June 19, 2012 (downloaded

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BLOOM TAXONOMY
Looking for Blooms taxonomy questions to use with any lesson plan? Here is a guide to using Blooms Taxonomy for teachers in the differentiated classroom. Using higher order thinking skills and questioning is at the heart of truly differentiated instruction. For some of us, it takes a concerted effort to implement this into our daily lesson plans. Over time, it becomes a natural way of stretching our students ways of thinking and processing information. The revised Blooms Taxonomy breaks skills down by verbs rather than nouns, and has a greater emphasis on products, or showing understanding. There is also a change in the organization of sub-categories.

Benjamin Bloom developed a classification of levels that are important in learning, particularly for differentiated lesson plans. It is the breaking down of skills into sub-skills that are essential for mastery learning to take place.

Using Blooms Taxonomy questions in assessments will reflect the thinking required for each category. It is a process of building higher-order thinking skills, moving sequentially from the concrete to the abstract. The taxonomy is a supplementary component to the critical thinking domain (one of the types of communication in the classroom).

Revised Blooms Taxonomy Questions These are Revised Blooms Taxonomy questions that stem from the revised organization of Blooms Taxonomy.

The basic level (Knowledge) is now called "Remembering." Synthesis and Evaluation have changed places, being labeled "Evaluating" and "Creating" (remember the switch from nouns to verbs?). The table is based on the cognitive learning (or dimension) process. This is the domain that is generally referred to by educators.
Remembering Understanding Applying Who, What, Why? Can you How many? What do you retell? What support True or False How would What happened before/after Give examples Can you identify by? How could you experiment to? Identify of How could changed the outcome? What was the most significant event? What would a possible solution be to<? characteristics you have of What could not have happened Compare and What is meant and why? contrast your life to? what is your opinion of? you illustrate What setting could you transfer the to and why? Can you What will the influence of___be on your life? Write a letter to___explaining about Can you create a new product to tell about? between fact and opinion? main character distinguish can you find? What was the turning point? What is the When, Where, main idea? Analyzing Evaluating would you assign the main why? What are similarities between ___ and ___? What would the be if What might be point of view? consequences the antagonist's know about statements Can you effective song or poem about? character and compose an Creating How many ways can you?

How could you Can you make What grade demonstrate? 2 or more categories What examples from these terms?