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1. Bloom’s TaxonomyBloom’s Taxonomy A Focus on Higher Level Thinking Skills 2. BackgroundBackground In 1956, Benjamin Bloom, a professor at the University of Chicago, shared his famous "Taxonomy of Educational Objectives". Bloom identified six levels of cognitive complexity that have been used over the past four decades to make sure that
instruction stimulates and develops students' higher-order thinking skills. 3. What is taxonomy?What is taxonomy? “Taxonomy" and "classification" are synonymous helps dispel uneasiness with the term. Bloom's Taxonomy is a multi-tiered model of classifying thinking according to six cognitive levels of complexity. It led many teachers to encourage
their students to "climb to a higher (level of) thought." 4. Cognitive Domain (Higher-Level Thinking Skills)(Higher-Level Thinking Skills) 5. Evaluation Synthesis Analysis Application Comprehension Knowledge Higher-Level Thinking SkillsHigher-Level Thinking Skills 6.

KnowledgeKnowledge Recall or recognition of information. list name identify show define recognize recall match define classify describe locate outline give examples distinguish opinion from fact 7.
ComprehensionComprehension The ability to understand, translate, paraphrase, interpret or extrapolate material. (Predict outcome and effects). paraphrase differentiate demonstrate visualize restate rewrite give examples summarize explain interpret describe compare convert distinguish estimate 8. ApplicationApplication The capacity to use
information and transfer knowledge from one setting to another. (Use learned material in a new situation).
apply classify modify put into practice demonstrate compute operate solve illustrate calculate interpret manipulate predict show 9.

AnalysisAnalysis Identifying detail and having the ability to discover and differentiate the component parts of a situation or information.
contrast compare distinguish categorize outline relate analyze organize deduce choose diagram discriminate 10. SynthesisSynthesis The ability to combine parts to create the big picture. – discuss plan compare create construct rearrange compose organize design hypothesize support write report combine comply develop 11. EvaluationEvaluation The
ability to judge the value or use of information using appropriate criteria. (Support judgment with reason). criticize justify debate support your reason conclude assess rate evaluate choose estimate judge defend appraise 12. KNOWLEDGE COMPREHENSION APPLICATION ANALYSIS SYNTHESIS EVALUATION 13. Receiving Being aware of or
attending to something in the environment Responding Showing some new behaviors as a result of experience Valuing Showing some definite involvement or commitment Krathwohl, D., Bloom, B., & Masia, B. (1956). Taxonomy of educational objectives. Handbook II: Affective domain. New York: David McKay. The Affective Domain 14. The Affective
Domain Organization Integrating a new value into one's general set of values, giving it some ranking among one's general priorities. Characterization by Value Acting consistently with the new value; person is known by the value. 15. The Psychomotor Domain Perception Process of becoming aware of objects, qualities, etc by way of senses. Basic in
situation- interpretation-action chain leading to motor activity. Set Readiness for a particular kind of action or experience; may be mental, physical or emotional. Simpson, J. S. (1966). The classification of educational objectives, psychomotor domain.

Office of Education Project No. 5-85-104. Urbana, IL: University of Illinois. 16. Mechanism Learned response becomes habitual; learner has achieved certain confidence and proficiency or performance. Guided Response Overt behavioral act under guidance of an instructor, or following model or set criteria.

The Psychomotor Domain 17. Adaptation Altering motor activities to meet demands of problematic situations. Complex Overt Response Performance of motor act considered complex because of movement pattern required. The Psychomotor Domain 18. Origination Creating new motor acts or ways of manipulating materials out of skills, abilities and
understandings developed in the psychomotor area. The Psychomotor Domain 19.

Writing Instructional Objectives While it is possible to write instructional objectives of all types for each of the three domains, the vast majority are written for the cognitive domain. The major exceptions include preschool, physical education, and perhaps fine arts courses such as sculptureing and drama. 20. Activity Choose a topic of your own choice
and write down its objectives by defining three domains separately 21. Q & A 1. BLOOM’S TAXONOMY DR. C. BEULAH JAYARANI M.Sc., M.A, M.Ed, M.Phil (Edn), M.Phil (ZOO), NET, Ph.D (Edn) ASST. PROFESSOR, LOYOLA COLLEGE OF EDUCATION, CHENNAI - 34 2. BENJAMIN SAMUEL BLOOM A Jewish-American educational psychologist
(Feb.1913 – Sep.1999) CONTRIBUTIONS: 1. Classification of educational objectives 2. Theory of Mastery-Learning 25-07-2021 DR. C. BEULAH JAYARANI 2 3. INTRODUCTION Bloom's taxonomy is based on the belief that learners must begin by learning basic, foundational knowledge about a given subject before they can progress to more complex
types of thinking such as analysis and evaluation. These three types of learning include: Creating new knowledge (Cognitive) Developing feelings and emotions (Affective) Enhancing physical and manual skills (Psychomotor) Learning objectives can also be scaffolded so that they continue to push student learning to new levels in any of these three
categories. 25-07-2021 DR. C. BEULAH JAYARANI 3 4. WHAT IS TAXONOMY? Taxonomy comes from two Greek words: ‘Taxis’: arrangement ‘Nomos’: science i.e., ‘Science of arrangements’ A set of classification principles or structure Domain means ‘category’ 25-07-2021 DR. C. BEULAH JAYARANI 4 5.
DEFINITION Bloom’s taxonomy is a classification system used to define and distinguish different levels of human cognition—i.e., thinking, learning, and understanding. Thinking Learning Understanding 25-07-2021 DR. C. BEULAH JAYARANI 5 6. PURPOSE The purpose of Bloom’s Taxonomy is to help educators to inform or guide the development of
assessments (tests and other evaluations of student learning), curriculum (units, lessons, projects, and other learning activities), and instructional methods such as questioning strategies. 25-07-2021 DR. C. BEULAH JAYARANI 6 7. The Original Taxonomy (1956) The Three Domains Of Learning: Cognitive: mental skills (knowledge) Affective: growth in
feelings or emotional areas (attitude or self) Psychomotor: manual or physical skills (skills) 25-07-2021 DR. C.
BEULAH JAYARANI 7 8. 25-07-2021 DR.
C. BEULAH JAYARANI 8 9. COGNITIVE DOMAIN (HEAD) AFFECTIVE DOMAIN (HEART) PSYCHOMOTOR DOMAIN (HAND) 25-07-2021 DR. C. BEULAH JAYARANI 9 10. BLOOMS TAXONOMY 1. COGNITIVE DOMAIN 2. AFFECTIVE DOMAIN 3. PSYCHOMOTOR DOMAIN CLASSIFICATION OF BLOOMS TAXONOMY 25-07-2021 DR. C. BEULAH
JAYARANI 10 11. COGNITIVE DOMAIN The cognitive domain involves knowledge and the development of intellectual skills. This includes the recall or recognition of specific facts, procedural patterns, and concepts that serve in the development of intellectual abilities and skills. There are six major categories of cognitive processes, starting from the
simplest to the most complex SIMPLE TO COMPLEX 25-07-2021 DR. C. BEULAH JAYARANI 11 12. COGNITIVE DOMAIN - KNOWLEDGE Lowest level of objective Primarily aim for the acquisition of knowledge, concerning facts and terminology “involves the recall of specifics and universals, the recall of methods, processes, principles, theories the
recall of a pattern, structure, or setting.” Student can: Write, List, Define with his knowledge if he have. Recall Write List Define 25-07-2021 DR.
C.
BEULAH JAYARANI 12 13.
Based upon the knowledge If there is no knowledge, there will be no comprehension Refers to a type of understanding or apprehension such that the individual knows what is being communicated. Student translates, comprehends or interprets information based on prior learning like: Explain, summarize, paraphrase, describe It means basic
understanding of facts, ideas, methods, Process & principles COGNITIVE DOMAIN - COMPREHENSION Basic understanding of facts, ideas, methods, Process & principles Explain, summarize, paraphrase, describe 13 14. Refers to the “use of abstractions in particular and concrete situations.” Students can selects, transfers and uses data and
principles to complete a problem with a minimum of direction. Students can use, compute, solve and apply their knowledge.
Example: 1000 – 711 = 289 COGNITIVE DOMAIN - APPLICATION Apply their knowledge Practice Compute Solve 25-07-2021 DR. C. BEULAH JAYARANI 14 15. ANALYSIS Breakdown of a communication into its constituent elements or parts. Student distinguishes, classifies and relates the evidence or structure of a statement or question. Student can
analyze, categorize, compare and separate. Example: old capital name of India? New capital? Why? Why two capital for Jammu Kashmir 25-07-2021 DR. C. BEULAH JAYARANI 15 16. SYNTHESIS Involves the “putting together of elements and parts so as to form a whole.” Student originates, integrates, and combines ideas into a product, plan or
proposal that is new to him. He can create, design, invent and develop He can combine different types of information to find alternative solutions. Example: we can combine this to make a sentence: Biotechnology – microbes – find- medicines Create/ Originate Design/ integrates Invent/ proposal Develop/ combines 25-07-2021 DR. C.
BEULAH JAYARANI 16 17. EVALUATION Judgments about the value of material and methods for given purposes. Student can judge what he learned whether it is right or wrong. If wrong than he can start the process again. Student can judge, recommend, critique and justify. Justify Critique Recommend Judge 25-07-2021 DR. C. BEULAH JAYARANI
17 18. AFFECTIVE DOMAIN Skills in the affective domain describe the way people react emotionally and their ability to feel other living things' pain or joy. Affective objectives typically target the awareness and growth in attitudes, emotion, and feelings. There are five levels in the affective domain moving through the lowest-order processes to the
highest: Characterizing Organizing Valuing Responding Receiving LOWEST TO HIGHEST 25-07-2021 DR. C. BEULAH JAYARANI 18 19. RECEIVING The lowest level; the student passively pays attention. Without this level, no learning can occur. Receiving is about the student's memory and recognition as well. EXAMPLE: showing different flowers &
leaves and explaining the arrangements 25-07-2021 DR. C. BEULAH JAYARANI 19 20. RESPONDING The student actively participates in the learning process, not only attends to a stimulus; the student also reacts in some way. EXAMPLE: why the petals are bright colour?
What is corolla? How the leaves are arranged – alternate or opposite? How many petals & sepals are seen DR. C. BEULAH JAYARANI 20 21. VALUING oThe student attaches a value to an object, phenomenon, or piece of information.
oThe student associates a value or some values to the knowledge they acquired.
oExample: How can you classify complete or incomplete flower / Bisexual or Unisexual / Regular or irregular flowers oHow can you classify the leaves – alternate or spiral, opposite or whorled 25-07-2021 DR. C. BEULAH JAYARANI 21 22. ORGANIZING The student can put together different values, information, and ideas, and can accommodate them
within his/her own schema; the student is comparing, relating and elaborating on what has been learned. oExample: Arrange the flowers in order a) complete, incomplete, Bisexual, Unisexual, Regular & irregular flowers oArrange the leaves – alternate, spiral, opposite, whorled DR. C. BEULAH JAYARANI 23. CHARACTARIZING The student at this
level tries to build abstract knowledge. Example: If a flower has sepals, petals, pistils, and stamens, it is a complete flower.
If a flower is missing one of those, it is an incomplete flower.
Imperfect flowers are always incomplete. Plants that have only one leaf per node have leaves that are said to be either alternate or spiral. Alternate leaves alternate on each side of the stem in a flat plane, and spiral leaves are arranged in a spiral along the stem. 24. THE PSYCHOMOTOR DOMAIN Skills in the psychomotor domain describe the ability
to physically manipulate a tool or instrument like a hand (action- based) Psychomotor objectives usually focus on change and/or development in behavior and/or skills. Bloom and his colleagues never created subcategories for skills in the psychomotor domain. R.H Dave has given the classification of educational objectives under this domain 1969.
NATURALIZATION PRECISION PRECISION MANIPULATION IMITATION PERCEPTION 25-07-2021 DR. C. BEULAH JAYARANI 24 25. PERCEPTION Lowest level. Primarily determined with activities relating to senses, acquired through experiences & training. Skill of keen observation, skill of sensing a problem and skill of developing self-motivation
are the specific objectives under this category. Eg. Observing dissection – flower parts or cockroach mouth part 25-07-2021 26. IMITATION Skill of repeating actions and skill of reflective thinking are the specific objectives under this category. Directly copy action seen & replicate the observed one Eg., select any one dissection and follow the
instructions - Parts of flower / Cockroach mouth part DR. C.
BEULAH JAYARANI 26 27. MANIPULATION Skill to operate upon with intelligence and mange cleverly are the specific activities that fall in this category. Eg., Reproduce activity by instruction and memory.
28. PRECISION Skill of experimentation, skill of precise movement and neat execution of skills are the activities which fall under this objective. Eg., Execute skill independent of help 25-07-2021 DR. C. BEULAH JAYARANI 28 29. ARTICULATION Skill of logical thinking, reflective thinking, skill of mind and body and development of mathematical skill
are specific objectives to attain this step. Adopt expertise to complete a non- standard objective. 25-07-2021 DR. C.
BEULAH JAYARANI 29 30. NATURALIZATION As we practice a skill, in due course it becomes our natural habit. Skill of attaining success and skill of multiple actions are the specific activities under this objective.
Automatic and unconsciously mastery of skills Eg., without teachers help the students can do the practical's successfully. DR. C. BEULAH JAYARANI 30 31. BLOOM’S REVISED TAXONOMY (2001) Lorin Anderson, a former student of Bloom, and David Krathwohl revisited the cognitive domain and made some changes.
They mad these changes: 1. Changing the names in the six categories from noun to verb forms. 2. Creating a processes and levels of knowledge matrix. 3. Rearranging them. 25-07-2021 DR. C. BEULAH JAYARANI 31 32. ANALYSIS APPLICATION COMPREHENSION KNOWLEDGE SYNTHESIS EVALUATION ANALYZE APPLY UNDERSTAND
REMEMBER CREATE EVALUTE NOUN TO VERB FORM Benjamin Bloom with collaborators Max Englehart, Edward Furst, Walter Hill, and David Krathwohl Lorin Anderson, a former student of Bloom, and David Krathwohl 1956 2001 33. BLOOM’S TAXONOMY- IMPLICATIONS Bloom's taxonomy serves as the backbone of many teaching
philosophies, in particular, those that lean more towards skills rather than content. Bloom's taxonomy can be used as a teaching tool to help balance assessment and evaluative questions in class, assignments and texts to ensure all orders of thinking are exercised in students' learning, including aspects of information searching. The main focus of
Bloom’s Taxonomy is to improve student learning and thinking. Creating is the highest among the thinking Skills. 25-07-2021 DR. C. BEULAH JAYARANI 33 34. BENEFITS OF BLOOM'S TAXONOMY Bloom's Taxonomy helps educators identify the intellectual level at which individual students are capable of working. It also helps them ask questions
and create instruction aimed at critical thinking by striving to reach the top three levels of analysis, synthesis and evaluation with students ready for those levels. It’s helpful for teacher to making teaching learning process more effective. 25-07-2021 DR.
C. BEULAH JAYARANI 34 35. CONCLUSION Bloom’s Taxonomy is a classification system for educational goals. We can apply in our classroom by using the action verbs to inform our learning intentions. There are lots of different graphics that combine all the domains and action verbs into one visual prompt. Can use Bloom-style questions to prompt
deeper thinking. Can use Bloom's Taxonomy to differentiate our lessons too. 25-07-2021 DR. C. BEULAH JAYARANI 35 36. REFERENCE TNTEU – Study Material Ram Publications Sri Krishna Publications Kaviyamala Publications Google Images 25-07-2021 DR. C.
BEULAH JAYARANI 36 1. LEVELS OF LEARNING: Doorways to Improved Thinking School-Based INSET 2. Where do we begin in seeking to improve human thinking? 3. “Asking pupils to think at higher levels, beyond simple recall is an excellent way to stimulate pupils’ thought processes.
Different types of questions require us to use different levels of thinking.” - Teacher Vision 2004 4. What’s Bloom Taxonomy? Bloom’s Taxonomy is a classification of thinking organized by levels of complexity. It gives teachers and students an opportunity to learn and practice a range of thinking and provides a simple structure for many different kinds
of questions. 5. BLOOM’S TAXONOMY 1956 6. WHAT’S REVISED BLOOM’S TAXONOMY? The revised Bloom’s Taxonomy provides the measurement tool for thinking. The changes in RBT occur in three broad categories: Terminologies; Structure; and Emphasis 7. A. Visual Comparison of the Two Taxonomies (TERMINOLOGY CHANGES) 1956 OBT
2001 RBT 8. • The names of six major categories were changed from noun to verb forms. • Taxonomy reflects different forms of thinking and thinking is an active process, hence verbs are more accurate. • The knowledge category was renamed.
Knowledge is a product of thinking and was inappropriate to describe a category of thinking and was replaced with word remembering instead. • Comprehension became understanding and synthesis renamed creating in order to better reflect the nature of the thinking described by each category. 9. REMEMBERING (KNOWLEDGE) (Shallow
processing: drawing out factual answers, testing recall and recognition) The learner is able to recall, restate and remember information 10. Key words for Remembering • Recognizing • Retrieving • Choosing • Describing • Defining • Identifying • Labelling • Listing • Locating • Finding • Naming • Stating • Selecting 11. Sample Questions for
Remembering • What is _________? • Where is ________? • How did __happen?
• Why did ________? • How would you show____? • Who were the main___? • Which one______? • Who was _____? • How is _________? • When did ___ happen?
• How would you explain ________?
• How would you describe_____? • Can you recall______? • Can you select______? • Can you list three ____? 12. Questions starting with what, where, when, why and how whose answers could be retrieved, recognized and recall from the text or on the lines of the text read fall under remembering. 13. UNDERSTANDING (Comprehension) (translating,
interpreting and extrapolating) The learner grasps the meaning of information by interpreting and extrapolating what has been learned 14. Key words for Understanding • Comparing • Contrasting • Demonstrating • Interpreting • Explaining • Extending • Illustrating • Giving example • Restating • Inferring • Outlining • Relating • Rephrasing •
Translating • Summarizing • Classifying • Paraphrasing • Rewriting 15. Sample Questions for Understanding • State in your own words…. • Which are facts? Opinions? • What does this means…..?
• Is this the same as…? • Giving an example • Select the best definition.
• Condense this paragraph…. • What would happen if…? • What part doesn’t fit? • How would compare? Contrast? • What is the main idea of…? • How would you summarized…? 16. Questions with what, where, why and how whose answers could be taken between the lines of the text through organizing, comparing, translating, interpreting,
extrapolating, classifying, summarizing and stating main ideas fall under understanding 17. APPLYING (Knowing when to apply, why to apply and recognizing patterns of transfer to situation that are new, unfamiliar or have a new slant for students) The learner make use of the acquired knowledge, facts, techniques and rules in a different way. 18.
Key Words for Applying • Applying • Solving • Using • Constructing • Experimenting with • Developing • Carrying • Computing • Implementing • Modifying • Utilizing 19. Sample Questions for Applying • How would you organized _____ to show _______? • How would you show your understanding of _______? • What facts would you select to show
what ________? • What elements would you change_______? • What other way would you plan to ________?
• What questions would you ask in an interview with___? • How would you apply what you learned to develop___? • How would you solve ______using what you have learned? 20. ANALYZING (breaking down into parts, forms) The learner breaks learned information into its parts determining how the parts relate or interrelate to one another or to an
overall structure or purpose through differentiating, organizing and attributing. 21. Key Words for Analyzing • Analyzing • Comparing • Contrasting • Discovering • Differentiating • Attributing • Detecting • Disserting • Examining • Distinguishing • Determining • Appraising 22. Sample Questions for Analyzing • Which statement is relevant? • What
is the conclusion? • What does the author believe? Assume? • Make a distinction between______________? • What idea justify the conclusion?
• Which is the least essential statement? • What literacy form is used? 23.
EVALUATING (according to some set of criteria and state why) The learner makes decisions based on in-depth reflection, criticism and assessment through checking and critiquing. 24. Key Words for Evaluating • Judging • Evaluating • Appraising • Defending • Criticizing • Assessing • Justifying • Concluding • Comparing • Defending 25. Sample
questions for Evaluating • What fallacies, consistencies, inconsistencies, appear_______? • Which is more important______________? • Do you agree__________________?
• What information would you use______________? • Do you agree with the _______________? • How would you evaluate________________? 26. CREATING (combining statements into a pattern not clearly there before) The learner creates new ideas and information using what have been previously learned. 27. Key Words for Creating • Designing •
Constructing • Planning • Producing • Inventing • Devising • Making 28. Sample Questions for Creating • Can you design a _______________? • What possible solution to ______________?
• How many ways can you _________________? • Can you create a proposal which would______? 29. Bloom’s original cognitive taxonomy was a one-dimensional form consisting of Factual, Conceptual and Procedural – but these were never fully understood of used by teachers because most of what educators were given in training consisted of a simple
chart with the listing of levels and related accompanying verbs 30. LEVELS OF LEARNING Knowledge/Comprehension Application Problem Solving Arrange Cite Classify Convert Copy Define Describe Discuss Distinguish Explain Express Give Examples Identify Indicates Label List Locate Match Name Order Outline Recall Recite Record Relate
Reproduce Repeat Report Restore Review Specify Summarize Tell Translate Underline Apply Assemble Calculate Change Choose Compute Defend Demonstrate Discover Draft Dramatize Draw Employ Estimate Explain Illustrate Infer Interpret Modify Operate Practice Predict Prepare Produce Use Show Select Analyze Appraise Argue Assess
Assemble Categorize Compare Contrast Criticize Compose Conclude Construct Convert Create Debate Defend Discriminate Differentiate Distinguish Estimate Evaluate Examine Formulate Illustrate Infer Inspect Interpret Judge Justify Manage Modify Organize Plan Predict Prepare Propose Question Relate Rate Recognize Score Select Support Solve
Test Value Write 31. The Revised Bloom’s Taxonomy takes the form of Two-dimensional table. The knowledge Dimension or the kind of knowledge to be learned and the second is the Cognitive process Dimension or the process used to learn. 32. Remembering Understanding Applying Analyzing Evaluating Creating Factual Conceptual Procedural
Metacognitive Describe the process of planning for a medium-scale business Describe the planning process you employed for your medium-scale business Assess the relevance of the principles of medium- scale business planning… JeromeA. Ouano DLSU - Manila 33. (Bloom's Taxonomy ) TWO DIMENSIONAL TABLE (Structural Changes) The
Knowledge Dimension The Cognitive Process Dimension Remembering Understanding Applying Analyzing Evaluating Creating Factual Knowledge List Summarize Classify Order Rank Combine Conceptual Knowledge Describe Interpret Experiment Explain Assess Plan Procedural Knowledge Tabulate Predict Calculate Differentiate Conclude Compose
Meta-Cognitive Knowledge Appropriate Use Execute Construct Achieve Action Actualize 34. • FACTUAL KNOWLEDGE – refers to the essential facts, terminology, details or elements student must know or be familiar with in order to solve a problem in it. • CONCEPTUAL KNOWLEDGE – is knowledge of classification, principles, generalizations,
theories, models or structure pertinent to a particular disciplinary area. • PROCEDURAL KONWLEDGE – refers to information or knowledge that helps students to do something specific to a discipline subject, area of study.
It also refers to methods of inquiry, very specific or finite skills, algorithms, techniques and particulars. • META-COGNITIVE KNOWLEDGE – is a strategic or reflective knowledge about solving problems, cognitive tasks to include contextual and conditional knowledge and knowledge of self.
35.
BLOOM’S REVISED TAXONOMY CREATING Generating new ideas, products, or ways of viewing things Designing, constructing, planning, producing, inventing EVALUATING Justifying a decision or course of action Checking, hypothesizing, critiquing, experimenting, judging ANALYZING Breaking information into parts to explore understanding and
relationships Comparing, organizing, deconstructing, integrating, finding APPLYING Using information in another familiar situation Implementing, Carrying out, using, executing UNDERSTANDING Explaining ideas or concepts Interpreting, summarizing, paraphrasing, classifying, explaining REMEMBERING Recalling information Recognizing,
listing, describing, retrieving, naming, finding Higher–orderthinking 36. Emphasis is the third and final category of changes. It is placed upon its use as a more “authentic tool for curriculum planning, instructional delivery and assessment.” 37. Change in Emphasis • More authentic tool for curriculum planning, instructional delivery and assessment •
Aimed at a broader audience. • Easily applied to all levels of schooling. • The revision emphasis explanation and description of subcategories. 38. Here are sample questions about the news item. • Remember: Describe how Efren finished his studies and (Conceptual knowledge) helped in the education of street children. • Understand: Summarize
what the story was all about. (Factual) • Apply: Construct a theory as to why Efren (Meta-Cognitive ) continued to work with street children in spite of the several obstacles he would be meeting. 39. • Analyze: Differentiate between how Efren (Procedural knowledge) reacted and you react in each event in his life.
• Evaluate: Assess whether or not you think Efren (Conceptual) deserves to be the CNN hero?
• Create: Compose a song, skit, poem or rap to convey Efren’s story to the children of the 21’st century. 40. “The new century has brought us the Revised Bloom’s Taxonomy which is really new and improved. Try it out; the author thinks you will like It better than a cake.” 41.
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