Bloom’s Taxonomy was created in 1956 under the leadership of educational psychologist Dr Benjamin Bloom in order to promote higher forms of thinking in education, such as analyzing and evaluating concepts, processes, procedures, and principles, rather than just remembering facts (rote learning). It is most often used when designing educational, training, and learning processes.
Bloom saw the original Taxonomy as more than a measurement tool. He believed it could serve as a:
common language about learning goals to facilitate communication across persons, subject matter, and grade levels; basis for determining for a particular course or curriculum the specific meaning of broad educational goals, such as those found in the currently prevalent national, state, and local standards; means for determining the congruence of educational objectives, activities, and assessments in a unit, course, or curriculum; and panorama of the range of educational possibilities against which the limited breadth and depth of any particular educational course or curriculum could be contrasted.
The original Taxonomy provided carefully developed definitions for each of the six major categories in the cognitive domain. The categories were Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. With the exception of Application, each of these was broken into subcategories. The categories were ordered from simple to complex and from concrete to abstract. Further, it was assumed that the original Taxonomy represented a cumulative hierarchy; that is, mastery of each simpler category was prerequisite to mastery of the next more complex one.
Lorin Anderson, a former student of Bloom, and David Krathwohl revisited the cognitive domain in the mid-nineties and made some changes. This new taxonomy reflects a more active form of thinking and is perhaps more accurate. Bloom’s Revised Taxonomy improved the usability of it by using action words. The Bloom’s Revised Taxonomy Action Verbs infographic includes some action words that are useful in writing learning objectives.
Children are increasingly setting aside books to spend time with tablets and cell phones. Still, fanfare over the Hunger Games and the Divergent series as well as the continued popularity of the Harry Potter franchise suggests that many kids remain eager readers. Research backs this up.
The Colorado School Library Survey is administered each year by the Library Research Service, an office of the Colorado State Library. Surveys are sent to traditional K-12 public educational institutions. Statewide estimates are produced by weighting survey data to reflect the universe of school libraries in Colorado. Survey responses are totals based on results from the school library staff who participated in the survey. This report highlights results from the 2013-14 Colorado School Library Survey. Printable version 2012-13 Annual Colorado School Library Survey Highlights
It’s World Book Day on Thursday 5th March. If you’re looking for some new kids books ideas or have a birthday coming up that you need to buy for, books are a great gift for children of all ages. Here are 10 of the Most Highly Recommended Kids Books by Age.
Do you have a set of defined, school wide instructional practices? I bet you have defined practices for attendance, discipline, fire drills, cafeteria, bus drills, and registration. How can we call ourselves professionals when the very business of which we are about--teaching and learning--has no defined practices?
Is it possible for our students to be both digital natives and digitally unaware? Young people today are instant messengers, gamers, photo sharers and supreme multitaskers. But while they use the technology tools available to them 24/7, they are struggling to sort fact from fiction, think critically, decipher cultural inferences, detect commercial intent and analyze …
Around the turn of the 20th century—a golden age for libraries in America—the Snead Bookshelf Company of Louisville, Ky., developed a new system for large-stack library shelving. Snead’s multifloor stack systems can still be seen in many important libraries built in that era, for instance at Harvard, Columbia, the Vatican,...
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