Difference between revisions of "Bloom"
From Diversifying Economic Quality: A Wiki for Instructors and Departments
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[[Image:Blooms_new.png|400px|right|Bloom's Taxonomy|link=Bloom]] | [[Image:Blooms_new.png|400px|right|Bloom's Taxonomy|link=Bloom]] | ||
| − | '''Become familiar with Bloom's Taxonomy and | + | '''Become familiar with Bloom's Taxonomy and show it to your students. Instructor and student efforts should focus on moving students up the pyramid to higher-order knowledge.''' |
In 1956, Benjamin Bloom, an educational psychologist, developed a classification of levels of cognitive skills important in learning.[http://www.amazon.com/Taxonomy-Educational-Objectives-Classification-Goals/dp/0679302115] 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. | In 1956, Benjamin Bloom, an educational psychologist, developed a classification of levels of cognitive skills important in learning.[http://www.amazon.com/Taxonomy-Educational-Objectives-Classification-Goals/dp/0679302115] 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. | ||
| − | + | An example of the framework as applied in Economics: | |
#Can the student remember/recite the definition of opportunity cost? | #Can the student remember/recite the definition of opportunity cost? | ||
#Can the student understand/restate/explain the definition of opportunity cost? | #Can the student understand/restate/explain the definition of opportunity cost? | ||
| − | #Can the student apply the concept of opportunity cost in a | + | #Can the student apply the concept of opportunity cost in a given context? |
#Can the 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 the student suggest and justify using the concept of opportunity cost to analyze a | + | #Can the student suggest and justify using the concept of opportunity cost to analyze a novel economic situation? |
#Can the student evaluate/critique an analysis based on opportunity cost? | #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? | #Can the student create a new use of the concept? Can she create a related concept? | ||
Revision as of 12:38, 11 March 2016
Become familiar with Bloom's Taxonomy and show it to your students. Instructor and student efforts should focus on moving students up the pyramid to higher-order knowledge.
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.
An example of the framework as applied in Economics:
- Can the student remember/recite the definition of opportunity cost?
- Can the student understand/restate/explain the definition of opportunity cost?
- Can the student apply the concept of opportunity cost in a given context?
- Can the student use the concept of opportunity cost to analyze/compare/contrast situations?
- Can the student suggest and justify using the concept of opportunity cost to analyze a novel economic situation?
- 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?