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Which of the following is not one of the primary benefits of using Bloom’s Taxonomy (in this case, the levels of the Cognitive Domain) in your classroom?
How does the taxonomy attempt to clarify ‘thinking’ in the classroom? Choose the best response from the choices below.
Though all levels of thinking are important, ideally students should spend the majority of their time working at the highest levels of Bloom’s Cognitive Domain (i.e., Evaluate, Create).
What is spiraling in lesson, unit, and/or curriculum design?
Which of the following is the least pedagogically sound way to gamify the implementation of Bloom’s Taxonomy in your classroom?
Which of the following is a ‘Do’ (versus a ‘Don’t’) when using Bloom’s Taxonomy in your classroom?
What is one of the most common misconceptions about Bloom’s Taxonomy?
What is the best teaching and learning taxonomy for application in K-12?
Which of the following are examples of Application (of learning)? Choose all correct responses.
Which of the following statements about the misconceptions about and limitations of Bloom’s Taxonomy is not true?