REVISED BLOOM'S TAXONOMY
Quiz by JANNAH LEV MARAE TAMPUS
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- Q1
Scenario: You are a high school teacher planning a biology lesson on biotic and abiotic factors in an ecosystem. You want your young students to understand the topic more effectively. Which cognitive activity aligns best with Bloom's Revised Taxonomy?
Let them design a pond with only abiotic factors
Let them define the biotic and abiotic factors
Make them classify the things they saw in the pond as abiotic or biotic factors
Let them give examples of the biotic and abiotic factors in a pond
300s - Q2
Scenario: Mr. Kisaki is a biology teacher planning a lesson about plants. He wants his students to use the conceptual dimension of the cognitive domain. In regards to Bloom's Revised Taxonomy, what activity shows this?
Making a structure of the photosynthesis
Defending the importance of mitochondria
Organizing the cell respiration process
Stating the components of a cell
300s - Q3
Scenario: You are a traditional dance teacher planning a lesson about dance terms. You want your pupils to easily remember the terms. Using Bloom's Revised Taxonomy, what would be the best approach?
Copy your seatmates answers
Using mnemonic strategies
Dancing each dance term frequently
Classifying terms based on difficulty
30s - Q4
Scenario: You are a health educator planning a lesson about mental health. You want your pupils to understand the topic effectively. What activity would best suit this in alignment with Bloom's Revised Taxonomy?
Labeling the symptoms of a personality disorder
Dramatizing mental health issues
Observing the effects of too much stress
Describing good mental well-being
30s - Q5
Scenario: Mr. Chifuyu is a college professor planning a lesson in anatomy. He wants his students to establish their understanding of the lesson proficiently. With regards to Bloom's Revised Taxonomy, what would be the best activity for this?
Name every bone in our body
Distinguish the anatomy of a human skeleton from the muscles
Construct a miniature of the anatomy of human skeleton-
Debate the effectiveness of labeling every human bone
30s - Q6
Mr. Raphael is a TTL teacher in college, he wants to know if his students have achieved a higher cognitive function level. What should he ask his students?
Let them give the description of TPACK
Give an oral recitation on the descriptions of the types of technology used in education.
Classify the types of learning experiences of Dale’s Cone.
Let his students develop learning objectives using the Bloom’s Taxonomy.
30s - Q7
In using the Bloom's Revised Taxonomy in planning a lesson; these are using high order thinking skills, EXCEPT:
The kids being able to state the eight colors of the rainbow
The highschool students being able to judge the moral theory
The pupils being able to compare the weather
The children being able to write a song
30s - Q8
What approach can be used for problem solving and about the demands of a particular learning task?
Not creating a budget plan for your purchases.
Planning to do your tasks however you want.
Creating a food intake program to monitor your food intake.
Avoid evaluating the business plan of your parent’s business.
30s - Q9
Scenario: You are a college professor planning a lesson in classical literature. You want your students to demonstrate higher order thinking skills. Using Bloom's Revised Taxonomy, which activity is best suited?
Giving the moral of the story
Criticizing the character of Mr. Darcy
Rewriting the story with a new character
Reciting the characters of Pride and Prejudice
30s - Q10
Scenario: Mr. Sano is an elementary teacher planning a lesson in music. He wants his students to establish a higher order cognitive function. Using Bloom's Revised Taxonomy, what activity would best reflect this?
Categorizing children's song by place of origin
Describing the emotions felt in Leron Leron Sinta
Rewriting a popular song about friendship
Critiquing Filipino folk songs
30s - Q11
Scenario: Mr. Mitsuya is a TLE teacher planning a lesson in cooking. He wants his 7th grade students to recreate the recipe of adobo. Which activity shows the procedural dimension in Bloom's Revised Taxonomy?
Arranging the ingredients to cook
Reading the recipe of adobo
Put the adobo in a clean plate
Heat the oil pan first and sauté garlic and onions
30s - Q12
Mr. Noah wants his students to REMEMBER their discussion of Bloom’s Taxonomy. How should he ask his students?
What is Bloom’s Taxonomy?
How effective is Bloom’s Taxonomy to the teachers and to the students?
How can you apply Bloom’s Taxonomy in your earning objective?
Let them design their own learning objectives.
30s - Q13
Mr. Hanma is looking for a question that reflects the UNDERSTAND level of Bloom's Revised Taxonomy. What should he use?
How many characters were there in the story?
Who was the main character of the story?
Do you know another instance where the character made a wrong decision?
What was the main idea of the story?
30s - Q14
What is the main difference between the original and revised Bloom’s Taxonomy?
More levels were added from 8 levels to 6 levels.
There is a change of outcome.
The original Bloom’s Taxonomy was made in 1956 while revised Bloom’s Taxonomy was in 2001.
It changed from nouns to verbs.
30s - Q15
How can Bloom's Revised Taxonomy help educators in planning a lesson?
By making students' experience easier
By making their lives easier
By clarifying their learning goals
By giving them more knowledge
30s