Bloom's Taxonomy

Bloom's Taxonomy is a 6 level hierarchy of learning that translates into 6 levels of questions. The first three levels involve fact-finding and fact-using: Remembering, Understanding, and Applying. In these levels, also called Lower Order Thinking Skills [LOTS}, the facts about a topic are gathered and then applied. The questions associated are usually answered with one word, or simple lists....the facts, mam, just the facts!

The second three levels involve more thinking, the Higher Order Thinking Skills [HOTS]. They are the levels that take the basic facts and connects the basic information to other concepts or existing information. In the levels of Analyzing, Evaluating, and Creating, the answers to questions need essays. The facts are compared, they are judged, then ultimately put together for something brand new.

Using Bloom's Taxonomy helps a researcher maintain a clear vision about the 'forward and backward' nature of the project. Sometimes research efforts can get facts and start to compare, only to find out more facts have to be found. The work goes from LOTS to HOTS, and sometimes back again.

Papercutting as a topic in Bloom's:

LOTS

1 Remembering  [basic facts]  What are the basic supplies needed for papercutting?

scissors

paper

2 Understanding  [defining terms]  Define scherenschnitte, wycinanki, and silhouette?

scherenschnitte

wycinanki

silhouette

      

3 Applying  [applying the facts]  Showing a class how to cut paper in the three traditions.

Use the facts to explain
how papercuttings originated and how they are done.

HOTS

4 Analyzing  [comparing the traditions]  Which type of papercutting is more time efficient for classtime?

Compare the papercutting traditions, pros and cons.

5 Evaluating  [make a judgment]  Decide which type of papercutting to teach the class.

Which papercutting tradition will fit the time constraints of a class period?

6 Creating  [making a papercutting]  The class creates a papercutting about a favorite childhood toy.

The class designs and then cuts an image of their favorite childhood toy.

In walking through the steps of Bloom's I can develop a lesson plan for teaching a class-period appropriate activity that includes history, physical technique, personal interest, and a time-sensitive product.


Questions about gourds:
Do nontraditional books, such as gourd books, engage a non-reader to read?
What kind of text, fiction or nonfiction would be better suited to a gourd book?