Family and Society

Soc 2433 at the College of Saint Scholastica

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    • Clowns to the Left of Me, Jokers to the Right—Dude, Where’s My Stimulus?
      Years ago, I once had a conversation with an economist who freely admitted that there was no unified macroeconomic theory.  What works versus what doesn’t work in a particular sociopolitical context is really just so much spitballing.  This never surprised me given the complex realities of global capitalism. I’ve been genuinely perplexed by Barac […]
    • Weekends Are for Porn (Not News)
      Just in case you’ve ever wanted evidence that people do more online searches for porn on weekends (especially Friday nights!): Thanks to Larry. UPDATE: Reader Dangger sent us a comparison of searches for porn and news: (Via.) (View original at http://contexts.org/socimages)
    • Weber’s Monopoly on Violence
      Perry H. sent in this cartoon: The cartoon, of course, reminds us of the power of words.  Calling something “terrorism” is a way to make it seem illegitimate.   And, often, what makes violence illegitimate is not something inherent in the violence itself, but your perspective on it. The cartoon also reminds us of Max Weber’s insight that th […]
    • Finally A Women’s Movement Men Can Get Behind
      Last week Barbara Ehrenreich wrote a scorching critique of the uproar over pushing regular mammography back till 50-years-old, in light of the muted response to the Stupak amendment excluding abortion from both state and public health insurance programs. “So welcome to the Women’s Movement 2.0,” she writes “pink-ribbon culture has replaced […]
    • Homo-hatred in Uganda: a gift from US conservative evangelicals
      In yesterday’s news, CNN reporter Saeed Ahmed asks “Why is Uganda attacking homosexuality?” As Ahmed reports, the Anti-Homosexuality Bil in this Eastern African nation (introduced in October, and expected to pass by the end of December) “features several provisions that human rights groups say would spur a witch hunt of homosexuals in […]
    • US literacy rates (2003)
      The key Number of Adults in Each Prose Literacy Level Prose Literacy * Below Basic: o no more than the most simple and concrete literacy skills * Basic: o can perform simple and [...]
    • The Discovery Channel: “Not for Women’s Eyes”
      Benno K. sent in a link to some ads he saw in the Netherlands for the Discovery Channel, which Benno describes as “the channel that used to be for science, but is now mostly explosions and motor bikes.” In both posters the men have “women’s” eyes–that is, they appear wide-eyed and long-lashed, with mascara: The caption say […]
    • Public bathroom of the future – revised
      Work in progress Regular readers will recognize this as a slightly modified version of a bathroom design I posted a couple weeks ago. I took some time to incorporate readers’ comments and hope you’ll continue to make recommendations. Here are the major changes: + all the plumbing is routed through exterior walls + sight lines are [...]
    • Class and the Framing of a Work-Free Year
      This cartoon illustrates how a work-free year is interpreted as lazy and irresponsible if you’re a working class person and a well-deserved treat if you’re middle class or better. Found at The Ongoing Adventures of ASBO Genuis, via Missives from Marx. (View original at http://contexts.org/socimages)
    • The Relativity of Feminist Liberation
      I spent a day in Salzburg this September with a man from Dubai.  We had a wonderful time comparing perspectives. Dubai, he explained, was a wildly modern, multicultural city.  The default language in public was English due to the international population.  He was a stockbroker who had gone to college in London and gone part way through an MBA. He interacted […]

Posts Tagged ‘Thinking’

Levels of Thinking Skills

Posted by Sr. Edith Bogue on 16 September, 2009

Blooms Taxonomy of Thinking Skills

Bloom's Taxonomy of Thinking Skills

In class on Wednesday, I mentioned Bloom’s Taxonomy of  Thinking Skills.  Teachers use this pyramid to think about the information in a course – but it can be equally useful to students.

As we said in class, remembering (plain old memory) and comprehension (what those words, concepts, and facts mean) is the necessary foundation. Without it, you have nothing much to think about.

On the other hand, if you only learn to memorize or explain basic concepts, without learning how to apply them in new situations or the other, higher level tasks, you are still unable to use the information you acquired.

Bloom structured this hierarchy as a pyramid.  Students need to get a grasp of a tremendous amount of factual information: memorized, so they have instant access at any time, but organized so they can comprehend its meaning.

From all the knowledge at hand, people select the relevant pieces to apply to new situations, even less to make the finely-detailed analysis, and even fewer parts to create new ideas.

The following graphic shows those six levels as wedges in a pie – with verbs that teachers commonly use when they want students to work at a particular level, and some of the projects and products that they ask students to complete for thinking at that level.  This will help you in SOC 2433 – and in many of your other classes as well.

Verbs and Projects for Blooms Taxonomy

Verbs and Projects for Blooms Taxonomy

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