Using Bloom's

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Using Bloom's Taxonomy in the Classroom
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How are Thinking Skills Developed?
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SCIENCE UNITANIMAL LIFE
EVALUATION Would you rather eat frog legs or
rattlesnake meat? SYNTHESIS Write a story
incorporating factual information about
frogs. ANALYSIS Give similarities and
differences between frogs and
snakes. APPLICATION Graph the life cycle of a
frog. COMPREHENSION Explain the life cycle of a
frog. KNOWLEDGE List the basic characteristics of
frogs.
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Mathematics
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USING BLOOMS TO DIFFERENTIATE CLASSROOM
ACTIVITIES
EL TIERED ASSIGNMENTS COURAGEOUS PEOPLE PETS,
P5, Unit 8
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P5, UNIT 8 Courageous People

• Group 1
• Select a courageous person youve read about or
  actually met. Make a time line of the persons
  early life, selecting events that you think are
  most important in shaping his/her life.
• (Application Evaluation)
• Group 1A
• Write an essay that explains your choice of
  important events.
• (Evaluation)

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P5, UNIT 8 Courageous People

• Group 2
• Select a biography and a fictional work about a
  courageous young person.
• Design a method of showing how the theme of
  Growing Up is used in each story by
• a matrix
• a theme tree
• conversations between or among the subjects of
  the biography, the fictional character and you.
  
• (Analysis, Synthesis)

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Using Blooms Taxonomy

• - To challenge pupils,
• 1. consider Content, not just Mental Processes
• e.g.
• Would you rather eat frogs legs or snake meat?
  (Evaluation)
• is much easier than
• Would it be better for our environment if all
  human beings became vegetarians? (Evaluation)

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Using Blooms Taxonomy

• 2. Consider Complexity of Subject Matter
• Application questions can sometimes be harder
  than Evaluation questions e.g.
• Compare and contrast the characters of Hansel
  from Hansel and Gretel and Jack from Jack and
  the Bean Stalk. (Analysis)
• and
• Would you rather eat frogs legs or snake meat?
  (Evaluation)

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Using Blooms Taxonomy
Application questions are often higher order
thinking questions in Science or Mathematics,
e.g. Apply EMC2 to solve the problem.
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Using Blooms Taxonomy
3. Importance of Pre-knowledge e.g. Q What
causes rain? -- if pupils have been taught the
causes directly Knowledge or Comprehension -- if
pupils are required to examine the given
information to infer the causes Analysis
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Using Blooms Taxonomy
4. Dont neglect lower levels of thinking. Pupils
have to know and understand facts concepts
before they can analyze anything.
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Using Blooms Taxonomy
4. Use Blooms as a spiral, not a fixed hierarchy
from K to E e.g. for weaker pupils
Application ? Knowledge not necessarily Knowledge
? Comprehension ? Application
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A Thematic Approach
Science
Maths

• Compute
• own daily
• calorific intake
• Find weekly class average

• Categorize
• food groups
• Explain concept of Calories

Food, Glorious Food
PETS P4, Unit 13

• Read to
• analyze, create
• present stories
• eating disorders,
• eating habits,
• nutrition

• Survey record class
• eating habits
• Analyze food adverts

Social Studies
English
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KEY CONCEPT Nutrition means eating daily from 5
major food groups. Literal Thinking
Activity Find picture of and place them in
correct categories on a food pyramid
chart Higher Level Thinking Activity The meaning
of the basic food groups has changed several
times in the last few years. Find information
about several models. Decide which one is the
best. Tell why.
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Curriculum Differentiation Deciding which
activities would be suitable for each pupil
Science Maths English
Kassim Bee Ling Jack
Janet Kassim Kong Leong
Kassim
HA MA LA
Anandi Bee Ling Janet
Anandi Jack
Anandi
Kong Leong Janet
Kong Leong Jack
Bee Ling
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Roles of the Teacher
Model -- if a teacher thinks systematically
aloud, pupils will follow suit. Facilitator --
be a guide by the side, not a sage on
stage Evaluator -- show pupils how to
evaluate/make judgement based on evidence and
criteria