Difference between revisions of "Bloom"

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Example of framework as ''applied'' in Economics:
 
Example of framework as ''applied'' in Economics:
#Can a student remember/recite the definition of opportunity cost?
+
#Can the student remember/recite the definition of opportunity cost?
#Can a student understand/restate/explain the definition of opportunity cost?
+
#Can the student understand/restate/explain the definition of opportunity cost?
#Can a student apply the concept of opportunity cost in a new context?
+
#Can the student apply the concept of opportunity cost in a new context?
#Can a student use the concept of opportunity cost to analyze/compare/contrast situations?
+
#Can the student use the concept of opportunity cost to analyze/compare/contrast situations?
#Can a student suggest and justify using the concept of opportunity cost to analyze a particular economic situation? Can a student evaluate/critique an analysis based on opportunity cost?  
+
#Can the student suggest and justify using the concept of opportunity cost to analyze a particular economic situation?  
#Can a student create a new use of the concept? Can she create a related concept?
+
#Can the student evaluate/critique an analysis based on opportunity cost?  
 +
#Can the student create a new use of the concept? Can she create a related concept?

Revision as of 15:16, 6 January 2016

Bloom's Taxonomy

Become familiar with Bloom's Taxonomy and help your students move up the pyramid.

In 1956, Benjamin Bloom, an educational psychologist, developed a classification of levels of cognitive skills important in learning.[1] In the 1990s, a group of cognitive psychologists, led by Lorin Anderson, updated the taxonomy, changing the original noun-based classification to verbs. The diagram presents the revised framework.

Example of framework as applied in Economics:

  1. Can the student remember/recite the definition of opportunity cost?
  2. Can the student understand/restate/explain the definition of opportunity cost?
  3. Can the student apply the concept of opportunity cost in a new context?
  4. Can the student use the concept of opportunity cost to analyze/compare/contrast situations?
  5. Can the student suggest and justify using the concept of opportunity cost to analyze a particular economic situation?
  6. Can the student evaluate/critique an analysis based on opportunity cost?
  7. Can the student create a new use of the concept? Can she create a related concept?