Using Blooms in a Lesson/Unit

Bloom’s Revised Taxonomy vs. Digital Bloom’s Taxonomy
Similarities	Differences
Key terms remain the same	Verbs are significantly different
Levels of thinking based on projects	Levels of thinking based on technology
Can be integrated into a variety of projects	Might be limited to technology
Usable at all levels	Requires front loaded activities
Useable at all ages	Some activities might be too complex to use at all ages
	Expansive list with technology
	Some activities could be used off the internet
	Several are internet based
	Could raise some privacy/safety issues with parents
No authorization need	May require parent and school authorization prior
ADDED WORDS	ADDED WORDS
	Understanding- “Flickring”
Understanding- collaging	Remembering- cropping
	Evaluating- questioning a blog
	Remembering- downloading

For my reflection, I chose a series of lessons I would like into incorporate the Revised Blooms into. I will be doing a semester long unit (within my other units) covering spices. Originally, I would have taken students into the computer lab with a selected spice, outline of the project and a rubric for a presentation to the class. Students would research the spice, choose a recipe using the spice and then present the spice information and cook/share their product. Upon revision with the integration of Blooms Digital verbs. The assignment will be much more impactful, I will be able to see student’s progress along the way, and build a more interactive online classroom outside of my labs. Students will first learn about taste and smell, the functions of, and process to tasting foods from a scientific perspective. Students will choose a spice to study and blog about the taste, smell, texture and assumed use/history of the spice. Students will reflect on several of their classmate’s blogs, adding what they know about the spice or where they have tasted the spice (Remembering). Students will start their research and use Diigo to tag and annotate several websites and will build their essay portion of the assignment, later uploaded to our class Wiki (Understanding). For homework, students will select recipes (Applying) to cook at home to start evaluating how the spice changes in heat and when paired with the spices. Students will evaluate their products and blog about the outcomes (Analyzing). They will also be required to respond to their classmates’ blogs. Students will make their final recipe in class for the other groups to evaluate, thy will also present a Power Point or Prezi (Creating). As a class, we will upload our spice information, recipes, pictures of their final products, and final reflection/ recipe suggestions (Creating).

This project is intended to be used in several classes. Other classes (this class will be the 2^nd in a series of 3) will be able to access the information to report on also. I envision the Wiki having the capacity for other topics including meats/proteins, fruits/vegetables, grains, ETC.

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