Standard #10: Leadership and Collaboration. The teacher seeks appropriate 1st Step of Planning leadership roles and opportunities to take responsibility for student learning, to Instruction and Planning collaborate with learners, families, colleagues, other professionals, and community Commentary members to ensure learner growth, and to advance the profession. Appendix E Bloom's Taxonomy In 1956, Benjamin Bloom headed a group of educational psychologists who developed a classification of levels of intellectual behavior important in learning. During the 1990's a new group of cognitive psychologist, led by Lorin Anderson (a former student of Bloom's), updated the taxonomy reflecting relevance to 21st century work. The graphic is a NEW Version Old Version representation of the NEW verbiage associated with the long familiar Bloom's Taxonomy. Note the change from Nouns to Verbs to describe the different levels of the taxonomy. Note that the top two levels are essentially exchanged from the Old to the New version. Remembering: can the student recall or define, duplicate, list, memorize, recall, repeat, reproduce state remember the information? Understanding: can classify, describe, discuss, explain, identify, locate, recognize, report, select, the student explain translate, paraphrase ideas or concepts? Applying: can the student use the choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, information in a sketch, solve, use, write new way? Analyzing: can the student distinguish appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, between the examine, experiment, question, test different parts? Evaluating: can the student justify a appraise, argue, defend, judge, select, support, value, evaluate stand or decision? Creating: can the student create new assemble, construct, create, design, develop, formulate, write product or point of view?
Standard #10: Leadership and Collaboration. The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other professionals, and community members to ensure learner growth, and to advance the profession. 1st Step of Planning Instruction and Planning Commentary Appendix E Bloom's Taxonomy NEW Version In 1956, Benjamin Bloom headed a group of educational psychologists who developed a classification of levels of intellectual behavior important in learning. During the 1990's a new group of cognitive psychologist, led by Lorin Anderson (a former student of Bloom's), updated the taxonomy reflecting relevance to 21st century work. The graphic is a representation of the NEW verbiage associated with the long familiar Bloom's Taxonomy. Note the change from Nouns to Verbs to describe the different levels of the taxonomy. Note that the top two levels are essentially exchanged from the Old to the New version. Old Version Remembering: can the student recall or remember the information? define, duplicate, list, memorize, recall, repeat, reproduce state Understanding: can the student explain ideas or concepts? classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase Applying: can the student use the information in a new way? choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write Analyzing: can the student distinguish between the different parts? appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test Evaluating: can the student justify a stand or decision? appraise, argue, defend, judge, select, support, value, evaluate Creating: can the student create new product or point of view? assemble, construct, create, design, develop, formulate, write
2013_tlc_if3.docx