Bloom’s Taxonomy
USSF Referee Instructor Course
ITIP
United States Soccer Federation
Lesson Set:Remember back to when you passed the entry level test at the end of the entry level referee clinic? • What did you need to pass the test? Knowledge of the Laws
• Were you able to go out and apply them, or did it take time to comprehend what was presented in the clinic?
• Do we expect new referees to perform at a very high level, or would we assess them after their first middle? Of course not.
• We don’t expect a beginning referee to think about the game the same way we do. We can say they are at a lower developmental stage in their careers.
Bloom’s Taxonomy
Taxonomy
Taxonomy is the science of classification, i.e. a way to systematically classify items or ideas.
Bloom’s taxonomy of cognitive learning is a classification of the way that people learn according to the level of thinking required.
Bloom’s Taxonomy
Lesson ObjectiveBy the end of this session, you will list in progressive order (from lowest to highest) each of Bloom’s Taxonomy (6) levels of learning to 100% accuracy.
Bloom’s Taxonomy
Lesson Set:
Imagine teaching an entry level referee clinic and at the beginning you find out that you have students who have never seen a soccer game? Is your objective that you originally prepared for this class at the correct level for the students?
Teaching a person to be a soccer referee before they have seen a soccer match is like teaching a person to run before they’ve seen someone walk.
Bloom’s Taxonomy
Lesson Set:
Your job in creating an objective for any learning is based in part upon your presumed knowledge level of the students with regard to the subject matter.
Knowledge is the first building block of thinking and is its most basic form. Since everything is dependent upon the base foundation, you must know and understand the ”Level of Remembering” that the student will be bringing to the learning.
Bloom’s Taxonomy
6 Levels of Learning
Remembering Understanding
Applying Analyzing Evaluating Creating
Bloom’s Taxonomy
Bloom’s Taxonomy
Remembering (Knowledge) Can the student recall or remember the information?
• List• Label• Define• Name• State
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Bloom’s Taxonomy
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Bloom’s Taxonomy
Remembering
This is the lowest level of learning.
All that is required at this level is recalling specific information.
Student is easily judged as having the knowledge absent or present.
Understanding (Comprehension)Can the student explain ideas or concepts?
• Classify• Describe• Draw a picture of …• Explain• Discuss• Select
Bloom’s Taxonomy
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Bloom’s Taxonomy
Understanding
This is the second level of learning.
The ability to grasp the meaning of the knowledge being learned.
Ability to comprehend what is being communicated and make use of the idea.
Can you see that the Remembering level will lead the student into the Understanding level?
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Bloom’s Taxonomy
Remembering & Understanding
Write down and bring to class each of the following verbs and label which level they would be used (R or U).
DEFINE IDENTIFYDEMONSTRATE REPEATREAARANGE PREDICTRECALL DUPLICATE
LABEL TRANSLATESUMMARIZE MEMORIZE
Applying (Application) Can the student use information in a new way?
• Write• Choose• Interpret• Demonstrate• Use• Solve
Bloom’s Taxonomy
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Bloom’s Taxonomy
Applying
After studying a particular thing, the learner will target facts and tend to recall a concept.
Ability to use learned materials to perform exercises or solve problems.
Ability to use ideas and principles in new and particular situations.
Notice as you go up one level that the learner is getting more involved in how the information is being used.
Analyzing (Analysis) Can the student distinguish between the different parts?
• Examine• Outline• Relate• Compare• Question• Differentiate
Bloom’s Taxonomy
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Bloom’s Taxonomy
Analyzing
The fourth level of learning
The ability to break down material into its component parts so that its organizational structure as a whole may be understood.
Obviously more complex than remembering, understanding and applying
Evaluating (Synthesis) Can the student justify a decision?
• Appraise• Argue• Defend• Judge• Select• Support
Bloom’s Taxonomy
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Bloom’s Taxonomy
Evaluating
The fifth level of learning
Ability to judge the value of material for a given purpose.
Ability to judge the value of ideas, procedures and methods using appropriate criteria.
Creating (Evaluation)Can the student create a new product or point of view?
• Assemble• Construct• Create• Design• Develop• Formulate
Bloom’s Taxonomy
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Bloom’s Taxonomy
Creating
The highest level of learning
Ability to put parts together into a unified organization or whole, or to form a new whole.
Ability to form new points or new points of view.
Learning outcomes at this level stress creative behaviors which usually produce new patterns or structures.
At what level do we expect new referees to perform?
Remembering?
Understanding?
Applying?
Analyzing?
Bloom’s Taxonomy
At what level do we expect new referees to perform?
Probably around the Remembering level for their first few games as an AR.
Moves into the Understanding level by the time they do their first center.
By the time they are ready to upgrade to a Grade 7 referee at what level should the referee be operating?
At what level do coaches and spectators expect referees to perform? … Application? … Comprehension?
At what level do most coaches operate, with respect to the Laws of the Game?
Bloom’s Taxonomy
A Referee’s Cognitive Domain
Grade 8 …. Remembering phase
Grade 7 …. Understanding phase
Grade 6 …. Applying phase
Grade 5 …. Analyzing phase
Grade 4 …. Evaluating phase
Grade 3 …. Creating phase …. near perfect in all phases
Bloom’s Taxonomy
Referee’s Cognitive Domain Remember when you did your first center? Were you
operating at the Understanding level yet?
Did you know what the major fouls were? Could you identify them while the match was going on? Did you use the advantage clause? Did you whistle for every infraction you saw? These are some of the behaviors (or lack thereof) of the
beginning referee
Bloom’s Taxonomy
At what level do we expect referee instructors to perform?
Remembering?
Understanding?
Applying?
Analyzing?
Evaluating or Creating?
Bloom’s Taxonomy
Instructor’s Cognitive Domain
As instructors, you are expected to operate at the Analyzing level or above. Why is this important.
Can you teach the Laws of the Game without first understanding what each part means and how they relate to one another and the whole?
Could someone who has never refereed a soccer match be an effective referee instructor?
Bloom’s Taxonomy
Instructor’s Cognitive Domain
Write out and bring to the in-class sessions:• A list of all the items that you would
collectively need to teach the foul of “pushing”, and when or when not to whistle for the foul.
• Identify the level of Bloom’s for each item listed.
Bloom’s Taxonomy
Lesson AssignmentsWrite down the following and bring to the in-class clinic sessions:
1) List in progressive order (from lowest to highest) the (6) levels of Bloom’s and provide an example of a process verb for each.
2) Submittal of “Bloom’s Taxonomy” module assignments:
Remembering & UnderstandingInstructor’s Cognitive Domain
Bloom’s Taxonomy
Bloom’s Taxonomy
USSF Referee Instructor Course
ITIP
United States Soccer Federation