Bloom’s Taxonomy
Background: Bloom’s taxonomy is a way to understand different levels of thinking. You can use this system to help you write learning objectives. Think first about what you want your students to be able to do after achieving your learning objectives. These levels are from the most basic to the most complex. The taxonomy is hierarchical. Knowledge is the lowest level of learning; evaluation the highest. Unlike the lecture method of information presentation, the discussion method focuses on the higher levels of learning. It provides the students the opportunity to analyze, synthesize, and evaluate the material and ideas. KNOWLEDGE—the ability to recall previously learned material. Questioning terms to solicit knowledge could be: Define, who, what, list, name. COMPREHENSION—the ability to grasp the meaning of material; the ability to translate material from one form to another, explain and summarize material, and predict effects of consequences. Questioning terms to solicit comprehension could be: Restate, describe, conclude, tell. APPLICATION—the ability to use learned material in new situations. Questioning terms for this level of knowledge might include: Practice, interpret, apply, demonstrate, how would, solve, plan. ANALYSIS—the ability to break down material into its component parts. Questioning terms for this level of knowledge might include: Compare/contrast, diagram, categorize, what assumption, explain. SYNTHESIS—the ability to put parts together to form a new whole. Questioning terms for this level of knowledge could be: Create, organize, construct, think of a way, hypothesize, plan. EVALUATION—the ability to judge the value of material based on definite criteria. Questioning terms for this level of knowledge could be: Defend, measure, judge, choose, rate.
An Application of Bloom’s Taxonomy
(From You’re Smarter Than You Think, Author Unknown) Theses questions are examples of Bloom’s Taxonomy applied to the Tale of Peter Pan. KNOWLEDGE Why did Peter first enter the Darling nursery? What was the name of the Indian Princess? COMPREHENSION In your own words, tell the conclusion of the story. Describe Tinkerbell’s feelings toward Wendy. APPLICATION What physical laws of nature were suspended to facilitate the evolution of the story? In what way was the concept of motherhood relevant to the story? ANALYSIS Does it seem reasonable that at the end of the story, a grown-up Wendy would have allowed her own daughter to fly away with Peter Pan? Is this in keeping with the play’s definition of motherhood? How did the pirates and the Indians come to Never-Never Land? Did they grow old? SYNTHESIS In an updated version of Peter Pan, what could be a modern-day equivalent of Never-Never Land? Rewrite the play as if the characters were Priscilla Pan and Wally Darling. EVALUATION Was Peter Pan wrong to avoid growing up? Is the play sexist in its representation of female characters?
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