Using Bloomâ€™s Taxonomy for Early Childhood Food Education First introduced in the mid-20th century, this teaching strategy is beneficial to food educators because it promotes higher-order thinking and moves student response beyond rote answers. Eventual goals for a student might be food literacy, eating competence or self-awareness around food choices.
PRESENT THE INFORMATION Share the information in an appropriate way. Information can be read aloud, presented using visual media or explained.
REMEMBERING (knowledge) Coach students to recall information that was presented. Repeat facts, and ask students to repeat them back. Students can list information, sequence it, describe it and identify its parts. Verbs: listen, identify, draw, locate, label, choose, list, recite, memorize, name, repeat
UNDERSTANDING (comprehension) Pose very pointed questions to build on information presented. Ask specific questions about the material and how different pieces of information relate to one another. Verbs: explain, relate, describe, paraphrase, summarize, interpret, predict, infer, match
APPLYING Students will use their fund of information in a more substantial and conceptually global way. Verbs: represent, demonstrate, use, construct, solve, classify, interpret
ANALYZING Ask students to compare information to new information or to their existing fund of knowledge. Verbs: sort, categorize, distinguish, select, compare, contrast, examine, debate, choose
EVALUATING Coach students to use information to reach conclusions. Verbs: explain, relate, describe, paraphrase, summarize, interpret, predict, infer, match
CREATING Using the information they learned, ask students to make or invent something new. Verbs: combine, compose, design, make, invent, hypothesize, create
ÂŠJill Colella Bloomfield | www.teachkidstocook.com