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% &n the next slide 'Question Index( clic) a *uestion number+ % ,lic) your selected response on the *uestion slide+ I- you are correct continue to the next *uestion+ I- not return to the *uestion and try a#ain+ % ,lic) the button to be#in+
Question Index
,lic) on a *uestion number to select it+
. 0 2 4 6 7
/ 1 3 .5 .. .0
a+ ,reatin# a dia#ram to or#anize his six leve b+ Improvin# student learnin# c+ ,lassi-yin# the a--ective and psychomotor
a+ It creates common #round -or discussions about edu b+ It helps ensure the ali#nment o- ob:ectives with stan c+ It is su--icient as the only model teachers need to us
$rs+ $acintosh wants her students to compare and contrast two Native American -ol)tales and the cultures each represents+ At which level o- thou#ht is $rs+ $acintosh as)in# her students to wor) accordin# to Blooms Taxonomy9
$rs+ =mith has as)ed her students to classi-y the items in a dia#ram as livin# or nonlivin#+ At what level o- Blooms Taxonomy is she havin# her students thin)9 a+ <nderstandin# b+ Applyin# c+ !valuatin#
"ow has Blooms Taxonomy chan#ed -rom its ori#inal version to the revised version9
a+ New uses terminolo#y and domain b+ New terminolo#y structure and emphasis c+ New examples cate#ories and classi-ications
=tudents in $rs+ $c!lveens class have been as)ed to read a research article and summarize it in their own words+ At which level o- Blooms Taxonomy is she as)in# them to thin)9 a+ <nderstandin# b+ ;ememberin# c+ Applyin#
$rs+ "od#e has as)ed students to list every possible way to answer the math word problem on the board+ Then she as)s them to choose the best method -or solvin# the problem and to de-end their answers+ At which level o- Blooms Taxonomy is she as)in# them to thin)9 a+ ,reatin# b+ Analyzin# c+ !valuatin#
$rs+ Andrews assi#ned the -ollowin# tas)s as part o- a readin# lesson+ ?lace them in order o- their location on the revised Blooms Taxonomy -rom lowest to highest.
.+ 0+ 2+ 4+ ?lace the events o- the story in chronolo#ical order+ 8rite a new endin# -or the story+ ,hoose one o- the storys characters as a Abest -riendB and :usti-y your choice+ &n what date did this story be#in9
a. 1, 2, 3, 4 b. 4, 1, 3, 2
c. 4, 1, 2, 3 d. 1, 4, 3, 2
8hich o- the -ollowin# statements describes how the revised Blooms Taxonomy di--ers -rom the ori#inal9 a+ b+ c+ d+
It uses verbs instead o- nouns+ ,reatin# has replaced !valuation as the hi#hest le The taxonomy is two@dimensional+ All o- the above
$r+ Cones )nows that the new Blooms Taxonomy Table can help him write better lesson ob:ectives+ "e wants to write one that will re*uire his students to apply the -actual )nowled#e they have learned+ Accordin# to the table what verb mi#ht he use in an assi#nment that will accomplish this9 a+ Describe c+ Assess b+ =ummarize d+ ,lassi-y
a+ university pro-essors who wanted to classi-y ob:ectiv b+ classroom teachers who had been criticized by educ c+ business trainers who wanted their employees to be
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