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Bloom's Taxonomy and Multiple Intelligences Theory

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This illuminates the synthesis and re-contextualization aspects of Bloom.

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Benjamin Bloom Taxonomy of Cognitive Processes Sets-Up The Theory of Multiple Intelligences
Benjamin Bloom ,[object Object],[object Object],[object Object],[object Object],[object Object]
Two Parts ,[object Object],[object Object],[object Object],[object Object]
Cognitive Process Making decisions and recommendations. Evaluation/Creating Creating and inventing new ideas from known information. Synthesis/Evaluating Investigating and comparing information. Analysis/Analyzing Applying known facts to a new situation. Application/Applying Demonstrating an understanding of information. Comprehension/Understanding Recalling factual information. Knowledge/Remembering
Dimensions of Knowledge x Information “95% of the test questions students encounter requires them to think only at the lowest possible level…the recall of information.” [Bloom 1956]
Dimensions of Knowledge x Information Y Understanding Instructors are encouraged to build into their lessons understanding to promote a greater mastery of the objective.
Dimensions of Knowledge M Application x Information Y Understanding Use of the information is measured at the x/y intercept
Dimensions of Knowledge x Information X 2 To list Mnemonics as indexes (rote memory)
Dimensions of Knowledge Y Understanding Y 2 To explain Increase ability of students’ to state an opinion, predict an outcome, and compare, summarizing cause & effect.
Dimensions of Knowledge M Application Good: Reconstruct Better: Re-contextualize
Dimensions of Knowledge M Application level 3 x Information level 1 Y Understanding level 2 X 2 To list Y 2 To explain Level 4 Range of Analysis Synthesis Creation
Dimensions of Knowledge M Application x Information Y Understanding
Knowledge Remember information (Factual) Understand explain (Conceptual) Apply do (Procedural) Synthesize + Analyze = Create (Meta-cognition) Revised Dimensions of Knowledge (Anderson and Krathwohl 2001)
[object Object],[object Object],[object Object],[object Object],Bloom
Dimensions of Knowledge Z Application x Information Y Understanding X 2 To list Y 2 To explain Range of Analysis Synthesis Creation
References Bloom, B. (1956)Taxonomy of Educational Objectives: The Classification of Educational Goals; Hand Book 1 : cognitive domain. New York. David Mackay. Anderson, L.W., and Krathwohl (eds). (2001) A Taxonomy of Learning, Teaching, and Accessing: A revision of Bloom’s Taxonomy of Education Objectives. New York. Longman.

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Bloom's Taxonomy and Multiple Intelligences Theory

  • 1. Benjamin Bloom Taxonomy of Cognitive Processes Sets-Up The Theory of Multiple Intelligences
  • 2.
  • 3.
  • 4. Cognitive Process Making decisions and recommendations. Evaluation/Creating Creating and inventing new ideas from known information. Synthesis/Evaluating Investigating and comparing information. Analysis/Analyzing Applying known facts to a new situation. Application/Applying Demonstrating an understanding of information. Comprehension/Understanding Recalling factual information. Knowledge/Remembering
  • 5. Dimensions of Knowledge x Information “95% of the test questions students encounter requires them to think only at the lowest possible level…the recall of information.” [Bloom 1956]
  • 6. Dimensions of Knowledge x Information Y Understanding Instructors are encouraged to build into their lessons understanding to promote a greater mastery of the objective.
  • 7. Dimensions of Knowledge M Application x Information Y Understanding Use of the information is measured at the x/y intercept
  • 8. Dimensions of Knowledge x Information X 2 To list Mnemonics as indexes (rote memory)
  • 9. Dimensions of Knowledge Y Understanding Y 2 To explain Increase ability of students’ to state an opinion, predict an outcome, and compare, summarizing cause & effect.
  • 10. Dimensions of Knowledge M Application Good: Reconstruct Better: Re-contextualize
  • 11. Dimensions of Knowledge M Application level 3 x Information level 1 Y Understanding level 2 X 2 To list Y 2 To explain Level 4 Range of Analysis Synthesis Creation
  • 12. Dimensions of Knowledge M Application x Information Y Understanding
  • 13. Knowledge Remember information (Factual) Understand explain (Conceptual) Apply do (Procedural) Synthesize + Analyze = Create (Meta-cognition) Revised Dimensions of Knowledge (Anderson and Krathwohl 2001)
  • 14.
  • 15. Dimensions of Knowledge Z Application x Information Y Understanding X 2 To list Y 2 To explain Range of Analysis Synthesis Creation
  • 16. References Bloom, B. (1956)Taxonomy of Educational Objectives: The Classification of Educational Goals; Hand Book 1 : cognitive domain. New York. David Mackay. Anderson, L.W., and Krathwohl (eds). (2001) A Taxonomy of Learning, Teaching, and Accessing: A revision of Bloom’s Taxonomy of Education Objectives. New York. Longman.