What is it?
Bloom’s Taxonomy was created in 1956 under the leadership of educational psychologist Dr Benjamin Bloom in order to promote higher forms of thinking in education, such as analyzing and evaluating concepts, processes, procedures, and principles, rather than just remembering facts.
Bloom’s Revised Taxonomy
Lorin Anderson, a former student of Bloom, and David Krathwohl revisited the cognitive domain in the mid-nineties and made some changes, with perhaps the three most prominent ones being (Anderson, Krathwohl, Airasian, Cruikshank, Mayer, Pintrich, Raths, Wittrock, 2000):
As children move from elementary to middle to high school, the ability to think in more than one way becomes more and more important. As children move up in grade level, teachers ask them to do more and more things with the information that is stored in their brains.
These kinds of thinking require what is called “Higher Order Thinking” or “HOT” for short. Some or all of these kinds of Higher Order Thinking may be easy for some students, but difficult for others.
Quick Facts About HOT
- No one thinks perfectly or poorly all the time.
- Memorizing something is not the same as thinking about it.
- You can memorize something without understanding it.
- Thinking is done in both words and pictures.
- There are three main types of intelligence and thinking: analytical, creative and practical.
- All three intelligences and ways of thinking are useful in our everyday lives.
- You can improve your thinking skills by understanding the processes involved in thinking.
- Meta cognition-thinking about thinking-is part of higher order thinking.
My coursebook is NEW INTERCHANGE 1, teenage learners; I planned this activity for unit 7, past tense, and I classified my lesson according with Bloom´s Taxonomy as follows:
- To review past tenses
- To listen for specific information
- To retell a story
- To read and compare stories
- To write about a photograph o postcard.
This activity is designed to encourage learners to develop their HOTS to speak about images. The main focus in this lesson is to practice simple past tense in the context of the story behind a photo o postcard.
Remember: Show learners the photograph or postcard and ask them what they think about that day or what place it shows.
Understanding: Give learners a list of expressions from the audio and ask them to guess if these will be places they visit or activities they doing, or things specific to that day. Students write the phrases under the headings.
I was traveling to Egypt.
My Hawaiian vacation
Alaska is terrific
We went to the desert.
I spent my vacation at a spa; I exercised, did yoga, and ate vegetarian food.
We hiked for ten days.
We took rafts to the Arctic Ocean
I arrived in Egypt two weeks ago.
I was with a group from the University.
I was just on a trip in the Arctic National Wildlife Refuge.
There were six people on the trip.
I saw a lot of wildlife.
Applying: Listening. Learners listen and check their answers. Listening the recording a second time. Ask learners to put the phrases in the same order as in the recording.
Analyzing: Working with a partner, learners try to rewrite the story as told by people in the listening track. They can simplify. When they have finished, I will put all the stories on the board for everyone to read. Learners decide which of the stories is most similar to the original. Listening the recording again for compare.
Evaluating: Ask learners to choose a photograph showing a place for visit or people during their vacation. Tell learners to make two lists of things under the headings PLACES and ACTIVITIES for the picture they have chosen using their own ideas about the photo. This activity can be done in pairs or small groups.
Creating: Using their lists to help them, learners write a short story about their last vacation or an interesting place you visited recently.