The New Bloom

1
The New Blooms Taxonomy

• An Interactive Quiz Game
• Developed by Nancy Andrews, Emily Hodge, and Amy
  McElveen

2
Instructions

• On the next slide (Question Index), click a
  question number.
• Click your selected response on the question
  slide. If you are correct, continue to the next
  question. If not, return to the question and try
  again.
• Click the button to begin.

3
Question IndexClick on a question number to
select it.
1 7
2 8
3 9
4 10
5 11
6 12
4
What was the central focus of Blooms life work?
1

• Creating a diagram to organize his six levels of
  thought
• Improving student learning
• Classifying the affective and psychomotor domains

5
Which of the following is NOT a benefit of
Blooms Taxonomy?
2

• It creates common ground for discussions about
  educational goals and objectives.
• It helps ensure the alignment of objectives with
  standards and assessments.
• It is sufficient as the only model teachers need
  to use to be successful.

6
Mrs. Macintosh wants her students to compare and
contrast two Native American folktales and the
cultures each represents. At which level of
thought is Mrs. Macintosh asking her students to
work according to Blooms Taxonomy?
3

• Remembering
• Understanding
• Analyzing

7
Mrs. Smith has asked her students to classify the
items in a diagram as living or nonliving. At
what level of Blooms Taxonomy is she having her
students think?
4

• Understanding
• Applying
• Evaluating

8
How has Blooms Taxonomy changed from its
original version to the revised version?
5

• New uses, terminology, and domain
• New terminology, structure, and emphasis
• New examples, categories, and classifications

9
Students in Mrs. McElveens class have been asked
to read a research article and summarize it in
their own words. At which level of Blooms
Taxonomy is she asking them to think?
6

1. Understanding
2. Remembering
3. Applying

10
Mrs. Hodge has asked students to list every
possible way to answer the math word problem on
the board. Then she asks them to choose the best
method for solving the problem and to defend
their answers. At which level of Blooms Taxonomy
is she asking them to think?
7

1. Creating
2. Analyzing
3. Evaluating

11
Which two dimensions are used in the Taxonomy
Table?
8

1. Knowledge and Cognitive Process
2. Meta-cognitive Process and Understanding
3. Knowledge and Classification

Bloom
12
9
Mrs. Andrews assigned the following tasks as part
of a reading lesson. Place them in order of
their location on the revised Blooms Taxonomy
from lowest to highest.

• Place the events of the story in chronological
  order.
• Write a new ending for the story.
• Choose one of the storys characters as a best
  friend and justify your choice.
• On what date did this story begin?

a. 1, 2, 3, 4 b. 4, 1, 3, 2
c. 4, 1, 2, 3 d. 1, 4, 3, 2
13
Which of the following statements describes how
the revised Blooms Taxonomy differs from the
original?
10

• It uses verbs instead of nouns.
• Creating has replaced Evaluation as the highest
  level.
• The taxonomy is two-dimensional.
• All of the above

14
Mr. Jones knows that the new Blooms Taxonomy
Table can help him write better lesson
objectives. He wants to write one that will
require his students to apply the factual
knowledge they have learned. According to the
table, what verb might he use in an assignment
that will accomplish this?
11

• a. Describe b. Summarize
• c. Assess d. Classify

15
The original Bloom group met for the purpose of
helping
12

• university professors who wanted to classify
  objectives, experiences, processes, and
  evaluation questions.
• classroom teachers who had been criticized by
  education experts for focusing on low-level
  student tasks.
• business trainers who wanted their employees to
  be more imaginative.

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Yes! Good Job!
Continue Game
End game
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