Bloom's Taxonomy - Intel Engage

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Bloom's Taxonomy - Intel Engage Powered By Docstoc
					SAIRA FARHAN
(D.A.P.S O & A
levels sea view)
Key Objectives of Intel
workshop
 At the end of the session Participants
  will be able to:
 List out the key highlights of students
  centered learning
 Promote higher order thinking skills
 Plan objectives on the basis of Bloom’s
  Taxonomy
 Create new methodology on the basis
  of 21st century approach
 Understand Action Plans based on 21st
  century skills, approaches and higher
  order thinking skills
 Understanding the difference between
  action plan and lesson plan
Action Plan
                     Action plan
 Is a document that you yourself establish
 Is a list of items you commit to follow from
  the beginning till the end.
 It should be clear, concise and specific.
 Your action plan must be completed before
  you begin your journey.
Goals for an action plan:
 Step I: Objectives ( long term and short
  term)
 Step II: Talents ( skills that you have, your
  own strengths)
 Step III: Obstacles ( the items you need to
  overcome those difficulties)
 Step IV: Date (set a date to accomplish your
  goals)
Components of lesson plan:
 Title of the lesson.
 Time required to complete the lesson.
 List of required materials.
 Objectives.
 Instructional component.
 Independent practice.
 Summary
 Evaluation
 Analysis
Student centered approach and teacher centered

approach
Student centered approach
Teacher centered approach
Teacher centered approach
 The teacher’s expertise is the center of the course.
 The student’s role is to assimilate the knowledge by
  listening, watching, reading, and studying.
 Evaluation is centered on the student’s ability to
  remember key concepts, often via multiple choice,
  true/false quizzes, and tests.
Students Centered Approach
 responsibility on the learners
 students in more decision-making processes .
 learning becomes more active .
 relevant to the students’ own lives and experiences.
TEACHER SKILLS NEEDED IN STUDENT-
CENTRED APPROACHES
 giving useful practical suggestions .
 acting as a language resource.
 improvising teaching of language points.
 giving constructive feedback .
 monitoring student work.
 coping with the unexpected.
 coping with students with different learning styles
 creating their own materials
Bloom's Taxonomy was created by
 Benjamin Bloom during the 1950s
 and is a way to categorize the levels
 of reasoning skills required in
 classroom situations. There are six
 levels in the taxonomy, each
 requiring a higher level of
 abstraction from the students  .
A picture is worth a thousand thoughts: inquiry
with Bloom's taxonomy
      Knowledge
When was this picture taken?
Where was this picture taken?
    Comprehension
What is happening in this
 picture?
Why are these boys dressed
 like this?
       Application
How would you describe the
 photograph to others?
What caption would you write for
 this photograph (say, in a
 newspaper)?
       Analysis
 Why are these boys here and not in
  school?
 What do you know about their lives
  based on this photo?
      Synthesis
What might these boys say
 about their work in an interview
 setting?
What might they say about their
 future?
       Evaluation
 What is the significance of this photo
  for the time period depicted?
 Compare this photo with one of three
  boys from today of the same age. How
  are their lives similar? How are they
  different?
Bloom’s Revised Taxonomy
 Remembering: Can recall information
 Understanding: can explain concept or
  ideas.
 Apply: can use new knowledge in a familiar
  context.
 Analyze: can differentiate between
  constituent products
 Evaluate: can justify a decision or action
 Create: can generate new product
                       Analysing
   Distinguish   •   Compare
   Question      •   Contrast
   Appraise
   Experiment
                  •   Survey                           Breaking
   Inspect       •   Detect                      information down
                  •   Group                      into its component
   Examine                                            elements
   Probe         •   Order
   Separate      •   Sequence
   Inquire
   Arrange
                  •   Test
   Investigate   •   Debate
   Sift          •   Analyse          Products include:
   Research      •   Diagram        • Graph               • Survey
   Calculate     •   Relate
   Criticize                        • Spreadsheet         • Database
                  •   Dissect
                  •   Categorise     • Checklist           • Mobile
                  •   Discriminate   • Chart               • Abstract
                                     • Outline             • Report
                 Evaluating
   Judge        •   Choose
   Rate
   Validate     •   Conclude             Judging the value of
   Predict      •   Deduce               ideas, materials and
   Assess       •   Debate             methods by developing
   Score        •   Justify            and applying standards
   Revise       •   Recommend                 and criteria.
   Infer
   Determine    •   Discriminate
   Prioritise   •   Appraise
   Tell why     •   Value
   Compare      •   Probe            Products include:
   Evaluate     •   Argue        • Debate             • Investigation
   Defend
   Select       •   Decide       • Panel              • Verdict
   Measure      •   Criticise
                                  • Report             • Conclusion
                 •   Rank
                 •   Reject       • Evaluation         •Persuasive
                                                        speech
                Creating
   Compose
   Assemble
                • Formulate
   Organise    • Improve               Putting together ideas
   Invent                              or elements to develop
   Compile     • Act                      a original idea or
                                          engage in creative
   Forecast    • Predict                       thinking.
   Devise
   Propose     • Produce
   Construct   • Blend
   Plan
   Prepare     • Set up         Products include:
   Develop                   • Film                • Song
                • Devise
   Originate                 • Story               • Newspaper
   Imagine     • Concoct
   Generate                  • Project             • Media product
                • Compile     • Plan                • Advertisement
                              • New game            • Painting
21st century

approach
                                     21st Century Skills
21st Century Approaches
                                     1. Accountability & Adaptability

1.Listening & Speaking Skills        2. Communication Skills
                                     3. Creativity & intellectual Curiosity
                                     4. Critical Thinking & Systems
2.   Giving Direction Skills
                                     5. Information & Media Literacy
                                     Skills
3.   Questioning Skills
                                     6. Interpersonal & Collaborative
                                     Skills
4.   Observing & Monitoring Skills
                                     7. Problem Identification Formulation
                                     & Solution
5.   Encouraging Skills              8. Self Direction
                                     9. Social Responsibility
6.   Intervening Skills

				
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posted:8/19/2012
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