Bloom’s Taxonomy: Guidance in planning instruction

Bloom’s Taxonomy: Bloom’s Taxonomy: Guidance in planning Guidance in planning

instructioninstruction

Dr. Julie E. DoddDr. Julie E. Dodd

Presentation for Presentation for

Mass Communication TeachingMass Communication Teaching

Fall 2004Fall 2004

Moving from what we do as teachers Moving from what we do as teachers to…to…

……thinking about what we wantthinking about what we wantthe students to be able to dothe students to be able to do

Bloom’s Taxonomy (1956)Bloom’s Taxonomy (1956)Anderson & Krathwohl, eds. (2000)Anderson & Krathwohl, eds. (2000)

Levels of learning - cognitive domainLevels of learning - cognitive domain RememberingRemembering UnderstandingUnderstanding ApplyingApplying AnalyzingAnalyzing EvaluatingEvaluating CreatingCreating

RememberingRemembering[recall information][recall information]

Recognize different Recognize different kinds of leadskinds of leads

List the 5Ws and HList the 5Ws and H Identify these parts of Identify these parts of

a story: dateline, a story: dateline, byline, nut graphbyline, nut graph

Understanding Understanding [explain ideas and concepts][explain ideas and concepts]

Classify stories as news, features, editorialsClassify stories as news, features, editorials Write a summary of a news story’s constructionWrite a summary of a news story’s construction What are the questions the reporter used in What are the questions the reporter used in

interviewing for the story?interviewing for the story?

ApplyingApplying[use new knowledge in another situation][use new knowledge in another situation]

Develop interview questions that you would use Develop interview questions that you would use and compare to the questions used in classand compare to the questions used in class

Take notes during interview, capturing key ideas Take notes during interview, capturing key ideas and direct quotesand direct quotes

AnalyzingAnalyzing[distinguish importance, [distinguish importance,

outline,determine point of view]outline,determine point of view]

What are motives of What are motives of each for this each for this partnership?partnership?

What are potential What are potential problems with this problems with this campaign -- for campaign -- for M&Ms, Komen?M&Ms, Komen?

EvaluatingEvaluating[judge, monitor][judge, monitor]

How effective are the How effective are the ads insurance ads insurance companies are companies are running after the running after the hurricanes?hurricanes?

If you were working If you were working for GRU, how would for GRU, how would you have handled you have handled communities that communities that were without power were without power for weeks?for weeks?

CreatingCreating[devise, construct][devise, construct]

Write a news story about how the hurricanes Write a news story about how the hurricanes have affected the lives of specific UF students.have affected the lives of specific UF students.

Create a campaign for UF’s Gators on the Go Create a campaign for UF’s Gators on the Go program.program.

Use the taxonomy to guide Use the taxonomy to guide syllabus decisionssyllabus decisions

Class structure:Class structure:Lecturing vs. group workLecturing vs. group work

Time spent on topic:Time spent on topic:know vs. createknow vs. create

Evaluation of students:Evaluation of students:multiple-choice examsmultiple-choice examsessay testsessay testsprojectsprojects