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    Disc Bloom Notes

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    Vera Miller
    The document discusses Bloom's Taxonomy and its six levels of learning: remembering, understanding, applying, analyzing, evaluating, and creating. It notes that the lower three levels are considered lower-order learning while the higher three levels are higher-order learning. It provides instructions for an activity where students break into groups to write sample questions related to slides at different levels of Bloom's Taxonomy and then discuss whether the questions are good and what level they assess. The document also provides sample discussion questions about introductory biology classes, the MCAT exam, and whether classes should focus on factual recall or higher-level learning.

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    Disc Bloom Notes

    Uploaded by

    Vera Miller
    10 views1 page
    The document discusses Bloom's Taxonomy and its six levels of learning: remembering, understanding, applying, analyzing, evaluating, and creating. It notes that the lower three levels are considered lower-order learning while the higher three levels are higher-order learning. It provides instructions for an activity where students break into groups to write sample questions related to slides at different levels of Bloom's Taxonomy and then discuss whether the questions are good and what level they assess. The document also provides sample discussion questions about introductory biology classes, the MCAT exam, and whether classes should focus on factual recall or higher-level learning.

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    The document discusses Bloom's Taxonomy and its six levels of learning: remembering, understanding, applying, analyzing, evaluating, and creating. It notes that the lower three levels are considered lower-order learning while the higher three levels are higher-order learning. It provides instructions for an activity where students break into groups to write sample questions related to slides at different levels of Bloom's Taxonomy and then discuss whether the questions are good and what level they assess. The document also provides sample discussion questions about introductory biology classes, the MCAT exam, and whether classes should focus on factual recall or higher-level learning.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Flag for inappropriate content
    Download as pdf or txt
    10 views1 page

    Disc Bloom Notes

    Uploaded by

    Vera Miller
    The document discusses Bloom's Taxonomy and its six levels of learning: remembering, understanding, applying, analyzing, evaluating, and creating. It notes that the lower three levels are considered lower-order learning while the higher three levels are higher-order learning. It provides instructions for an activity where students break into groups to write sample questions related to slides at different levels of Bloom's Taxonomy and then discuss whether the questions are good and what level they assess. The document also provides sample discussion questions about introductory biology classes, the MCAT exam, and whether classes should focus on factual recall or higher-level learning.

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    © All Rights Reserved
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    Discussion - Blooms Taxonomy Give a brief review of the material - you have to start off assuming theyve read

    the material or else they wont (if you give it to them, they wont read it ahead of time) Six levels of hierarchy Remembering Understanding Applying Analyzing Evaluating Creating

    Lower-order learning

    Higher-order learning

    Have the students break up into groups ! use the multi-media presenter to display some of the instructors slides ! Have the students break up into groups and use the huddle boards (if in BH B10) or paper to write down one sample question or activity related to these slides or some aspect of BIOS 100 ! Each group should then give some examples of their questions and the rest of the class discuss them " Are they good questions? " Do they meet the assessment goals of the question (i.e. to they test material at the evaluation level, or is simply a memorization question?) MCAT & Myths ! Present the following questions to the students and have them prepare answers to the following questions (feel free to substitute your own): " Why are introductory biology classes currently under scrutiny by both educators and scientists? " Are the MCAT exam and students preparing for this really to blame for this scrutiny? " Do the data support the idea that the MCAT exam is largely a factual recall exam? Why or why not? " Do you think that biology classes with mostly factual recall questions are better than those which assess at high level learning? Why or why not?

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