|
Bloom’s Taxonomy
|
Definition (American
Society of Civil Engineers,2005)
|
Illustrative Behavioral (eHOw
Family, 2010)
|
Example (Retno
Heny Pujiati, Umi Yuliati, 2008, p.89-100)
|
|
1. Knowledge
|
Knowledge is defined as the
remembering of previously learned material. Knowledge represents the lowest
level of learning outcomes in the cognitive domain.
|
Students have to tell,
describe, list, state, and name. Teacher can ask them to make lists of
events, create time lines, list action sequences, and recite information.
|
Social science’s Lesson:
List several historical
heritage in various regions in
|
|
2. Comprehension
|
Comprehension is defined as the
ability to grasp the meaning of material. Comprehension represents the lowest
level of understanding.
|
Teacher asks students to
explain, interpret, discuss, predict, or compare ideas, create illustrations
to retell/ translating a text in their own words, discuss the main idea,
compare one concept with another in terms of similarities or
differences, and by estimating future trends
|
Social science’s Lesson:
Discuss the history of the
historical heritage
|
|
3. Application
|
Application refers to the
ability to use learned material in new and concrete situations; include the
application of such things as rules, methods, concepts, and principles. Its
Learning outcomes require a higher level of understanding.
|
To get tangible result,
students should be able to solve, show, use, construct, examine, or classify
knowledge and understanding. Some application of ideas can be illustrated through
model building, diagrams, dioramas, scrapbooks, or murals that significance
to the topic.
|
Social science’s Lesson:
Classify the forms of heritage
and choose one form to be made into model building or 3D thing
|
|
4. Analysis
|
Analysis refers to the ability to
break down material into its component parts so that its organizational
structure may be understood; include the identification of parts,
relationship between parts, and recognition of the organizational principles
involved. Its Learning outcomes represent a higher intellectual level.
|
Students should be able to
distinguish, examine, compare, contrast, investigate, connect & explain
her rationale. Teacher can assign activities, such as: “having students
create questionnaires, conduct interviews, investigate or research
information to support a view or opinion, write a biography, or prepare a
report on a chosen topic.
|
Social science’s Lesson:
Given a topic about
|
|
5. Synthesis
|
Synthesis refers to the ability
to put parts together to form a new whole. Its learning outcomes stress
creative behaviors, with major emphasis on the formulation of new patterns.
|
Students must first be able to
invent, compare, plan, construct, imagine, propose, devise, or formulate.
Some projects to consider are to invent a machine, design a building, to
create a new product complete with a name & marketing campaign, to write
a script for a play, choreograph a dance or compose a musical piece related
to the topic. These can be monthly and be a final project.
|
Social science’s Lesson:
Exhibition for the various kind
of historical heritage in
|
|
6. Evaluation
|
Evaluation is concerned with
the ability to judge the value of material for a given purpose based on
definite internal criteria (organization) or external criteria (relevance to
the purpose). Its learning outcomes are highest in the cognitive hierarchy.
|
Allow students to reflect on
their processes an educational term known as meta-cognition. Students have to
look outside of their self. They should be able to judge, select, debate,
verify, and recommend. Teacher should encourage students to hold a panel discussion
or write a letter inciting change.
|
Social science’s Lesson:
Students have to make a
conclusion of the questions that given by the visitors of their own table and
make a reflection of all part of their own exhibition.
|
|
Bloom’s
Taxonomy
|
Types
of Question about Honesty
|
|
1.
Knowledge
|
What are the examples of events
that relate to honesty?
|
|
2.
Comprehension
|
Can you distinguish the type of
dishonesty? Why each type of dishonesty has formed in that manner?
|
|
3.
Application
|
Could this type of dishonesty
happened in churches’ life?
|
|
4.
Analysis
|
Can you compare your view about
the meaning of dishonesty with ‘turn from your selfish way’ as Jesus said in
Mark 8:34?
|
|
5.
Synthesis
|
How many ways can you appear to
give the solution to the father who must to explain his nine-year-old
daughter that a joint she found in the top drawer of his desk at his room is
a joint of marijuana?
|
|
6.
Evaluation
|
Do you think dishonesty is a
good or bad thing?
|
NB: The types of question that written in the table
referenced from the chapter of honesty lesson. (Eli H. Newberger, n.d)
References List
Heny Pujiati,
N.,Yuliati, Umi.(2008).Cerdas Pengetahuan
Sosial 4 : untuk SD/MI kelas IV.Jakarta:Pusat Perbukuan Departemen
Pendidikan Nasional.
Van Brummelen,
H.(1998).Walking With God in the
Classroom-Christian Approaches to learning and teaching 2nd Edition.Washington:Alta
Vista College Press
Van Brummelen,
H.(2009).Berjalan dengan Tuhan di dalam
Kelas: Pendekatan Kristiani untuk Pembelajaran.Jakarta:Universitas Pelita
Harapan
J.Tewksbury, Barbara., Heather Macdonald, R.(2005). Designing Effective and Innovative Courses
Topical
Resources .Retrieved April 23, 2011, from http://serc.carleton.edu/NAGTWorkshops/coursedesign/tutorial/strategies.html
American Society of Civil Engineers.(2005). Retrieved April 23, 2010, from http://apps.asce.org/pdf/LevelsAchievement110205.pdf
Big
Dog & Little Dog’s Performance Juxtaposition.(2010).Instructional Design-Media, Strategies and Methods. Retrieved April
23, 2011 from http://www.nwlink.com/~donclark/hrd/media.html
Tidak ada komentar:
Posting Komentar