This link has been bookmarked by 131 people . It was first bookmarked on 02 Mar 2009, by Tania Sheko.
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phrases like
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use phrases like bulleting to mark key words or phrases for recall
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tudents might bookmark or favorite a web page or site for future use
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Googling” as another remembering concep
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Twittering and journaling can easily move beyond the understanding level to higher levels of the taxonomy if these tools are used to develop greater understanding or if they are used to collaborate with peers
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ital organizing and classifying of files clearly demonstrates a level of understanding
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nnotating web pages is likely analogous to taking notes.
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students initiating a program and/or operating and manipulating hardware and applications.
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Gaming technology
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monstrating both understanding of the process and the skill set, then be applying them to the game task
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uploading
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site such as Flickr
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hurches also places the proper establishment of links within documents and web pages in the analyzing category
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tagging, the “organizing, structuring and attributing online data, meta-tagging web pages, etc.”
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considers blog commenting and reflecting where students comment and reply to other postings as a simple example of this aspect.
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posting of an appropriate, thoughtful, in depth response
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Churches rightfully notes that “effective collaboration involves evaluating the strengths and abilities of the participants and evaluating the contribution they make
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It is here we would find technology mixing heavily with the creative process.
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involve audio and video and come in the form of a film, an animation, a videocast, or a podcast
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Ultimately, there is publishing of some type here, so anything related to a written or video blog, even a Wiki
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The basis for the theory is rather straightforward, a person cannot understand something that he does not remember (know) nor can he/she analyze or apply that knowledge if the person does not understand the material. Though an ability to analyze and apply certainly supersedes the basic knowledge category, to synthesize entails divergently applying knowledge and/or skills to produce something new. Lastly, evaluating or judging the value of material is necessary to produce a worthy final end product.
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In education, quality teachers seek to bring their students to the HOTS level of the taxonomy whenever possible. Acquiring knowledge and even comprehending information pale in comparison to being able to apply that knowledge. In addition, as additional ideas come forward, the complexities that emerge demand further analysis of the information, etc.
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In the revised taxonomy, verbs are used rather than nouns to express the concept.
The revised taxonomy begins with the word remembering before moving to understanding, applying, analyzing, evaluating and creating. Perhaps most importantly, there has been a general consensus of a change at level five and six, with evaluating being seen as a lower level to that of creating.
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karen sipeLink to Andrew Churches' Bloom's Digital Taxonomy
blooms digital taxonomy churches bloomstaxonomy learning teaching education
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Certainly students must be able to understand the materials to be able to perform this step though there is some obvious overlap with the prior applying level. It is in this category that Churches places the reverse-engineering (possibly positive) and cracking (not likely positive) behaviors
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Susan MichaelOpen Education blog article on Andrew Church's work. another reference
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today’s educational landscape is vastly different from that of yesterday rendering a lack of clarity as to where the levels of the taxonomy fit. As education heads into the digital world, many teachers struggle with where to place many of the new technology tasks within this long-standing hierarchal guide to teaching and learning.
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recognizing, listing, describing, naming and locating.
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bulleting
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“Googling”
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interpreting, summarizing, inferring, paraphrasing, comparing, and explaining.
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Blog journaling
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Twittering
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The digital organizing and classifying of files clearly demonstrates a level of understanding while commenting and annotating web pages is likely analogous to taking notes.
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implementation, using information, and executing tasks.
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Gaming technology
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Flickr
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hacking
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comparing, organizing, structuring, and integrating
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tagging
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hypothesizing, critiquing, experimenting, judging, testing and monitoring.
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blog commenting and reflecting
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students examining material in context and then replying must be doing some form of evaluation.
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designing, inventing, constructing, planning and producing.
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film, an animation, a videocast, or a podcast
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23 Mar 09
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Allard StrijkerBloom’s Taxonomy, developed in the 1950’s, expresses thinking and learning through a set of concepts that begin with lower order thinking skills (LOTS) and build to higher order thinking skills (HOTS). The initial phraseology of Bloom’s Taxonomy had six l
Education Theory elearning instruction learning pedagogy research teaching technology web2.0
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10 Mar 09
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Mandy FoxArticle using Bloom's Taxonomy levels and showing how technology is used in each of those levels.
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Jennifer Maddrelljs: Another description of Bloom in the 21st century. Goes along with Jeff's link from last week.
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edtechtalkjs: Another description of Bloom in the 21st century. Goes along with Jeff's link from last week.
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01 May 08
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John SchinkerAnother description of Bloom in the 21st century. Goes along with Jeff's link from last week.
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27 Apr 08
tom wambekeBloom’s Taxonomy and the Digital World — Open Education
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Wilfred RubensBut today’s educational landscape is vastly different from that of yesterday rendering a lack of clarity as to where the levels of Bloom's taxonomy fit. As education heads into the digital world, many teachers struggle with where to place many of the ne
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Michael M GrantA description and rethinking of Bloom's with respect to technology-supported learning.
bloom's taxonomy objectives instructional design lesosn plans higher order thinking skills HOTS
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15 Apr 08
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