York: Academic Press. 77