Transcript The Hierarchy of Learning - Brick Action

The Hierarchy of Learning
Adapted from Benjamin Bloom’s
Taxonomy of Educational Objectives
Level 1 - Knowledge
A solid foundation is necessary for any building.
Knowledge is the foundation of learning.
Knowledge is tested by asking a student to
remember previously learned information.
Sample Knowledge Level tasks:
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1 – Match the words with the correct definitions.
2 – Count to 100 by 5’s.
3 – Read the story.
4 – Name the parts of speech.
5 – List the 5 classes of vertebrates.
Knowledge – by Subject Area
Math – Basic Facts
Reading – Phonics
Geography
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Landforms
Maps
Science
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Matching Pictures
Pictures & Labels
Pictures & Definitions
Level 2 - Understanding
The objective at the Understanding Level is to
grasp the meaning of information.
Understanding is tested by asking a student to
interpret or restate information.
Sample Understanding Level tasks:
1 – Give an example of a mammal.
2 – Solve this addition problem with 3 addends.
3 – Find the subject of the sentences.
4 – Explain why an alligator is a reptile.
5 – Classify these statements as facts or opinions.
Understanding: Example Tasks
Math
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Basic Operations: add, subtract,
multiply, divide whole numbers.
Reading
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Describe plot and setting, find the
main idea and details in a story.
Geography
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Give examples of landforms; find
places on a map.
Science
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Distinguish between fish and birds.
Level 3 - Application
At the Application level, the objective is to apply
knowledge to actual situations.
The Application level is task oriented.
Sample Application Level tasks:
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1 – Math word problems.
2 – Simple science experiments
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single “right answer” with no open-ended questions
3 – Make a compound sentence from two simple sentences.
Level 3 - Application
Many jobs only require
people who operate at this
level.
Most classroom teachers do
not teach beyond this level.
Many “good” students who
want right answers for
questions stay at this level.
Upper level thinking
requires going beyond the
Application level.
Verbs used for Application Tasks
Classify
Calculate
Operate
Apply
Experiment
Demonstrate
Write
Administer
Modify
Solve
Transfer
Teach
Show
Discover
Articulate
Construct
Report
Complete
Interview
Determine
Simulate
Level 4 - Analysis
Analysis involves the breaking down of objects
and/or ideas into simpler parts in order to see how
the parts are related and organized.
The Analyst asks, “Why?”
Many adults usually don’t like to be asked
questions that they can’t answer.
To effectively learn at the analysis level, students
must become accustomed to looking for their own
information resources.
Level 4 – Analysis
One needs to move between
levels depending upon the object
or idea that is being analyzed
and/or developed.
Example: Improvements in the
windshield wipers on cars.
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Constantly moving wipers were a
distraction. Solve the problem.
(analysis)
First came different speeds and
then intermittent wipers. (synthesis)
After they development, test them.
(application)
Verbs used for Analysis Tasks
Some of these verbs are identical to those used for
Application tasks, but the content of the tasks differ.
Identify
Derive
Subdivide
Appraise
Analyze
Classify
Outline
Correlate
Arrange
Connect
Compare
Contrast
Prioritize
Divide
Discriminate
Application/Analysis Contrasts
Classification Line –
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Application Task - Classify these animals by sorting
them according to the characteristics listed on the
classification line.
Analysis Task - Classify these animals and make a
classification line that can be used to teach others.
Algebra –
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Application Task - Factor a trinomial using the a
graphing calculator.
Analysis Task - Factor a trinomial using the most
efficient method. Explain your reason for choosing this
method.
Level 5 - Synthesis
Synthesis involves the putting objects and/or ideas
together in new or different ways to accomplish a
specific purpose or to solve a problem.
The Synthesizer asks, “How can I achieve this
objective?”
Synthesis usually involves a lot of trial and error.
Synthesis may also involve small modifications in
existing things or ideas.
Level 5 – Synthesis
The “inventor” must move easily
between the synthesis, analysis,
and application levels. He may
also need to go back to the
knowledge and understanding
levels as he learns new concepts.
Research – find needs; ask,
“Why?”
Synthesis – determine possible
solutions; Ask “What if?”
Application – try it out.
Return to research – find out
what doesn’t work and why.
Verbs used for Synthesis Tasks
At the Synthesis Level, component ideas and/or
things are rearranged into something new.
Combine
Create
Adapt
Synthesize
Generalize
Formulate
Structure
Integrate
Collaborate
Substitute
Rearrange
Design
Compile
Facilitate
Validate
Level 6 - Evaluation
The use of the term Evaluation is highly
subjective.
Evaluation is making judgments based on
internal evidence or external criteria.
To qualify as evaluation, finding errors
and/or making improvements is critical.
Level 6 - Evaluation
Evaluation is the process
of:
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determining the flaws in a
project or task
determining how to fix any
flaws or defects in an
activity
Coaches and athletes
consistently evaluate their
game plans.
Verbs used for Evaluation Tasks
At the Evaluation Level, making judgments based
on internal evidence or external criteria is critical.
Assess
Measure
Conclude
Judge
Compare
Appraise
Rank
Test
Predict
Revise
Estimate
Recommend
Prove
Prioritize
Explain