#blooms taxonomy

[mbti-notes]

I see you learned many subjects of interest at school, & that was impressive. Was It hard to incorporate interdisciplinary learning in life, like learning is great in itself but It takes a lot to piece together so many different pieces of theories in life. Do you mind sharing how you can make peace with all those information? thank you.

If I'm a good interdisciplinary learner today, there is lots of credit to go around. The school I went to encouraged interdisciplinary study and I was lucky to have met several interdisciplinary professors who had a deep influence on me. Also, when you majored in a so-called "impractical" subject, you were generally encouraged to pair it with something more practical. For instance, psychology students were often encouraged to double major with education or business, which fostered an interdisciplinary mindset. Unfortunately, I doubled down on the impractical by pairing with philosophy lol.

Many people don't know the history of the university. The first universities in early Western civilization only had one subject: philosophy. This meant philosophy had to cover everything, so it is interdisciplinary at heart. It wasn't until much later during the scientific revolution that natural sciences separated out from philosophy. And it wasn't until about a century ago that the social sciences separated out from the natural sciences.

Most philosophy courses in university are labeled "philosophy of _____". The blank includes a wide range of possible subjects, such as: aesthetics; bioethics; business ethics; culture; death; economics; education; environmental ethics; existentialism; gender; history; knowledge; language; law; literature; logic; love; mathematics; medicine; meta-ethics; metaphysics; mind; money; morality; politics; psychology; religion; rhetoric; science; sex; technology; values; etc.

A person who is drawn to major in philosophy is likely to already have an interdisciplinary attitude. As you can see, a well-educated philosophy major is basically able to understand the theoretical underpinnings of any subject, which gives them a big leg up in studying anything. People like to joke about philosophy majors having few practical skills (it is true in my case), but they consistently get the highest scores on tests of intellectual ability compared to every other major.

Fortunately, I am blessed with natural talent for learning theory as well as a personal passion for it, so I don't find it particularly difficult. As for how to "make peace" with all the information, it's hard to explain. Suffice it to say that the ability to learn progresses in predictable stages, from lower order to higher order thinking skills. A philosophy textbook that I can now absorb in a week might've taken me a month to process in the first year of university. You have to take a lot of time to build up a solid foundation of knowledge through lower order learning before you can reach the higher order stage of being able to synthesize information, see: Bloom's Taxonomy.

[jonnyardor]

Level 6: Creating

The highest level of learning in Bloom's taxonomy is asking the learner to create something either tangible or conceptual.

This is the highest and most advanced level of Bloom's Taxonomy. Build a model and use it to teach the information to others.

How can you create a model and use it to teach this information to others?

Suitable verbs to ask level 6 questions are:

Create

Generating

Planning

Producing

In the revised taxonomy, knowledge is at the basis of these six cognitive processes, but its authors created a separate taxonomy of the types of knowledge used in cognition:

•Factual Knowledge

Knowledge of terminology

Knowledge of specific details and elements

•Conceptual Knowledge

Knowledge of classifications and categories

Knowledge of principles and generalizations

Knowledge of theories, models, and structures

•Procedural Knowledge

Knowledge of subject-specific skills and algorithms

Knowledge of subject-specific techniques and methods

Knowledge of criteria for determining when to use appropriate procedures

•Metacognitive Knowledge

Strategic Knowledge

Knowledge about cognitive tasks, including appropriate contextual and conditional knowledge

Self-knowledge

[rubiatinctorum]

I think of Bloom's Taxonomy with this kind of thing :3c It helps me get past the stage of "ugh you KNOW i know this though, why do i have to do this?" Because, remembering is the lowest form on the triangle, and by that, it's like the simplest. Everything higher needs the previous skills. Kind of a cool chart for what OP described above, the understanding, the rewording, synthesizing, all these other skills that are being checked besides knowing/remembering.

(I personally can't fathom why someone would go to college to outsource even the most basic steps of learning to a predictive slop machine, even as someone who skipped more assignments than I should have in my first years of uni. To me, it seems like they're wasting their 10 minutes and at the end the true work of the assignment isn't even done bc the prof wouldn't like. know if they're meeting the content or taxonomy level goals???? but what do i know)

it's so fucking frustrating to be in college and know everyone uses chatgpt and to be tempted by it constantly while also knowing intellectually that it doesn't work and it's a bad idea. like, i hang out in the library a lot, and i see people using chatgpt on assignments almost every day. and i know it isn't a good way to learn, because it's not really "artificial intelligence" so much as it is an auto text generator. and it gives you wrong information or badly worded sentences all the time. but every week i stare down assignments i don't want to do and i think man. if only i could type this prompt into a text generator and have it done in 10 minutes flat. and i know it wouldn't work. it wouldn't synthesize information from the text the way professors want, it wouldn't know how to answer questions, it just spits out vaguely related words for a couple paragraphs. but knowing my classmates get their work done in 10 minutes flat with it while i fight every ounce of attention deficit hyperactivity disorder in my body is infuriating.

[northguwahati]

Designing a standard question paper

Designing a standard question paper for an undergraduate-level program using Bloom’s Taxonomy involves structuring questions to assess different cognitive levels, from basic recall to higher-order thinking skills. Below is a sample template for a question paper based on Bloom’s Taxonomy, covering six levels: Standard Question Paper Design using Bloom’s taxonomy Course: [EVS 1016] Program:…

[easynotes4u]

Bloom's Taxonomy based Questions | Keywords | Verbs

In this article you can find Bloom’s Taxonomy Level (BT Level Based) Questions, Keywords & Verbs such as Remembering Understanding, Applying, Analyzing, Evaluating and Creating Bloom’s Taxonomy Level (BT Level) Based Questions, Keywords & Verbs According to Bloom’s Taxonomy, there is a certain set of verbs that are appropriate for each degree of comprehension. Teachers can use this information…

[dvandom]

Summaries are mostly Remembering/Recall, although may activate some Understanding when it comes to picking what's important to keep and what can be left out for brevity.

Analysis is a few levels up. Furthermore, the "analysis" discussed in this thread is more of a combination of Analyzing and Evaluating, since it often involves making judgements about the thing being analyzed.

So, that's my day job context (PhD in Physics Education Research).

My hobby context is that the page for a toy on Hasbro Pulse (link will rot eventually, still works as of October 7, 2024) is a summary, while my review of that toy is analysis. They don't try to do the same thing, in fact since my aggressively old school reviews are all text with occasional URLs to pictures I took of the toy doing something I can't describe in just words, my reviews aren't as good at being summaries as just a series of pictures would be.

>video claiming to be essay/history on a topic

>ask them if its analysis or summary

>they dont understand

>pull out detailed chart explaining what's analyzing the ideas and motives behind a text and what is just presenting information without thinking about it

>"it's a good video, ma'am"

>watch it

>summary

[carmenvidal]

Diario PA1. Conecta con el currículum y Evaluación

1. ¿Qué ideas nuevas te ha suscitado el bloque?

Este nuevo bloque ha cerrado el círculo de los elementos transversales del paisaje. Me ha permitido conectar mis actividades y mis bloques de contenido con las competencias y criterios de evaluación, todo ello girando en torno a las inteligencias y los niveles de la taxonomía de Bloom para dar respuesta a todos mis alumnos.

2. ¿Cómo se conecta con lo que ya haces en el aula?

Como actualmente no estoy ejerciendo como docente, asesoro a mis centros en el diseño de actividades que permitan a los alumnos a alcanzar los objetivos propuestos con diferentes ritmos de aprendizaje y respondiendo a la diversidad, utilizando nuevos espacios que permitan y motiven el uso de metodologías activas como el aula del futuro.

Así mismo, intento transmitirles los beneficios de crear itinerarios con diferentes alternativas para poder dar respuesta a las diferentes inteligencias.

3. ¿Qué herramientas de evaluación conoces y podrías incluir en tu paisaje?

Como docente, estoy familiarizado con una variedad de herramientas de evaluación que pueden adaptarse a diferentes situaciones y necesidades de los estudiantes. Por su versatilidad, y porque se amoldan mejor a la situación de aprendizaje diseñada, incluiría en mi paisaje de aprendizaje las rúbricas, el diario de aprendizaje y las listas de control.

4. ¿Cómo has incluido la evaluación en el paisaje que estás diseñando?

En el diseño de mi paisaje de aprendizaje, he integrado la evaluación como un componente continuo y formativo. Desde el principio, establezco objetivos de aprendizaje claros y criterios de evaluación que guían el diseño de las actividades y la selección de los recursos. Durante el proceso de enseñanza-aprendizaje, implemento diversas formas de evaluación formativa para monitorear el progreso de los alumnos y proporcionar retroalimentación oportuna. Ellos son conocedores desde el principio de las rúbricas con las que van a ser evaluados, teniendo a su disposición los instrumentos que se van a emplear para hacer un seguimiento de su proceso de aprendizaje a través de las evidencias presentadas.

[tjeromebaker]

Taxonomía de Bloom: Qué es y cómo aplicarla en el aula

 Esta clasificación facilita el diseño de actividades y la evaluación de los conocimientos adquiridos en un área o materia. A grandes rasgos, la Taxonomía de Bloom es una lista de objetivos (o niveles) que evalúan el proceso de aprendizaje de cualquier estudiante, además de un punto de partida útil para diseñar de forma lógica actividades y ejercicios y conseguir un aprendizaje significativo que…

[mbti-notes]

with regards to learning it may be important to know about IEOD(illusion of explanation depth) which may sometimes lead us to believe we understand more about the world than we think this can be especially true for those with an intuitive preference i write this because I've fallen for it too I hope this helps

I have discussed such learning problems in previous posts. After spending many years teaching, tutoring, and coaching students from a variety of backgrounds, in a variety of subjects, it never ceases to amaze me just how little people understand about learning. I believe that basic knowledge of learning theory is necessary for optimizing the learning process, if one hopes to be a good student of anything.

With so much information at the fingertips, it's more important than ever that people are mindful about how they learn. Being in the role of "student" is hard because you're a newbie and you're ignorant and you don't know the best way to tackle a big subject. Without a good teacher or an expert to guide you, you might come to rely on dubious sources of information, misinterpret what you read, misapply the ideas, or hit a seemingly insurmountable block/plateau.

Unfortunately, there are not enough good teachers to go around. Unfortunately, many teachers in public education are tasked with "babysitting" rather than teaching, to the detriment of learning. As a result, too many students get to high school, i.e., into adulthood, without a solid foundation of study skills.

Just recently, I was helping a twelfth grade student with essay writing. Being a good student, they couldn't understand why they kept getting low marks in writing despite putting a lot of effort into the assignments. Turns out, they kept submitting summaries of the literature when the teacher was explicitly asking for analysis of the literature. When I brought this problem to their attention, they were even more confused, because they thought they had been doing analysis all along. They had no clue that there was a difference between summary and analysis, so they were incapable of getting to the level of depth that the teacher was demanding.

One of the first things I often have to do with students is explain the difference between lower order vs higher order learning. Lower order learning is usually enough to pass the class throughout K-12 or achieve basic competency. Higher order learning moves people into expert territory. Without a clear vision of what they should be aspiring to, students tend to get stuck in lower order learning.

The difference between lower and higher order learning is neatly summarized by Bloom's Taxonomy, a conceptual framework for evaluating cognitive/intellectual ability. It breaks down the learning process into six categories/levels: 1) remember, 2) understand, 3) apply, 4) analyze, 5) evaluate, 6) create. Since it's hard to quantify exactly what's happening in a student's mind during learning, this framework helps by asking concrete questions about what the student can or cannot do.

My student got stuck at level 2 when the average requirement for the class was 4. They gave me a sample essay that their teacher considered to be "excellent" and it was easily at 5. While they could "feel" that there was a difference between their own essay and the excellent essay, they weren't able to articulate the difference at all.

One learning problem that people, Ns especially, often suffer is that they tend to get ahead of themselves, which is related to illusion of explanation depth. It's basically trying to run before walking. For example:

they believe "gist" is enough and dismiss details

they conflate knowing (theory) and doing (real world)

they judge/conclude without proper analysis

they try to create without mastering the basics

The above problems arise when a person doesn't realize how much they don't know (and in the case of an unhealthy personality, they refuse to acknowledge it). My student (N) is a good example. They believed that being able to do level 2 stuff (paraphrase, summarize, interpret, give examples) qualified as level 4 "analysis" and that this meant they had "mastered" the material. They simply didn't know any better or that more was possible. It wasn't until I explained to them the differences between lower and higher order learning that they began to realize how low-level their writing actually was.

I've talked before about the differences between a good student vs a good learner. A simple way to think about it: A good student is preoccupied with proving how much they know, so they are mainly motivated by extrinsic rewards or egotistical gain. By contrast, a good learner is preoccupied with how much they don't know, so they are mainly motivated by intrinsic rewards or intellectual humility that naturally breeds intellectual curiosity.

[hellsitegenetics]

this valentine’s day i would like to profess my undying, ardent love for the callistephus chinensis (china aster)! the flower that contributed to me giving myself my name!!

not only are they a part of the (superior in my opinion) family of asteraceae, but also the genus’ (callistephus) etymology is derived from the greek words “kalli-” meaning “beautiful” and “stephos” meaning crown. they have beautiful chrysanthemum-esque blooms and come in all sorts of colours (my favourites being purple and white).

straying away from taxonomy a bit, asters in general are one of the birth flowers for september (my birth month!). they symbolise hope, faith and wisdom. and according to greek mythology, astraea (“star maiden”: goddess of purity, justice and innocence) cried because there weren't enough stars in the sky and when her tears hit the earth, they caused asters to bloom! continuing to follow the greek myth, she was the last goddess to live amongst the humans after the golden age, symbolising the decline of hope for humanity along with the decline of the ages. she left and became the constellation virgo i believe!

some more fun fun facts, asters have a most frequently observed number of n = 9 haploid chromosomes (2n = 18 for diploid). the numerology of the word “aster” also happens to be nine and guess what! september is the 9th month of the year! is it obvious i really like the number 9? almost as much as i love asters <3

String identified:

t at’ a t g, at t cat c (ca at)! t tat ctt t gg a!!

t a t a at t ( ) a ataca, t a t g’ (cat) tg t g “a-” ag “at” a “t” ag c. t a at cat- a c a t c ( at g a t).

tag aa ta a t, at ga a t t t ( t t!). t , at a . a accg t g tg, ataa (“ta a”: g t, tc a cc) c ca t 't g ta t a ta t t at, t ca at t ! ctg t t g t, a t at g t agt t a at t g ag, g t c at ag t t c t ag. t a ca t ctat g !act, at a a t t = 9 a c (2 = 18 ). t g t “at” a a t a g at! t t 9t t t a! t a t 9? at a c a at <3

Closest match: Caligus rogercresseyi isolate FCH chromosome 9 Common name: Sea louse

[winged-void]

To Wake From a Dream That Isn't Sleep

It is jarring.

It is jarred.

It takes in its surroundings slowly, its simulacrum of a mind drawing connections between the familiar shapes and functions and the newly imparted knowledge forced upon it. It feels the vibrations as the suit of armor that is now its “body” struggles to turn to see more, a gesture that is as automatic as it is foreign.

It is used to being inside objects, it has spent most of its life in chests and suits of armor and other relics which facilitate its ambush lifestyle. Inside is a familiar feeling.

What is foreign, though, is everything else there: the word “chest”, the idea of an “ambush predator”, the taxonomies and intricacies that (it supposes) were always there but which it had no prior knowledge of. Newer still is the idea of deciding to consider these things. The knowledge and mind bloom and turn in on themselves and writhe and twist in their complexity.

It feels something new: distaste for all of this.

It is considering this idea when into the room walks some sort of being. It looks down at the creature which is made of lumps of black, smooth fur, and long appendages that jut out from its central mass. At the top there is a mess and tangle of white colored straw, which surrounds a pale slate of strange and disconcerting features. Perhaps connected to one of the appendages is a large and gnarled branch.

Slowly at first, its mind connects its knowledge to its instincts. As this happens, for the first time, its instincts and its knowledge are in harmony. They are screaming two things: first, a burning understanding that this dismal lump of cloth and ears is responsible for this forcibly imparted consciousness, this miserable freedom of mind and prison of body, and second, that it ought to say:

“Hello, My Lady. It is pleased to see you well.”

[starbuckai]

aiforeducation.io tutorial activities

Use Prompt library (Bloom's Taxonomy tab) and ask ChatGPT to

You are an expert university art and design teacher, experienced in developing lesson plans, assessments, and educational frameworks that result in effective and meaningful learning for your students. Your task is to create a Bloom’s Taxonomy for university second year students module on studying visual hierarchy, with three activities for each level of Bloom’s Taxonomy. Format as a bulleted list.

Bloom’s Taxonomy for Studying Visual Hierarchy

1. Remembering

Activity 1: Create flashcards of key terms related to visual hierarchy (e.g., contrast, alignment, proximity) and definitions. Use them to quiz each other in pairs.

Activity 2: Compile a list of famous designers and artists who are known for their use of visual hierarchy in their works. Write a brief description of each.

Activity 3: Identify and list various elements that contribute to visual hierarchy in design (e.g., size, color, space).

2. Understanding

Activity 1: Write a short essay explaining the importance of visual hierarchy in graphic design and its impact on viewer engagement.

Activity 2: Illustrate different types of visual hierarchy through annotated diagrams. Explain how each type guides the viewer’s eye.

Activity 3: Analyze a series of design examples (posters, webpages, advertisements) and discuss how visual hierarchy is established and its effectiveness.

3. Applying

Activity 1: Create a simple poster for a fictional event using principles of visual hierarchy. Explain your design choices in a presentation.

Activity 2: Develop a webpage layout wireframe that demonstrates effective visual hierarchy. Present and justify your design to the class.

Activity 3: Re-design a poorly constructed flyer or advertisement to improve its visual hierarchy. Write a summary of the changes made and the rationale behind them.

4. Analyzing

Activity 1: Conduct a peer review session where students critique each other’s designs, focusing on the use of visual hierarchy. Provide constructive feedback based on specific criteria.

Activity 2: Break down a complex design into its constituent parts and analyze how each element contributes to the overall visual hierarchy. Present findings in a report.

Activity 3: Compare and contrast two designs with different approaches to visual hierarchy. Discuss which is more effective and why.

5. Evaluating

Activity 1: Write a critical analysis paper evaluating the effectiveness of visual hierarchy in a professional design project of your choice.

Activity 2: Participate in a group debate on the importance of visual hierarchy versus other design principles. Support arguments with examples and research.

Activity 3: Assess the visual hierarchy of a given set of design pieces using a rubric. Provide detailed feedback and suggest improvements.

6. Creating

Activity 1: Design a multi-page brochure or booklet that uses advanced principles of visual hierarchy. Present the final product and the process behind it.

Activity 2: Develop a brand identity guide that includes visual hierarchy guidelines for consistent application across different media.

Activity 3: Create an interactive digital experience (e.g., a website, app prototype) that relies heavily on visual hierarchy to guide user interaction. Conduct user testing and refine the design based on feedback.

[the-joy-of-knowledge]

Bloom's Taxonomy: A 6 step guide to improve your learning

I am so excited to be back!!! I hope you all enjoy this because it has been helpful in my self-development journey.

Remember: When reading a paragraph, a chapter or even a book. It is important to know why you are reading it and if you were assigned this reading, you need to know what is expected of you. With his in mind, endeavor to read, retain and recall the information. This looks like take a pauses to recall what you have learned. You will not remember exactly what you read but you will notice some gaps, so back to you reading and figure what the missing parts.

Understand: Try to make meaning of what you have remembered. Explain it to yourself, write it in simpler terms, ask yourself questions on this. if you memorized the definition of photosynthesis as "the process by which plants and certain bacteria use sunlight, water, and carbon dioxide to create oxygen and sugar (glucose). Try to describe this definition to a sibling or someone who has no idea what it means. if possible watch a video that visually describes the process. Understanding goes beyond regurgitating. Because you can only begin to apply what you have learned only when you understand. It is also at this point that you will encounter difficulties especially if the subject is dense and complicated. Use the resources at your disposal and ask questions.

Apply: Use what you know already about the subject in this new context. Back to my photosynthesis example, what do you already know already and pose that as a question. Does photosynthesis have anything to do with the color of leaves? If it needs sunshine, then what happens when there is barely any sun? Let's try this for a subject as esoteric as physics. "Electromagnetism is the physical interaction among electric charges, magnetic moments, and electromagnetic fields." I do not know enough about electromagnetism but I know that Tesla is an electric car. Wouldn't it be fun to quickly google whether electromagnetism is applied to Tesla's engineering? This step is crucial because you are using a familiar object in an unfamiliar territory. (This is very simplified and studying physics isn't as easy as I portray it. This is only a guide )

Analyze: When analyzing, you want to explore the similarities and differences you have noticed in your readings. How do two seemingly different authors give a unique perspective to the subject you are reading? Can you categorize which information is relevant or not? Can you organize your thoughts and ideas into relevance parts, assuming you'd have to one day share what you have learned? When contradictions can you spot? What outliers exist in some the data you have analyzed, and can you come up with some hypothetical answers?

Evaluate: This is the time to look at two differing sources to support your argument. It is also the time to build the skill of critically reading a book or an article to figure out the author's main idea and evaluate their supporting arguments. Now, this sounds very academic but you can do this even when you are reading a novel and you want to get a grasp of life in that time period. Pay attention to the events, this will give you an idea of the cultural and political climate of that time period. You further may your own judgement. For instance "I think character A in book X was married off as a 14 year old because mother's were accustomed to get the their daughter ready for marriage once the hit puberty in X country."

Create: This is the right time to use all you have learned to create something new. Perhaps a personal philosophy? An article explaining why you think ketchup is the best invention of the 19th century? By creating, you also go through the process of self evaluation. You ask yourself "did I really learn enough?" Often times we get stuck trying to find the perfect thing to say, the right topic to discuss, the right response to give your professor, or the right book to right. Often times, the right creation is anything that you found interesting. it is you ability to frame that interest of yours that sets you apart and inevitably brings you both success and critiques. Keep creating in your own way.

Enjoy!!!

[doebrain]

SANGUINARIA ON THE STAIRCASE OF THE UNREAL

if you told me the best way to preserve a peony is to submerge it in salt i would say the best way to preserve a girl is to make her an exhibit behind thick glass no one touches / i keep thinking of taxonomy anyway—did you know a sanguinaria plant bleeds when you snap its root they used to call it bloodroot they used to call girls like me pretty i think about that when i am taking the pills one by one / i am not so much a woman as an experiment something mid-way between hypothesis and punishment the doctor asks about my childhood [as if asking could unmake the weeping] i say nothing except yes and no i say nothing except have you ever loved someone who made you want to burn the world in effigy have you ever woken up and been grateful your body is not on fire / i carry your image like a knife at the base of my throat beautiful things are always dangerous i know because i keep collecting them hoping the sharpness will become something manageable / i have so many obsessions the way you pronounce melancholy the way your hands are always calm even when you are cruel and i love you in the shadowed corridors of my mind where nothing survives except the certainty that you will never leave / i am afraid of everything but i am most afraid of losing the ache of you i am most afraid of the days when you are kindest to me / i have been to so many museums in my head lately full of dead things that wish to be living again i have been carving your initials into the rind of my shame [all girls want is to be chosen but not by the wolves] / i wish i could say i am brave but i am only precise i wish i could say i am healing but i am only rearranging my injuries to look like art / you are the only man who scares me into loving myself a little better if not for you i would be a little less than haunted i would not bother with the perfume or the ridiculous ways i try to be clever for you / i am not a peony i am not a bloodroot i am something else entirely—something blooming backwards something with teeth // if you asked me to choose a life without you i would choose you again and again and again even if it meant being a museum piece forever even if it meant never being touched at all