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ideas about bloom's taxonomy upsidedown

external image bloom%20pyramid.jpg

It not uncommon to talk about how teachers can deepen their teaching practice so that students reach higher levels of achievementt
...how can a teacher know that they are teaching deeply without a tool to measure or assess depth?
. I am proposing a taxonomy of teaching, based on the Revised Blooms Taxonomy that could be used by pre-servive, in-service teachers, and supervisors to recognize high level teaching when they see it, try it and do it. (Premise: Deeper teaching = higher learning)
I suggest we flip the familiar pyramid stuctrue of Bloom’s taxonomy so that we are conceptually beginning at ground level teaching practice. Our goal then is to get much deeper into the art and science of teaching as we mature as educators.
Lay on top of this model: managing content, managing people, and managing environment, all of which are essential responsibilities of a teacher
1st level teaching/ Gorund level teaching: remembering, identifuying, locating, selecting, …
Deeper: Understanding, explaining, showing, describing,…(surface teacing_
Deeper: Applying employing what you remember and understand to changing and environments (scratching surface)
Deeper: Analyzing taking apart, examining, putting together (really starting to move some dirt...digging a hole in which to firmly plant learning)
Evaluating: Assessing, qualifying and quanifying conditions, change, results (enriching the soil)
Creating: Deepest…… spredding the roots, securly planting for growth and blossoming.

Deep teaching will bare delicious fruits of knowledge

Wash rinse repeat… awareness
Experience commitment skill development,,reflection…deeper development or on to something else.


  • Remembering: Retrieving, recognizing, and recalling relevant knowledge from long-term memory.
  • Understanding: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining.
  • Applying: Carrying out or using a procedure through executing, or implementing.
  • Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing.
  • Evaluating: Making judgments based on criteria and standards through checking and critiquing.
  • Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing.

(Anderson & Krathwohl, 2001, pp. 67-68)


Here's a handy list of "action words" that relate to Bloom's Taxonomy. Since we want our students to be active learners, these terms may help us determine lots of active learning opportunities across levels of learning to weave into our lesson planning.


http://www.cte.cornell.edu/documents/Assessment%20-%20Blooms%20Taxonomy%20Action%20Verbs.pdf


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