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Learning to think, thinking to learn: Models and strategies to develop a classroom culture of thinking. Cheltenham, Vic.: Hawker Brownlow[r]

(1)

Teaching with the Revised Bloom’sTaxonomy

(2)

Taxonomy = Classification

Classification of thinking Six levels

(3)

Evaluation Synthesis

Analysis Application

Comprehension Knowledge

Creating Evaluating

Analyzing Applying

Understanding Remembering

Original Revised

(4)

Remembering

The learner is able to recall, restate and remember learned information

– Describing – Finding

– Identifying – Listing

– Retrieving – Naming

– Locating

– Recognizing

(5)

Understanding

Student grasps meaning of information by interpreting and translating

what has been learned

– Classifying – Comparing – Exemplifying – Explaining

– Inferring

– Interpreting – Paraphrasing – Summarizing

(6)

Applying

Student makes use of information in a context different from the one in which it was learned

– Implementing – Carrying out

– Using

– Executing

Can students use the information in another familiar situation?

(7)

Analyzing

Student breaks learned information into its parts to best understand that information

– Attributing – Comparing

– Deconstructing – Finding

– Integrating – Organizing – Outlining – Structuring

(8)

Evaluating

Student makes decisions based on in-depth reflection, criticism and assessment

– Checking – Critiquing – Detecting

– Experimenting

– Hypothesising – Judging

– Monitoring – Testing

Can students justify a decision or

(9)

Creating

Student creates new ideas and information using what previously has been learned

– Constructing – Designing

– Devising – Inventing

– Making – Planning – Producing

(10)

Questioning

• Higher level questions require complex

application, analysis, evaluation or creation skills

• Higher level questions

– Encourage students to think more deeply and

critically

– Facilitate problem solving – Encourage discussions

– Stimulate students to seek information on their

own

University of Illinois (2006)

(11)

“Remembering” stems

What happened after ? How many ?

What is ?

Who was it that ? Name

Find the definition of…

Describe what happened after… Who spoke to ?

Which is true or false ?

(12)

“Understanding” stems

Explain why…

Write in your own words… How would you explain…? Write a brief outline

What you think could have happened next ? Who you think ?

What was the main idea ? Clarify…

Illustrate…

(13)

“Applying” stems

Explain another instance where… Group by characteristics such as…

Which factors would you change if…? What questions would you ask of…?

From the information given, develop a set of instructions about…

(14)

“Analyzing” stems

Which events could not have happened?

If happened, what might the ending have been? How is similar to ?

What you see as other possible outcomes? Why did changes occur?

Explain what must have happened when What are some or the problems of ?

Distinguish between

What were some of the motives behind ? What was the turning point?

What was the problem with ?

(15)

“Evaluating” stems

Judge the value of What you think about ? Defend your position about

Do you think is a good or bad thing? How would you have handled ?

What changes to… would you recommend? Do you believe ? How would you feel if ? How effective are ?

What are the consequences ?

What influence will have on our lives? What are the pros and cons of ?

Why is of value?

What are the alternatives?

(16)

“Creating” stems

Design a to

Devise a possible solution to

If you had access to all resources, how would you deal with ?

Devise your own way to What would happen if ? How many ways can you ?

Create new and unusual uses for Develop a proposal which would

(17)

Summary

Bloom’s revised taxonomy

• Systematic process of thinking & learning

• Assists assessment efforts with easy-to-use

format

• Visual representation of alignment between goals

& objectives with standards, activities, & outcomes

• Helps form challenging questions to help

students gain knowledge & critical thinking skills

• Assists in development of goals, objectives, &

(18)

Let’s Practice!

(19)

References and Resources

Cruz, E (2003) Bloom's revised taxonomy In B Hoffman (Ed.), Encyclopedia of Educational Technology. http://coe.sdsu.edu/eet/Articles/bloomrev/start.htm

Dalton, J & Smith, D (1986) Extending children’s special abilities: Strategies for primary classrooms.

http://www.teachers.ash.org.au/researchskills/dalton.htm

Ferguson, C (2002) Using the revised Bloom’s Taxonomy to plan and deliver team-taught, integrated, thematic units Theory into Practice, 41(4), 239-244

Forehand, M (2008) Bloom’s Taxonomy: From emerging perspectives on learning, teaching and technology http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy

Mager, R E (1997) Making instruction work or skillbloomers: A step-by-step guide to designing and developing instruction that works, (2nd ed.) Atlanta, GA: The Center for Effective Performance, Inc

Mager, R E (1997) Preparing instructional objectives: A critical tool in the development of effective instruction, (3rd ed.) Atlanta, GA: The Center for Effective Performance, Inc

Pohl, Michael (2000) Learning to think, thinking to learn: Models and strategies to develop a classroom culture of thinking Cheltenham, Vic.: Hawker Brownlow

Tarlinton (2003) Bloom’s revised taxonomy.

http://www.kurwongbss.qld.edu.au/thinking/Bloom/bloomspres.ppt

http://coe.sdsu.edu/eet/Articles/bloomrev/start.htm http://www.teachers.ash.org.au/researchskills/dalton.htm http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy http://www.kurwongbss.qld.edu.au/thinking/Bloom/bloomspres.ppt. www.oir.uiuc.edu/Did/docs/QUESTION/quest1.htm

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