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How do I use digital content to encourage higher order thinking skills? We are asked this question oſten at StarrMatica.

Finalized in 1956, Bloom’s Taxonomy was the result of eight years of work by a group of educators led by Benjamin Samuel Bloom. Bloom’s Taxonomy was created to help educators classify thinking behaviors.

Te Revised Bloom’s Taxonomy, which is used in this article, was published in 2001 by one of the co-editors of the original taxonomy, Lorin W. Ander- son, and a former Bloom student, David R. Krathwohl. Tey undertook these revisions to add relevance to the taxonomy for 21st century educators.

Te Bloom’s Taxonomy pinwheel (above) is one of several Bloom’s graphics designed by education inno- vator Kelly Tenkely. You can find it and the Bloomin’ tree, peacock, um- brella, and paint palette on her iLearn Technology Blog: www.ilearntechnol-

Keep in mind that one piece of digital content can fall under several levels of Bloom’s Taxonomy depending on how it is used.

If we strive to meet all levels of Bloom’s with the content we use, our students will have a richer experience as learn- ers, and we will experience greater success as teachers.

Since a large amount of readily available digital content addresses lower level thinking skills, it is easy to assume that is true with all digi- tal content.

But if you take some time to explore your options, that isn’t the case. And while, at first glance, it seems more difficult and time consuming to plan a lesson that uses digital content to encourage higher order thinking skills, it doesn’t have to be!

StarrMatica’s library includes content that addresses all levels of Bloom’s Taxonomy.

Here are a few examples to put some wind in your sails!

• It saves time. As a teacher, you don’t have to spend time creating practice activities from scratch.

• An online activity can add color- ful graphics, sound effects, and an- imations that will get the attention of your students and motivate them to participate.

• Some online activities keep a score record so you can review results.

• Some online activities provide several levels of difficulty, two play- er modes, or competition versus students in other locations.

Here are four examples of digital content for remembering:

Bubble Burst – Students name odd numbers by quickly burst- ing bubbles labeled with the answers.


Tis level includes the skills of listing, writing, telling, naming, describing, matching, and labeling. Tere are several benefits to using interactive online content at the remembering level.

I Spy Colors Students iden- tify primary and secondary colors in Starr- Matica land


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