Learning Taxonomies - PowerPoint Presentation

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Learning Taxonomies

Bloom’s Taxonomy(As revised by Anderson et al 2001)Biggs’ Proposed Levels of AttainmentBiggs’ & Collis’ SOLO TaxonomySynthesis /creationDesign, organize, formulate, propose.A:The very best understanding.Extended Abstract ThinkingTheoriesGeneralizeReflect evaluateEvaluationJudge, appraise, evaluate, compare, assess.B:Highly Satisfactory.Relational ThinkingExplainAnalyzeCompareApply AnalysisDistinguish, analyze, calculate, test, inspectC:Quite Satisfactory.Multi-structural ThinkingClassifyComment uponApplicationApply, use, demonstrate, illustrate, practice.D :Just a passUni-structural StateDescribeComprehensionExplain, describe, discuss, recognize.E:Fail Pre-structuralKnowledgeDefine, list, name, recall, record.

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TRANSPARENT REQUIREMENTS

CompetenceLearning outcomesSpecify the essential learning, focused on results.Define the minimum acceptable standards of what students are expected to do after completing a course or programme.Spell out what the student are expected to do in observable and measurable termsAre being described by using active verbs. Performance = behavior the students shows and thus can be assessed. Example; outcomes of course Students are able to: Student know the basic concepts 1.Define what learning outcomes are of learning outcomes 2.To interpret the concepts in the light of educational theory 3.Design the learning outcomes of a course unit.2Slide3

The Knowledge Dimension

Bloom’s Revised Taxonomy WorksheetCognitive Process Dimension1 RememberRecognizing or recalling knowledge, facts or concepts. Verbs: define, describe, identify, know, label, list, match, name, outline, recall, recognize, reproduce, select, state, locate2 UnderstandConstructing meaning from instructional messages. Verbs: illustrate, defend, compare, distinguish, estimate, explain, classify, generalize, interpret, paraphrase, predict, rewrite, summarize, translate3 ApplyUsing ideas and concepts to solve problems. Verbs: implement, organize, dramatize, solve, construct, demonstrate, discover, manipulate, modify, operate, predict, prepare, produce, relate, show, solve, choose4 AnalyzeBreaking something down into components, seeing relationships and an overall structure. Verbs: analyze, break down, compare, select, contrast, deconstruct, discriminate, distinguishes, identify, outline5 EvaluateMaking judgments based on criteria and standards.Verbs: rank, assess, monitor, check, test, judge6 CreateReorganize diverse elements to form a new pattern or structure. Verbs: generate, plan, compose, develop, create, invent, organize, construct, produce, compile, design, deviseFactual KnowledgeBasic elements used to communicate, understand, organize a subject: terminology, scientific terms, labels, vocabulary, jargon, symbols or representations; and specific details such as knowledge of events, people, dates, sources of information.Conceptual KnowledgeKnowledge of classifications and categories, principles, theories, models or structures of a subject.Procedural KnowledgeKnowing how to do something: performing skills, algorithms, techniques or methods.

Metacognitive Knowledge

The process or strategy of learning and thinking; an awareness of one’s own cognition, and the ability to control, monitor, and regulate one’s own cognitive process.

Developed by Lisa O’Reilly, MA. Based on Anderson, L.W., & Krathwohl (Eds.). (2001). A Taxonomy for learning, teaching, and assessing: A revision of Bloom's Taxonomy of Educational Objectives. New York: Longman.

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EXAMPLE: COMMON BODY OF COMPETENCE

Students develop skill in a critical thinking, clear and thoughtful communication, creative expression and honest open inquiry Students develop mastery of a specific major and an understanding of the connection among disciplines. Students develop respect for differences among people and ideas and learn to clarify and articulate their own values. Students demonstrate that they are responsible, engaged citizens. PEER CONSULTATION: Defining learning outcomes Please define the learning outcomes students have to master in order to acquire the competence of critical thinking or scientific writing or strategic thinking .2. What could the student be expected to do to achieve the defined learning outcomes? 4Slide5

Bloom's Taxonomy Verbs

Use verbs aligned to Bloom's Taxonomy to create discussion questions and lesson Plans that ensure your students' thinking progresses to higher levels. Knowledge ComprehendCountDefineDescribeDrawEnumerateFindIdentifyLabelListMatchName QuoteRecallReciteRecordReproduceSelectSequenceStateTellViewWriteClassifyCiteConcludeConvertDescribeDiscussEstimateExplainGeneralizeGive examplesIllustrateInterpretLocateMake senseParaphrasePredictReportRestateReviewSummarizeTraceUnderstandApply AnalyzeActAdministerArticulateAssessChangeChartChooseCollectComputeConstructContributeControlDemonstrateDetermineDevelopDiscoverDramatizeDrawEstablishExtend ImitateImplementInterviewIncludeInformInstructPaint

Participate

PredictPrepare

Produce

Provide

Relate

Report

Select

ShowSolveTransferUseUtilizeBreak downCharacterizeClassifyCompareContrastCorrelateDebateDeduceDiagramDifferentiateDiscriminateDistinguishExamineInterpretLocateMake sense ofParaphrasePredictReportRestate

ReviewSummarizeTraceUnderstand FocusIllustrateInferLimitOutlinePoint outPrioritizeRecognizeResearchRelateSeparateSubdivideSynthesize EvaluateAdaptAnticipateCategorizeCollaborateCombineCommunicateCompareCompileComposeConstructContrastCreateDesignDevelopDeviseExpressFacilitateFormulateGenerateIncorporateIndividualizeInitiateIntegrate InterveneInventMake upModelModifyNegotiateOrganizePerformPlanPretendProduceProgressPropose

Rearrange

ReconstructReinforce

Reorganize

Revise

Rewrite

StructureSubstituteValidateAppraiseArgueAssessChooseCompare & ContrastConcludeCriticizeCritiqueDecideDefendEvaluate InterpretJudgeJustifyPredictPrioritizeProveRankRateReframeSelectSupport

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