Bloom

1
Blooms Taxonomy Guidance in planning
instruction

• Dr. Julie E. Dodd
• Presentation for
• Mass Communication Teaching
• Fall 2004

2
Moving from what we do as teachers to
3
thinking about what we wantthe students to be
able to do
4
Blooms Taxonomy (1956)Anderson Krathwohl,
eds. (2000)

• Levels of learning - cognitive domain
• Remembering
• Understanding
• Applying
• Analyzing
• Evaluating
• Creating

5
Rememberingrecall information

• Recognize different kinds of leads
• List the 5Ws and H
• Identify these parts of a story dateline,
  byline, nut graph

6
Understanding explain ideas and concepts

• Classify stories as news, features, editorials
• Write a summary of a news storys construction
• What are the questions the reporter used in
  interviewing for the story?

7
Applyinguse new knowledge in another situation

• Develop interview questions that you would use
  and compare to the questions used in class
• Take notes during interview, capturing key ideas
  and direct quotes

8
Analyzingdistinguish importance,
outline,determine point of view

• What are motives of each for this partnership?
• What are potential problems with this campaign --
  for MMs, Komen?

9
Evaluatingjudge, monitor

• How effective are the ads insurance companies are
  running after the hurricanes?
• If you were working for GRU, how would you have
  handled communities that were without power for
  weeks?

10
Creatingdevise, construct

• Write a news story about how the hurricanes have
  affected the lives of specific UF students.
• Create a campaign for UFs Gators on the Go
  program.

11
Use the taxonomy to guide syllabus decisions

• Class structure
• Lecturing vs. group work
• Time spent on topic
• know vs. create
• Evaluation of students
• multiple-choice exams
• essay tests
• projects