Describe the difference between Bloom’s taxonomy (1956) and the revised taxonomy of Anderson for 21st-century learners.
What will be an ideal response?
In the 1990s, Lorin Anderson, a student of Bloom’s, revised the taxonomy to reflect the demands of 21st-century learning. Anderson revised and restated the objectives as verbs, not nouns (see Figure 4.1). In addition, the synthesis level, referred to as “creating” was deemed the highest level of cognitive function, trading places with evaluation.
You might also like to view...
Research has shown that the attention span of school-age children
a. is inherently limited to short periods of time and small amounts of information. b. is related to their intelligence. c. can be increased up to the age of seven, but not thereafter. d. can be increased with practice at any age.
Of the following, which is likely to appeal to the smallest number of students?
a) working independently and quietly for long periods. b) having a teacher who is interpersonally skilled. c) being given work that is somewhat challenging but very interesting. d) receiving feedback about how to improve their learning and behavior.
When the results of an experiment are true only under very restricted conditions, the experiment has low:
a. internal validity. b. external validity. c. reliability. d. reliability and validity.
This interpretive framework is methodologically agnostic:
This interpretive framework is methodologically agnostic:a. Postmodernist b. Positivist c. Pragmatic d. Transformative e. Feminist