Many of us have been struggling with JUST the right visual to show these links, acknowledging that many tools can occur in more than one level depending on how you use them, and also recognizing that learners do not move linearly through the levels, but instead go in and out of them as their knowledge and experience grows in many dimensions at once. Becky Fisher: It's not about how (the tool); it's about the what (use of the tool).
Bloom himself expressly says his taxonomy IS a hierarchy: learning at the higher levels is dependent on learning acquired at the lower levels. Certainly, once one has learned to work at level 5, or synthesis, for example, one can and often does move up and down through comprehension, application and so on. But that is not all all the same as saying Bloom's taxonomy is not hierarchical
I love this discussion; we've got some really good ideas down now we need to take it to the next level...creating the lessons for teachers and instructors to use in their classrooms. I think Becky hits the nail on the head, there must be some sort of "slide" mechanism on the visual. If we can egt this off the ground, I think a great "NEXT STEP" would be to link lessons by grade and subject. There are so many resources out there that provide lessons, but not enough taht show teachers where the H.O.T.S come in and assessment can be used. Let's keep the conversation going.
A lot of what was once thought was linear is no longer thought of that way. The instructional model of concept attainment flips the role of evidence and evaluation. We often confuse "know" with "name" and "know" with "understand." Bloom's definition of understand doesn't jive at all with how Wiggins and McTighe use the word. I think we have to keep in mind that Bloom's committee identified three domains - cognitive, affective, and psychomotor...significant changes have occured across each of these three domains in the past 50 years. While the human DNA has not changed (much?) since 1956, the world around us has changed significantly. No longer is the simple recall of facts as important as it once was. However, the evaluation of "facts" is far more important than it has ever been. When information was controlled and juried by few, it was generally accepted by many. We cannot have uncontrolled and unvetted information accepted with the same naivete. Perhaps it never should never have been the case that information would flow in one ear and then out one's mouth, but...The big idea in my mind is not that we label and graduate these skills as much as it is that we recognize not all uses of a wiki are created equally. Perhaps we should throw in to the discussion the role of thinking deeply about things that matter plays in student engagement. Perhaps Schlechty's Engaging Qualities
should be added as a layer. Technology for technology's sake is still more likely to cause kids to do the task at hand (Marzano's definition of engagement - chapter 5 of The Art and Science of Teaching) than a paper-based worksheet sometimes, but how do we elevate the thinking by incorporating Schlechty's engaging qualities in our design?
How about a rollover for each of the tools - at this level, this is how it would be used, ratchet it up by doing X?
the "rachet it up by doing X" idea was behind the table on my
(which I originally made in 1999 for a VSTE presentation)
10/21/09 - I added a new visual to the bottom of the chart. Open for comments. Thinking of Glogging an interactive version! (-Mike @fisher1000 )
Please feel free to add your ideas here:
the originator of the triangle!
Comments: I like the concentric circles and the fact that the traditioal whisk pieces all touch one another. That's how I envision Bloom's working--going back and forth, recursive, NOT linear.
a mobius strip I was thinking…no inside, no outside, you start in one place and move along until you end up some place totally different…
cut out a bookmark-like piece of paper. At the top, write Creating and go down to the bottom filling it all in until Remembering. Now, flip the paper over (left to right) and start at the top with Remembering and go down to Creating…now, make the Mobius strip…now, imagine a Mobius strip slider…you can hop from creating to remembering or analyzing or whatever but it is not in “order” unless you as the learner wants it to be.
wow - brings out the topologist in me - wait there isn't any topologist in me!
I like this visual the best - but I don't think it would translate easily to paper - e.g. poster, etc. - but a short video of this would be awesome. Really gets at the less-static nature of the whole thing (M. Techman)
idea...here's the next iteration of what I've come up with. I'm going to wait to link pics until I get a final form.
Paula: Mike, this is fantastic! I would like to get rid of the arrows, and put remembering at the bottom, creating at the top. Then understanding and applying on the first tier from the bottom, then evaluating and analysing on the second tier down.
I like the fact that it is interwoven I also think Create should be at the top...and connected to analyze for that self-evaluation piece.
Here's the next version. I removed the outer arrows and changed the position of the tiers so that it's easier to see differentiation between lower level and higher level. Then, I added internal arrows to signify the interconnectivity that I'm thinking is important with this new representation.
Paula here: The center looked more 3_D on the former one and I think it should be. Also could the outside squares be cubes?
Here's a nice representation from Wikipedia--it gives you Bloom's useful verbs as well as sample assessments:
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