Bloom's Taxonomy: Why, How, and Practical Examples | Teacher Val

Summary

This video explains Bloom's Taxonomy, a framework that helps educators understand and facilitate learning. Proposed by Benjamin Bloom in 1956 and revised in 2001, it outlines six levels of thinking: Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating. Each level represents a different cognitive challenge, helping students develop critical thinking and problem-solving skills. The video provides a practical example by using the topic of pizza to demonstrate how each level can be applied in a classroom setting, encouraging deeper understanding and creativity in students.

Takeaways

• 😀 Bloom's Taxonomy is a framework created by Benjamin Bloom in 1956 to help understand how we learn and think about different things.
• 😀 Bloom's Taxonomy is used to set clear learning goals, design effective lesson plans, and create meaningful assessments in education.
• 😀 The framework has six levels of cognitive skills: Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating.
• 😀 The taxonomy helps educators scaffold instruction to support students at various skill levels, promoting critical thinking and problem-solving.
• 😀 The six levels of Bloom's Taxonomy are ordered from basic to advanced, with each level increasing in complexity.
• 😀 The first level, Remembering, involves recalling basic information without deep understanding, such as remembering a historical date or formula.
• 😀 The second level, Understanding, involves explaining the meaning of information in your own words, like explaining why a date is important.
• 😀 The third level, Applying, involves using learned information to solve problems or perform tasks, such as using a math formula to solve problems.
• 😀 The fourth level, Analyzing, involves breaking down information into components and understanding how they relate, like comparing different types of pizza.
• 😀 The fifth level, Evaluating, involves making judgments about ideas or materials, such as deciding which type of pizza is better and why.
• 😀 The sixth level, Creating, is the highest level and involves generating new ideas or products, like designing an imaginary pizza with unique toppings.
• 😀 Bloom's Taxonomy encourages a progression from simple recall to complex, creative thinking, fostering deeper understanding in students.
• 😀 A practical example of applying Bloom's Taxonomy is teaching about pizza, with each level having a corresponding activity like labeling, explaining, comparing, and creating.

Q & A

What is Bloom's Taxonomy and why is it important?

Bloom's Taxonomy is a framework that helps us understand how we learn and think. It was proposed by educational psychologist Benjamin Bloom in 1956 and has been revised several times. The latest revision was in 2001. It is important because it helps teachers set clear learning goals, design effective lesson plans, and create meaningful assessments. It encourages critical thinking and problem-solving by emphasizing higher-order cognitive processes like analysis, evaluation, and creativity.

What are the six levels of Bloom's Taxonomy?

The six levels of Bloom's Taxonomy are: 1. Remembering, 2. Understanding, 3. Applying, 4. Analyzing, 5. Evaluating, and 6. Creating. Each level represents a different degree of complexity in cognitive processes, with the bottom levels being easier and the top ones more challenging.

How does Bloom's Taxonomy support teachers in the classroom?

Bloom's Taxonomy helps teachers scaffold instruction by breaking down learning objectives into levels of increasing complexity. It also encourages teachers to engage students in critical thinking and problem-solving, ensuring they develop a deeper understanding of the material. It serves as a guide for creating meaningful assessments that target different cognitive processes.

What is the first step of Bloom's Taxonomy and what does it involve?

The first step is 'Remembering.' It involves recalling or recognizing information, concepts, or ideas without necessarily understanding them deeply. For example, remembering a historical date or a mathematical formula.

How is the 'Understanding' step in Bloom's Taxonomy different from 'Remembering'?

The 'Understanding' step goes beyond remembering. It involves explaining what has been remembered in your own words. For example, after remembering a historical date, understanding would mean explaining why that date is significant or its context.

What is the role of the 'Applying' step in Bloom's Taxonomy?

'Applying' involves using learned information in new situations or contexts. It means using acquired knowledge to solve problems, perform tasks, or analyze situations in a practical way. For instance, applying a math formula to solve various problems.

What does the 'Analyzing' step require from students?

The 'Analyzing' step requires students to break down information into its components and understand how they relate to each other. It involves identifying patterns, making connections, or distinguishing between different elements. For example, analyzing different types of pizzas and understanding how they compare.

What kind of tasks might students be asked to perform during the 'Evaluating' step?

During the 'Evaluating' step, students are asked to make judgments or assessments about the value of ideas or materials. They might decide whether something is good or bad, useful or not. An example task could involve evaluating different pizza types and explaining personal preferences, such as which pizza tastes better and why.

What is the 'Creating' step in Bloom's Taxonomy?

The 'Creating' step is the highest level of Bloom's Taxonomy and involves generating new ideas, products, or solutions based on prior knowledge or skills. At this stage, students integrate all their learning and creativity to produce something new, such as designing their own unique pizza with imaginative toppings.

Can you provide an example of how Bloom's Taxonomy can be applied to teaching a simple concept like 'Pizza'?

Yes! Using Bloom's Taxonomy to teach 'Pizza' involves starting with basic recall (Remembering) like recognizing that pizza is round. Moving to 'Understanding' where students explain what pizza is and why it's popular. In 'Applying,' students could label parts of a pizza, such as crust and toppings. 'Analyzing' might involve comparing different types of pizza using a Venn diagram. 'Evaluating' would have students judge their favorite pizza, and 'Creating' could involve students designing their dream pizza with unique toppings.