Transcript Pres3mc
Understanding Bloom’s Taxonomy Become aware of ways to create higher-level thinking objectives that will translate into high-level thinking multiple-choice questions! Breaking Down Bloom’s Bloom’s Taxonomy: A measuring tool utilized to determine educational goals, classify standards that need to be addressed, and provide a universal language about the educational goals. Bloom’s Pyramid is prominent for it’s six categories that were developed to cover all of the levels of cognitive domain. It has since been revised to concentrate more on targeting higher level thinking in students. Building on Bloom The Cognitive Process Dimension The Knowledge Dimension Remember Understand Apply Analyze Evaluate Create A. Factual Knowledge B. Conceptual Knowledge C. Procedural Knowledge D. Metacognitive Knowledge This is the Revised Taxonomy that focuses on cognitive processing and knowledge Dimensions of Knowledge? Factual Knowledge- What do students have to know in order to understand a subject? Conceptual Knowledge- Knowing how different elements relate to one another and how they work together. Procedural Knowledge- Having the skills or techniques to do something. Metacognitive Knowledge- Being aware of your own knowledge and cognition, as well as how you process information. Cognitive Process Dimension? Lowest Level 1. 2. 3. 4. 5. Highest Level 6. Remembering: Information retrieval. Understanding: Processing and comprehending types of communication. Applying: Performing a procedure in a particular environment. Analyzing: Itemizing content and determining how they relate to each other. Evaluating: Assessing material based on standards. Creating: Taking elements and constructing a product to illustrate mastery of a topic. Verbs to Use in Objective Writing Remember Recognize, Recall Lower Level Thinking Understand Interpret, Exemplify, Classify, Summarize, Infer, Compare, Explain Apply Execute, Implement Analyze Differentiate, Organize, Attribute Evaluate Check, Critique Higher Level Thinking Create Generate, Produce, Plan Remember the Behavior part of the ABCD method? These verbs are describing the behavior that needs to be observed! Putting it all Together Utilizing the table, instructors can see what types of knowledge and cognitive processes are involved within their objectives. In order to make good multiple choice questions, instructors need to write clear objectives that cater as much as possible to higher-level thinking. Once objectives have been created, you will know how to create a test question that reflects the behavior you want your students to observe! Understanding It All! You now know and understand the ABCD Method. You also are now aware of Bloom’s Taxonomy and have been provided a list of verbs to utilize to fill in for your behaviors within your objectives. Try writing a few objectives that cater to highlevel thinking. Look at the table and verbs to aid you. My Sample Effective High-Level Thinking Objective! After viewing the presentation entitled Condition “Understanding Bloom’s Taxonomy,” the High Level Thinking Verb Audience students will create an example of a high-level Behavior thinking objective with 100 % accuracy. Degree Great Work! Feel ready to continue on to Presentation 4? Please do! Rather review this material and practice? Feel free to do so and only move on when you feel ready!