Blooms Taxonomy

For a teacher specially those who are implementing an Outcome Based Objective  (OBE) type of teaching/learning, Bloom's Taxonomy is very imperative in preparing class lessons, test questions, class activities, etc.Teachers want to insure that their lessons are varied and that they encourage thinking at different levels of the taxonomy- ranging from recitation and labeling to reconstructing and summarizing.

What is Bloom's Taxonomy?

1. Bloom's taxonomy is a classification of learning objectives within education proposed in 1956 by a committee of educators chaired by Benjamin Bloom, who also edited the first volume of the standard text, Taxonomy of educational objectives: the classification of educational goals. ...
   http://en.wikipedia.org/wiki/Blooms_taxonomy

Our education systems often describe the outcomes they expect from students as knowledge, skills and attitudes – KSAs.  Knowledge refers to mental skills or the cognitive domain of learning.  Skills refers to the psychomotor or manual skills that need to be developed by school aged members of society.  Attitudes are the growth in affective or emotional areas. 

Source: http://gramconsulting.com/2009/02/fun-with-learning-taxonomies/

The tables below show how Blooms Taxonomy can be applied:

Table 1: Bloom's Taxonomy of Educational Objectives for Knowledge-Based Goals

LEVEL OF EXPERTISE	DESCRIPTION OF LEVEL	EXAMPLE OF MEASURABLE STUDENT OUTCOME
1. KNOWLEDGE	Recall, or recognition of terms, ideas, procedure, theories, etc.	When is the first day of Spring?
2. COMPREHENSION	Translate, interpret, extrapolate, but not see full implications or transfer to other situations, closer to literal translation.	What does the summer solstice represent?
3. APPLICATION	Apply abstractions, general principles, or methods to specific concrete situations.	What would Earth's seasons be like if its orbit was perfectly circular?
4. ANALYSIS	Separation of a complex idea into its constituent parts and an understanding of organization and relationship between the parts. Includes realizing the distinction between hypothesis and fact as well as between relevant and extraneous variables.	Why are seasons reversed in the southern hemisphere?
5. SYNTHESIS	Creative, mental construction of ideas and concepts from multiple sources to form complex ideas into a new, integrated, and meaningful pattern subject to given constraints.	If the longest day of the year is in June, why is the northern hemisphere hottest in August?
6. EVALUATION	To make a judgment of ideas or methods using external evidence or self-selected criteria substantiated by observations or informed rationalizations.	What would be the important variables for predicting seasons on a newly discovered planet?

Table 2: Bloom's Taxonomy of Educational Objectives for Skills-Based Goals

LEVEL OF EXPERTISE	DESCRIPTION OF LEVEL	EXAMPLE OF MEASURABLE STUDENT OUTCOME
PERCEPTION	Uses sensory cues to guide actions	Some of the colored samples you see will need dilution before you take their spectra. Using only observation, how will you decide which solutions might need to be diluted?
SET	Demonstrates a readiness to take action to perform the task or objective	Describe how you would go about taking the absorbance spectra of a sample of pigments?
GUIDED RESPONSE	Knows steps required to complete the task or objective	Determine the density of a group of sample metals with regular and irregular shapes.
MECHANISM	Performs task or objective in a somewhat confident, proficient, and habitual manner	Using the procedure described below, determine the quantity of copper in your unknown ore. Report its mean value and standard deviation.
COMPLEX OVERT RESPONSE	Performs task or objective in a confident, proficient, and habitual manner	Use titration to determine the Ka for an unknown weak acid.
ADAPTATION	Performs task or objective as above, but can also modify actions to account for new or problematic situations	You are performing titrations on a series of unknown acids and find a variety of problems with the resulting curves, e.g., only 3.0 ml of base is required for one acid while 75.0 ml is required in another. What can you do to get valid data for all the unknown acids?
ORGANIZATION	Creates new tasks or objectives incorporating learned ones	Recall your plating and etching experiences with an aluminum substrate. Choose a different metal substrate and design a process to plate, mask, and etch so that a pattern of 4 different metals is created.

Table 3: Bloom's Taxonomy of Educational Objectives for Affective Goals

LEVEL OF EXPERTISE	DESCRIPTION OF LEVEL	EXAMPLE OF MEASURABLE STUDENT OUTCOME
RECEIVING	Demonstrates a willingness to participate in the activity	When I'm in class I am attentive to the instructor, take notes, etc. I do not read the newspaper instead.
RESPONDING	Shows interest in the objects, phenomena, or activity by seeking it out or pursuing it for pleasure	I complete my homework and participate in class discussions.
VALUING	Internalizes an appreciation for (values) the objectives, phenomena, or activity	I seek out information in popular media related to my class.
ORGANIZATION	Begins to compare different values, and resolves conflicts between them to form an internally consistent system of values	Some of the ideas I've learned in my class differ from my previous beliefs. How do I resolve this?
CHARACTERIZATION BY A VALUE OR VALUE COMPLEX	Adopts a long-term value system that is "pervasive, consistent, and predictable"	I've decided to take my family on a vacation to visit some of the places I learned about in my class.

Source: http://teaching.uncc.edu/articles-books/best-practice-articles/goals-objectives/blooms-taxonomy-educational-objectives

Learning Styles

There are varied learning styles. some of which are the following:

Internet

The Internet :

 Click on this Source for full view: :http://www.pcmag.com/article2/0,2817,2421415,00.asp


Chronological Development of the Internet: Steps taken and major viruses that affected its utilization

Source:http://dailyinfographic.com/history-of-the-internet1969-2012-infographic

How fast is the Internet Running these days?

 Click this to Enlarge from Source: http://www.entrepreneur.com/article/228489 

Multiple Intelligence

Howard Gardner's Multiple Intelligence:
The theory of multiple intelligenceswas proposed by American Psychologist Howard Gardner in 1983. It describes nine types of intelligence: Spatial, Linguistic, Logical-mathematical, Bodily-kinesthetic, Musical, Interpersonal, Intrapersonal, Naturalistic, and Existential.

Source:http://thedailyomnivore.net/2011/01/12/multiple-intelligences/

Source: http://www.pinterest.com/pin/500181102336202208/

Gardner argues that there is a wide range of cognitive abilities, and that there are only very weak correlations among them. For example, the theory predicts that a child who learns to multiply easily is not necessarily generally more intelligent than a child who has more difficulty on this task. The child who takes more time to master simple multiplication 1) may best learn to multiply through a different approach, 2) may excel in a field outside of mathematics, or 3) may even be looking at and understanding the multiplication process at a fundamentally deeper level, or perhaps as an entirely different process. Such a fundamental understanding can result in what looks like slowness and can hide a mathematical intelligence potentially higher than that of a child who quickly memorizes the multiplication table despite possessing a less detailed understanding of the process of multiplication.

The Logical-mathematical area has to do with logic, abstractions, reasoning and numbers and critical thinking. While it is often assumed that those with this intelligence naturally excel in mathematics, chess, computer programming and other logical or numerical activities, a more accurate definition places less emphasis on traditional mathematical ability and more on reasoning capabilities, recognizing abstract patterns, scientific thinking and investigation and the ability to perform complex calculations.

Spatial intelligence deals with spatial judgement and the ability to visualize with the mind’s eye. Careers which suit those with this type of intelligence include artists, designers and architects. A spatial person is also good with puzzles. The Linguistic area has to do with words, spoken or written. People with high verbal-linguistic intelligence display a facility with words and languages. They are typically good at reading, writing, telling stories and memorizing words along with dates. They tend to learn best by reading, taking notes, listening to lectures, and by discussing and debating about what they have learned. Those with verbal-linguistic intelligence learn foreign languages very easily as they have high verbal memory and recall, and an ability to understand and manipulate syntax and structure.

The core elements of the bodily-kinesthetic intelligence are control of one’s bodily motions and the capacity to handle objects skillfully. Gardner elaborates to say that this intelligence also includes a sense of timing, a clear sense of the goal of a physical action, along with the ability to train responses so they become like reflexes. In theory, people who have bodily-kinesthetic intelligence should learn better by involving muscular movement (e.g. getting up and moving around into the learning experience), and are generally good at physical activities such as sports or dance. They may enjoy acting or performing, and in general they are good at building and making things.

They often learn best by doing something physically, rather than by reading or hearing about it. Those with strong bodily-kinesthetic intelligence seem to use what might be termed ‘muscle memory,’ drawing on it to supplement or in extreme cases even substitute for other skills such as verbal memory. Careers that suit those with this intelligence include: athletes, pilots, dancers, musicians, actors, surgeons, builders, police officers, and soldiers. Although these careers can be duplicated through virtual simulation, they will not produce the actual physical learning that is needed in this intelligence.

The Musical area has to do with sensitivity to sounds, rhythms, tones, and music. People with a high musical intelligence normally have good pitch and may even have absolute pitch, and are able to sing, play musical instruments, and compose music. Since there is a strong auditory component to this intelligence, those who are strongest in it may learn best via lecture. Language skills are typically highly developed in those whose base intelligence is musical. In addition, they will sometimes use songs or rhythms to learn. They have sensitivity to rhythm, pitch, meter, tone, melody or timbre.

The Interpersonal area has to do with interaction with others. Interpersonal intelligence is the ability to understand others. In theory, individuals who have high interpersonal intelligence are characterized by their sensitivity to others’ moods, feelings, temperaments and motivations, and their ability to cooperate in order to work as part of a group. According to Gardner, ‘Inter- and Intra- personal intelligence is often misunderstood with being extroverted or liking other people…’ Interpersonal intelligence means that one understands what people need to work well. Individuals with this intelligence communicate effectively and empathize easily with others, and may be either leaders or followers. They typically learn best by working with others and often enjoy discussion and debate. Careers that suit those with this intelligence include sales, politicians, managers, teachers, counselors and social workers.

The Intrapersonal area has to do with introspective and self-reflective capacities. This refers to having a deep understanding of the self; what your strengths/ weaknesses are, what makes you unique, being able to predict your own reactions/emotions. Philosophical and critical thinking is common with this intelligence. Many people with this intelligence are authors, psychologists, counselors, philosophers, and members of the clergy. This area has to do with nurturing and relating information to one’s natural surroundings. Examples include classifying natural forms such as animal and plant species and rocks and mountain types; and the applied knowledge of nature in farming, mining, etc. Careers which suit those with this intelligence include naturalists, farmers and gardeners.

Some proponents of multiple intelligence theory proposed spiritual or religious intelligence as a possible additional type. Gardner did not want to commit to a spiritual intelligence, but suggested that an ‘existential’ intelligence may be a useful construct. The hypothesis of an existential intelligence has been further explored by educational researchers. The skills of such a person would include the ability to contemplate phenomena or questions beyond sensory data, such as the infinite and infinitesimal. Careers or callings which suit those with this intelligence include shamans, priests, mathematicians, physicists, scientists, cosmologists, psychologists and philosophers.

Gardner (1999) defines an intelligence as ‘biopsychological potential to process information that can be activated in a cultural setting to solve problems or create products that are of value in a culture.’ According to Gardner, there are more ways to do this than just through logical and linguistic intelligence. Gardner believes that the purpose of schooling ‘should be to develop intelligences and to help people reach vocational and avocational goals that are appropriate to their particular spectrum of intelligences. People who are helped to do so, [he] believe[s], feel more engaged and competent and therefore more inclined to serve society in a constructive way.’

Traditionally, schools have emphasized the development of logical intelligence and linguistic intelligence (mainly reading and writing). Upon doing well on these tests, chances of attending a prestigious college or university increase, which in turn creates contributing members of society. While many students function well in this environment, there are those who do not.

Source: http://thedailyomnivore.net/2011/01/12/multiple-intelligences/

Gardner multiple intelligences are important when writing both lesson and unit plans. Being aware of the various multiple intelligences your students possess allows you to cater to their needs more.The following chart provides classroom activities incorporating Howard Gardner Multiple Intelligence.:

Source: http://www.classroom20.com/group/inquirybasedlearning/forum/topics/problem-solving-frameworks?commentId=649749%3AComment%3A490667&xg_source=activity&groupId=649749%3AGroup%3A490015

Multimedia

still writing

Computers

Development of Computers:

Source: http://www.testking.com/techking/infographics/a-comprehensive-history-of-computers-infographic/

Source: http://www.symbio.com/sites/default/files/upload/technology_infographic_symbio.jpg

Source;http://mashable.com/2013/01/22/50-things-replaced-technology/

Interactive Materials in Teaching

Clickers:

Using Clickers in the Classroom

Student response systems (“clickers”) are popular in the classroom, and we know that kids enjoy using them. But do they really enhance learning?

Clickers enable electronic voting, described as a “game-based” approach for gathering student feedback. Kids can weigh in anonymously, and teachers benefit by hearing from the entire class. In this way, student response systems serve as a form of assessment that can help in planning instruction.  In addition, students using clickers are actively participating (rather than just sitting and passively listening), which we know leads to better engagement and learning. One more advantage of student response systems is elimination of common pitfalls of typical class discussion—a few students dominate the conversation, or shy and lower-achieving students are hesitant to join in.

Source: http://www.educationworld.com/a_tech/are-clickers-effective-teaching-tools.shtml

Interactive Whiteboards;

Creative Uses for Interactive Whiteboards

What was once a novelty enjoyed by a handful of classrooms has become a fairly common educational tool. Yet despite students’ and teachers’ growing familiarity with interactive whiteboards, many seek usage ideas that go beyond the typical “animate a lesson.”

Explore the following tips for getting the most out of your interactive whiteboard. While these general suggestions apply to popular brands such as Prometheus and SMART, remember to consult your operator’s manual for specific instructions.

Use Your Board’s “Record” Function to Archive Lessons

Most interactive whiteboard models come with software that allows users to create presentations as well as take notes in a blank file. During an open discussion, jot down notes or key points in a blank board file, just as you would on a traditional whiteboard. Save at the end of the discussion, and you’ll have everything you’ve covered, including student contributions, all in one digital file.

This is handy for many reasons. In the short term, you can publish the file to your Web site, or print it out and let students use it to prepare for a test. Either way, students who were absent get a comprehensive record of the day’s activity, and those who were in attendance have a great study tool. In the long term, the file serves as a record of the lesson that can be used with future classes. Or, compare the original file to future versions to assess the effectiveness of different discussion and presentation techniques.

Let Students Get Behind the Wheel

The beauty of interactive whiteboards is that they allow students to take control of their own learning. Most board manufacturers tout their products’ ease of use. This, combined with a tech-savvy generation of students, is the perfect recipe for hands-on learning.

The multi-media aspect of the whiteboard can refresh time-tested classroom activities. Consider this lesson example: a teacher shows a film or video clip of some neutral dialogue with two different musical accompaniments, in order to illustrate how music influences whether the words are perceived as comedy or tragedy. With the whiteboard, allow the students to select the music they’d like to play behind the dialogue. Take the lesson even further by using the board’s audio recording feature—have one group of students perform the dialogue while a second group selects the music. The bottom line is that students tend to be more engaged when they are the ones using the technology.

Create Interactive Quizzes

Admittedly, this tip requires some fairly advanced skills, but if you are lucky enough to work in a classroom wired with both an interactive whiteboard and clickers (student response systems), this can be a tremendous tool.

Using the whiteboard, the teacher creates an interactive quiz or test. The quiz questions appear on the board, and the teacher controls them via clicker. When the teacher posts a question, kids see it on the whiteboard and student clicker simultaneously. Students then enter their answers, which are recorded. The results are tallied instantly and can be reviewed by the teacher in the form of easy-to-understand graphs.

Article by Jason Tomaszewski, EducationWorld Associate Editor
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Source: http://www.educationworld.com/a_tech/getting-the-most-out-of-whiteboards.shtml