Blooms TaxonomyBy: Carmen Willings
teachingvisuallyimpaired.com Revised November 20, 2018 Bloom's taxonomy is a classification of learning objectives within education, which originated by Benjamin Bloom and collaborators in the 1950s describes several categories of cognitive learning. Bloom's Taxonomy divides educational objectives into "domains". Within the domains, learning at the higher levels is dependent on having attained prerequisite knowledge and skills at lower levels. Remember/KnowledgeIf the goal focuses on the student's ability to recall previously learned materials, facts, terms, basic concepts, and answers consider using these action words:
count, define, identify, label, list, match, name, quote, recall, recite, recognize, record, relate, repeat, sequence, tell, underline, write Understand/ComprehensionIf the goal focuses on the student's ability to grasp the meaning, explain, or restate ideas, or in other ways demonstrate an understanding of facts and ideas learned, consider using these action words:
choose, cite examples of, conclude, demonstrate, describe, determine, differentiate, discriminate, discuss, explain, express, give in own words, identify, interpret, locate, paraphrase, pick, predict, report, restate, review, recognize, select, summarize, tell, translate, respond, practice, stimulates Apply/ApplicationIf the goal focuses on the student's ability to use learned material in new situations, consider using these action words:
apply, change, compute, conclude, demonstrate, dramatize, employ, generalize, illustrate, initiate, interpret, interview, operate, operationalize, practice, prepare, produce, relate, role-play, schedule, show, transfer, use, utilize Many people also call the analysis, synthesis, and evaluations categories "problem solving" Analyze/AnalysisIf the goal focuses on the student's ability to separate material into parts and show relationships between parts, consider using these action words:
analyze, appraise, calculate, categorize, characterize, classify, compare, conclude, contrast, correlate, criticize, deduce, debate, deduce, detect, determine, develop, diagnose, diagram, differentiate, discriminate, distinguish, draw conclusions, estimate, evaluate, examine, experiment, identify, infer, inspect, inventory, outline, predict, question, relate, research, separate, solve, test EvaluateIf the goal focuses on the student's ability to judge the worth of material against stated criteria, consider using these action words:
appraise, argue, assess, choose, compare, conclude, critique, decide, estimate, evaluate, judge, justify, measure, predict, prioritize, prove, rank, rate, revise, score, select, validate, value, test CreateIf the goal focuses on the student's ability to put together the separate ideas to form a new whole, establish new relationships, consider using these action words:
arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, integrate, invent, make, modify, organize, perform, plan, prepare, produce, propose, predict, reconstruct, rewrite, set-up, synthesize, systematize, devise ![]() Developing SMARTER Goals Recorded Presentation
$25.00
Have you kicked yourself a week after writing an IEP for writing objectives that weren’t measurable or a good fit for your student? This presentation on writing SMARTER goals will discuss strategies for writing goals that are SMARTER (Specific, Measurable, Achievable/Attainable, Relevant/Realistic, Time-bound, Educational, and Realistic). This presentation will discuss strategies for writing individualized SMARTER goals to meet the unique needs of students with visual impairments starting with a comprehensive understanding of the student. It is also important to scaffold goals and build on student’s existing skills to help students develop the highest level of independence and proficiency. This presentation will walk you through the process of using Blooms taxonomy to scaffold goals to focus on target behaviors and ensure you use descriptive conditions and criteria to make them SMARTER. Objectives:Â
Includes:
Request a Certificate of Completion To receive a certificate of completion for 1 contact hour, complete the short "Developing SMARTER Goals" quiz on Google Forms and receive a score of at least 80%. Don't worry. If you don't pass, you can look over your notes or re-watch the presentation and retake the test! If you have any accessibility issues with the form, please don't hesitate to let me know and we can make other arrangements.  System Requirements: Presentations are recorded PowerPoint presentations. You must be able to access PowerPoint to view the PowerPoint presentation. Please note that the presentation pages are closed member pages available to individuals who have purchase access to the presentation. *Please contact me if you need to purchase using a purchase order. I am happy to help guide you in the process of adding Teaching Students with Visual Impairments as an approved vendor for your school or program or you can visit the product support page for information on using a PO. |
History of vi
Visual Impairments
Vi organizations & Agencies
VI book resources
VI Professionals
Professionalism
Instructional Planning
Professional Publications
Educational Programming
Individual Learning Differences
referrals
Medical vision exams
fvlma
additional evaluations
service planning
writing goals
compensatory skills
Guiding Principles Functional Skills Community Based Experiences Concepts to Teach Access to Instruction Organization & Study Skills Time Management Virtual Instruction Movies & Assemblies Lectures & Instruction Board Work (Chalk, White, etc.) Daily Schedule Morning Meeting Weather Check Dramatic Play Blocks Numbers & Counting Cranmer Abacus Instruction Algebra Geometry & Spatial Sense Measurement & Data Early Literacy Experiences Create Tactual Books Reading Instruction Reading Efficiency Science Adaptations Social Studies Adaptations Communication Modes Accessible Educational Materials Individual Schedules & Communication Cards Adjust Lighting Large Print Optical Devices for Near Optical Devices for Distance Optical Device Use Photocopying Font Legibility Increase Contrast Pictures & Worksheets Keyboarding Instruction Word Processing and Shortcuts Navigate Computer w/o a Mouse Braille Code Braille Instruction Braille Instruction Materials Writing Braille Summer Reading (braille) Signature & Handwriting Nemeth Braille Code Tactile Graphics Guidelines Creating Tactile Graphics Tactile Graphics Instruction Teacher Made Materials Labeling System assistive technology
Overview of Assistive Technology VI AT Resources Non-Optical Low Vision Devices Video Magnifiers Video Magnifier Instruction Screen Enlargement & Readers Low/Med. Tech Tactual Devices Notetaker Instruction Braillewriter Repair Tactile Graphics Technology Braille Technology Auditory Access Devices Accessing Audio Books iPads as Instructional Tools Making iOS Device Accessible iOS Accessibility Resources VoiceOver Apps for VI Note Taking apps Apps for Accessing Books Identification Apps Navigation & Location Apps Braille Apps Magnifier Apps Sound Making Apps Cause & Effect Apps Vision Skills Apps Apps for Early Learning Read to Me Story Apps Apps for Communication Android Apps for VI sensory efficiency
Sensory Input Encourage Use of Vision Sensory Area & Rooms Lightbox Use Sensory Activities for Students with Multiple Disabilities Sensory Tables Visual Efficiency Skills Visual Attend and Scan Activities Visual Tracking Activities Visual Discrimination Activities Visual Motor Activities Tactual Readiness Developing Skillful Hands Auditory Readiness Listening Skill Instruction independent living
orientation & Mobility
career education
recreation & Leisure
self determination
|