Bloom’s Taxonomy is frequently used as a guide for evaluating the level of thinking that a student achieves when completing a given learning task. Frequently technology projects that are are completed using high-tech tools are judged to require the highest level of Bloom’s Revised Taxonomy, CREATION, and thus are awarded the stamp of approval that the project possesses a high degree of educational value. But this judgement is misleading. While a student making a movie may be thinking at the CREATE level as they consider what camera angles would be most effective for creating the right mood or what choices will help them achieve the look and feel for their chosen genre of film-making, they may be only considering the content at the remembering and understanding level. Thus, the highly polished and effective movie is evidence that a student is adept at communication using this modality, but the movie itself does not necessarily demonstrate that the subject-matter content was analyzed, synthesized, evaluated, or more importantly that something was created, with regard to content. Students may be simply reproducing information from other sources. If this is the case, students have not achieved the CREATE level, with regard to the subject matter. This presentation will help educators decipher the difference between project-based assignments that require students to create with the content and those that only require students to create new products. We will also present several sure-fire strategies for how to design projects where students CREATE with content.
5. The update to Bloom’s Taxonomy in
2000 placed CREATING as the
highest level of thinking
New and emerging technologies
are exploding with tools and
opportunities for students to CREATE
with technology
9. Creating
Putting the elements together to form a coherent or
functional whole; reorganising elements into a new pattern
or structure through generating, planning or producing
10. Creation?
1. A student creates an animation of blood
flow through the heart
2. A student writes an opinion piece in her blog
arguing that Middle Georgia College and
Macon State College should not be merged.
3. A student collaborates to make an
informational wiki about the War of 1812.
Putting the elements together to form a coherent or
functional whole; reorganising elements into a new pattern
or structure through generating, planning or producing
11. Why is Bloom’s important?
In 1998 Academically made a Arum
Faculty Leon Gardiner Adrift by plea in
2011 overwhelmingly want to
The most effective way to teach critical
Why Roksa cites thinkingdemonstrating
developis to teach it explicitlybut a
thinking critical studies skills, as most
and We Must Change: The Research
Evidence focusedgoals reflect teaching
submittedtrack within a specific content
that many course mainly on the need
separate students are not
to develp critical thinking in students
concepts in a disciplinecritical thinking
demonstrating gains in rather than
course.
teaching to semester
semester critical thinking.
(Abrami, et al., 2008)
(Stark, et al., 1988)
12.
13.
14. Why are these new tools
important?
The new can provideproducts
Students tools connect students the
Creating technology with authentic
opportunity to createandinformation.
develops computing polished and
audiences and real-time software skills
authentic project-management skills
as well as products like videos, reports,
podcasts, websites, blogs,
and potentially collaborative and soft
presentations, tools, etc.
skills.
21. What is learned?
In a collaborative team, students create
an animation about the path of food
through the digestive track.
Project Management Skills – Course content–
brainstorming, planning, remembering, understanding level
dividing tasks, meeting thinking about the digestive system
deadlines Critical Thinking – ?
Collaborative Skills/Soft Skills – The majority of critical thinking
Cooperation, leadership, relates to the process of creating
group goal setting an animation NOT in CREATING
Technical Skills – Animation anything with the content ideas
software and concepts
22. Creating
Putting the elements together to form a coherent or
functional whole; reorganising elements into a new pattern
or structure through generating, planning or producing
23. Student Movie Creation…
• about how basketball would be played differently if
there were no friction
• about how friction affects the action of play during a
basketball game.
• that identifies examples of frictional forces in a
basketball game
• that identifies whether a particular force during a
basketball game is frictional
• that compares and contrasts frictional and applied
forces
• that defines frictional forces in science
27. Creation Taxonomy
Content digested at the CREATE level of
Bloom’s.
Content digested at the EVALUATION,
SYNTHESIS, APPLICATION level of Bloom’s.
Content digested at the REMEMBERING/
UNDERSTANDING level of Bloom’s.
In each case a technology product is CREATED
28. Creation?
1. A student creates an animation of blood
flow through the heart
2. A student writes an opinion piece in her blog
arguing that Middle Georgia College and
Macon State College should not be merged.
3. A student collaborates to make an
informational wiki about the War of 1812.
http://tinyurl.com/
createlevels
31. ; Problem-
Decide between two or more options where there is no
Decision Solving
clear right option.
Analogy -
What if?
History– In what war would it have been better to have fought in, the
Metaphor
Spanish-American War or the Civil War?
Science – Should wolves be reintrodued in plains states like Kansas and
Nebraska?
Piecing
Prediction
have decided on three layouts for theTogether/ these layouts
Math - A community is planning a coop garden for a neighborhood. They
garden. Which of
Induction
would be best for the community?
32. Consider an alternate reality – What if a key
What if? point, event, decision, law of nature, etc. was
different?
English - What if Antigone found herself in Hamlet’s situation where he
believes that his stepfather has killed his father, how would she respond?
How would her response be similar and different from Hamlet’s and why?
Science – What would the world be like without friction(or with very little
friction)?
World Religions – How would a key figure’s life and work be different if he or
she had converted to a different religion at a key point in his/her life?
33. Predict an unkown reality – Working within a set of
Prediction parameters, students predict an unkown. (Similar to
“What-if?” scenarios)
Social Sciences – If the Republicans gain control of the Oval Office and
both houses of Congress, how will the government approach to the
economy likely be changed?
Science – If an asteroid knocked the moon out of Earth’s orbit, how would
life on Earth be different?
Social Work – If drugs were legalized, how would this policy decision likely
affect the level of drug use with at risk youth?
34. ;Problem- Design a solution to a problem, especially one for
Solving which there is no adequate solution already.
English – Students often have a hard time understanding the structure of
texts. Design a job-aid to help students understand the structure of one the
types of texts listed
Education- Design a plan to increase student vocabulary and reading
fluency in a situation where there is an iPad for every student
Engineering - Design a plan to send a camera into the upper atmosphere
to take pictures of earth.
35. Analogy - Create an effective, informative
Metaphor analogy, metaphor, etc. for a concept, process, or skill
Math – Develop an analogy for understanding the difference between
squares, rhombuses, parallelograms, and rectangles
English – Develop an analogy for understanding the important similarities
and differences between Wuthering Heights and Pride and Prejudice
36. Piecing
Together/ Learners are given a limited number of raw clues and
are asked to develop a theory.
Induction
Foreign Language - Below is a display of pictures of things that Arturo saw
while he walked from his home to a cafe. The pictures are displayed in the
order in which he saw them. Develop a narrative in Spanish that makes
sense of what sorts of places and people he met along the way.”
Philosophy – Given a set of arguments and non-arguments develop a
definition of a philosophical argument.
42. Resources:
http://tinyurl.com/creationfff
Heidi Beezley
Instructional Technologist
Decatur Campus
Heidi.Beezley@gpc.edu
x2409
Jason Thibodeau
Assistant Professor of Philosophy
Clarkston Campus
Jason.Thibodeau@gpc.edu
x3785
Notas del editor
Attribution 2.0 Generic (CC BY 2.0)Some rights reserved by lorraine santana Some rights reserved by Lara604
Attribution 2.0 Generic (CC BY 2.0) Some rights reserved by vinodvv aka vcube
Some rights reserved by Elle *
Some rights reserved by Horia Varlan
Gardiner – professor at Rutgers wrote several books on the topic of improving education Redesigning Higher Education : Producing Dramatic Gains in Student Learning (1996)
Build out
Add the study that indicates that critical thinking must be taught explicitly
Some rights reserved by Elle *
Some rights reserved by Horia Varlan
Some rights reserved by Elle *
Some rights reserved by Elle *
Deciders:1.1 Students define the problem - i.e. d1.2. Students plan a solution - students deliberate based on their analysis of the relevant information to make a decision (which also could be deemed a hypothesis about how they problem should be approached). etermine what parameters are relevant to making a decision and collect the relevant information necessary. 1.3 Students execute the solution - students would present in some form their decision including providing their justification based on their analysis and evaluation of information.
2.1 Students define the problem - i.e. they must understand the current version of events, and then identify and summarize the characteristics of events and variables related to the new reality.2.2 Students plan a solution - Students deliberate based on information from the current reality and define what the new reality would look like2.3 Students execute the solution - They develop a product that illustrates this alternate, what-if reality using important facts, concepts, ideas from the current reality to justify their what-if scenario.
2.1 Students define the problem - i.e. they must understand the current and historical factors relevant to the future events, and then identify and summarize the characteristics of events and variables related to the future reality.2.2 Students plan a solution - Students deliberate based on information from the current reality and define what the future reality would look like2.3 Students execute the solution - They develop a product that illustrates this future reality using important facts, concepts, ideas from the current reality to justify their what-if scenario.
4.1 Students define the problem - Students should identify what they need to know and understand in order to develop a coherent solution to the problem. What parameters are important?4.2 Students plan a solution - Students deliberate about ways to best solve the problem4.3 Students execute the solution - The students build, construct, create, etc. the solution to the problem using important facts, concepts, ideas from the relevant variables and information to justify their what-if scenario.
5.1 Students define the problem - Students consider the concept, process, or skill and identify the important features, concepts, ideas that are nested within it.5.2 Students plan a solution - Students brainstorm and deliberate in an attempt to find an appropriate analogy or metaphor.5.3 Student execute the solution - The students communicate their thesis (i.e. the analogy/metaphor) with supporting evidence.
6.1 Students define the problem - Students identify what relevant clues exist that could help them develop a thesis6.2 Students plan a solution - Students begin to deliberate about what the clues indicate and develop a thesis6.3 Students execute a solution - Students communicate their thesis (i.e. the theory) with supporting evidence