Revised Blooms Taxonomy

Workshop on Writing Pilot Modules for Transformative Learning MODULE LEARNING OBJECTIVES CHART (Revised Bloom’s Taxonomy) DIRECTIONS: In this worksheet, you are asked to think of the students’ prior knowledge, experience or values related to the topic of your lesson and the new knowledge that they will build. Look at the example below and notice the entries above and below the table. The top shows the Prior Knowledge and begins with the statement: Before the module, the students may be thinking that… Below the table, the New Knowledge is described and the entry begins with By the end of the module, the students will understand and be able to explain the following… :. In between these two points are the six levels of the revised form of Bloom’s taxonomy (cognitive domain) which outline a process for helping the student grow in their understanding of the new knowledge. The revised form explicitly tracks the students’ growth from factual knowledge to metacognition. Notice how the concept of water scarcity develops and progresses from one level to the other. Each entry in the six levels also begins with a performance-based objective. Each level has below it in parentheses a description of its characteristic. Review the example found on the next page and then design a similar chart for your topic.

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EXAMPLE MODULE LEARNING OBJECTIVES CHART (Revised Bloom’s Taxonomy) TOPIC: Importance of Water Conservation STUDENTS’ PRIOR KNOWLEDGE: Before the module, the students may be thinking that water is an infinite resource which is available to everyone at all times. Knowledge Dimension

REMEMBER (Recalling information Recognising, listing, describing, retrieving, naming, finding)1

1. FACTUAL KNOWLEDGE

Identify in one’s community sources of water

UNDERSTAND

ANALYZE

EVALUATE

CREATE

(Explaining ideas or (Using information (Breaking information (Justifying a decision (Generating new ideas, concepts in another familiar into parts to explore or course of action products, or ways of Interpreting, situation understandings and Checking, viewing things summarising, Implementing, relationships hypothesising, Designing, paraphrasing, classifying, carrying out, using, Comparing, organising, critiquing, constructing, planning, explaining) executing) deconstructing, experimenting, producing, inventing) interrogating, finding) judging) Differentiate types of water sources and ways people obtain water

2. CONCEPTUAL KNOWLEDGE

3. PROCEDURAL KNOWLEDGE

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APPLY

Look up examples of Point out causes of lack places or geographic of water supply regions in the country and the Locate causes of wasting world in need of water resources and water to illustrate determine the effects or idea that not consequences everyone has access to water Explain the key mechanisms or operations

Examine effective modern methods of conserving and harnessing water resources and decide which one is best for one’s community

Make a Powerpoint presentation showing energy-saving ways of conserving and harnessing water

Descriptions of each level were taken from Tarlinton, 2003.

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resources for one’s community 4. METACOGNITION

Critique Powerpoint’s proposed ways of conserving and harnessing water resources in given situations and suggest changes in one’s presentation

STUDENTS’ NEW KNOWLEDGE: By the end of the module, the students will understand and be able to explain that water is a precious resource which must be conserved or harnessed for productive use. INSTRUCTIONS: 1. For your topic, complete the form found on the next page. 2. Answer first the parts about the students’ prior and new knowledge. 3. Next complete the six levels of the revised form of Bloom’s taxonomy of the cognitive domain. 4. Check to see how each part of the chart logically connects with each other starting with the students’ prior knowledge to the six levels and on to the new knowledge.

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MODULE LEARNING OBJECTIVES CHART (Revised Bloom’s Taxonomy) DEPARTMENT/COURSE: SYLLABUS TOPIC: STUDENTS’ PRIOR KNOWLEDGE: Knowledge Dimension

REMEMBER (Recalling information Recognising, listing, describing, retrieving, naming, finding)2

UNDERSTAND

APPLY

ANALYZE

EVALUATE

CREATE

(Explaining ideas or (Using information (Breaking information (Justifying a decision (Generating new ideas, concepts in another familiar into parts to explore or course of action products, or ways of Interpreting, situation understandings and Checking, viewing things summarising, Implementing, relationships hypothesising, Designing, paraphrasing, classifying, carrying out, using, Comparing, organising, critiquing, constructing, planning, explaining) executing) deconstructing, experimenting, producing, inventing) interrogating, finding) judging)

1. FACTUAL KNOWLEDGE 2. CONCEPTUAL KNOWLEDGE 3. PROCEDURAL KNOWLEDGE 4. METACOGNITION STUDENTS’ NEW KNOWLEDGE:

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Descriptions of each level were taken from Tarlinton, 2003.

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