UBD+and+the+Bloom+Taxonomy

"If you don’t know where you are going, how do you know when you’ve arrived?" === — Anonymo Goal Develop goals and objectives for one lesson and then rate them according to "Bloom’s Taxonomy of the Cognitive Domain." Also, reflect on the issues raised by Wiggins and McTighe: "explanation, application, interpretation, perspective, empathy, and self-knowledge" and LoTI. ===

Objectives

 * 1) Write/Locate a broad overall goal for the lesson you are developing.
 * 2) Articulate if your goals include the issues raised by Wiggins and McTighe: "perspective, empathy, self-knowledge, and an enduring understanding."
 * 3) Develop measurable objectives for the lesson.
 * 4) Categorize each learning objective according to "Bloom’s Taxonomy of the Cognitive Domain."
 * 5) Assess each other's presentation in light of LoTI.

=**Designing Hybrid Instruction Bloom's Taxonomy in the Cognitive Domain**= [|Course Overview] ||
 * The following categories reflect progressively more complex cognitive levels. The tables below each show verbs describing activities at that cognitive level. || [|Table of Contents]

1. Knowledge
Recognizes and recalls facts and specifics. Word's reflect knowledge:
 * || define || record || name ||
 * || memorize || list || relate ||
 * || repeat || recall || state ||

2. Comprehension
Interprets, translates, summarize or paraphrases information. Words reflect comprehension:
 * || restate || tell || locate ||
 * || discuss || review || identify ||
 * || describe || report || express ||
 * || recognize || explain ||  ||

3. Application
Uses information in a situation different from original learning context. Words reflect application of knowledge:
 * || translate || employ || dramatize ||
 * || interpret || use || practice ||
 * || apply || demonstrate || illustrate ||
 * || operate || schedule || sketch ||

4. Analysis
Separates whole into parts until relationship among elements is clear. Words reflect analysis:
 * || classify || differentiate || experiment ||
 * || distinguish || appraise || test ||
 * || analyze || calculate || compare ||
 * || contrast || criticize || diagram ||
 * || question || relate || examine ||
 * || translate || interpret || inventory ||
 * || inspect || debate ||  ||

5. Synthesis
Combines elements to form new entity from original ones. Words reflect synthesis:
 * || synthesize || compose || plan ||
 * || propose || design || formulate ||
 * || design || construct || create ||
 * || set up || organize || manage ||
 * || prepare || integrate || predict ||
 * || summarize || assemble || collect ||
 * || arrange ||  ||   ||

6. Evaluation
Involves acts of decision making, judging or selecting based on criteria and rational. Words reflect evaluation:
 * || judge || appraise || evaluate ||
 * || rate || compare || score ||
 * || revise || value || select ||
 * || measure || estimate || assess ||
 * || choose ||  ||   ||

Six Facets of Understanding
>> Provide thorough and justifiable accounts of phenomena, facts, and data. >> Tell meaningful stories, offer apt translations, provide a revealing historical or personal dimension to ideas and events; make subjects personal or accessible through images, anecdotes, analogies, and models. >> Effectively use and adapt what they know in diverse contexts. >> See and hear points of view through critical eyes and ears; see the big picture. >> Find value in what others might find odd, alien, or implausible; perceive sensitively on the basis of prior indirect experience. >> Perceive the personal style, prejudices, projections, and habits of mind that both shape and impede our own understanding; they are aware of what they do not understand and why understanding is so hard. From the Educational Research Service Web site:
 * **explain:**
 * **interpret:**
 * **apply:**
 * **have perspective:**
 * **empathize:**
 * **have self-knowledge:**