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Focus on the following aspects of the Blooms Digital Taxonomy:
- Applying
- Analysing
Propose a couple of activities that will help students think through concepts and engage in collaborative discussion.

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Focus on the following aspects of the Blooms Digital Taxonomy:
- Evaluating
- Creating
Propose a couple of activities that will help students to demonstrate their understanding and new learning.

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by TeachThought Staff

Bloom's Taxonomy is a powerful tool to frame teaching and learning.

In one model is a framework that not only lays out for teachers the kinds of thinking that we, as humans, tend towards, but also provides a kind of hierarchy that etches out the possible progression of that thinking. If we can remember, we can begin to understand. Understanding allows us to apply what we know, which enables us to make judgments on the utility of that knowledge, and even our own mastery of it.

Global Digital Citizen Foundation created the following graphic that helpfully combines both Bloom's Taxonomy (which, the graphic explains, was created by Andrew Churches) with power verbs useful for lesson planning, assessment design, and the general planning of learning experiences that are based on thinking and complexity.

We've previously shared a post on evaluating digital tasks using Bloom's taxonomy, as well as an almost overwhelming list of Bloom's power verbs as well. This graphic doesn't add much to these posts but it does capture both in one wonderful image.

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Bloom's Digital Taxonomy Verbs For 21st Century Students

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Global Digital Citizen Foundation combines both Bloom's Taxonomy and power verbs for lesson & assessment planning in this graphic.

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Scan the code! Mid session and Post session tasks using digital platforms such as padlet and mentimeter can be used to record reflections and critical reviews of subject matter. Platforms such as these provide learners with an opportunity to present their insights on the topic as well as learn what their peers perspectives are. This is a simple and efficient task that enables everyone to participate at their own pace and provide personal inputs.

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Focus on the following aspects of Blooms Digital Taxonomy:
- Remembering
- Understanding
Propose a couple of activities that will help students to tap on their prior experiences and be interested in the topic.

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Using Quiz to test the learner's understanding towards the subject. At time engaging learner to remember about the subject as well
Tech tools: Kahoot!, Quizlet, Moodle

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Mindmap for learner to activate knowledge

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Mindmap for learner to activate knowledge

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Using mindmap for brainstorming, learner can use this opportunity to tap into their memory and expand their key terms for subject.
This is good for critical thinking, remembering and understanding.

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Using Multimedia to spark discussion for activated learning.

Tech tools: Youtube for multi-media, Break-out room from zoom for discussion.

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The task of creating in Bloom's Digital Taxonomy using simple technological tools:

The objective is to encourage students to apply their knowledge and skills to create a digital poster about a design concept. Using google slides as a tool

Process:

a. Topic Selection: Provide students with a list of design concepts/movements relevant to your curriculum. Ask students to choose one they find interesting.

b. Research: Instruct students to research their chosen topic using the internet. They should gather information, images, and other relevant content to support their digital poster.

c. Digital Poster Creation: Ask students to create a digital poster using presentation software. They should organize the information, include images, and design the poster to be visually appealing and informative.

d. Creativity Challenge: Encourage students to think creatively while designing their posters. They can possibly enhance their presentation by abiding to the design principles of their selected design concept or movement to articulate the poster visually

e. Presentation and Peer Review: Have students present their digital posters to the class. After each presentation, facilitate a brief peer review session where students provide constructive feedback on the content, design, and overall effectiveness of the digital poster. (which probably falls into the "evaluation?!")

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Assign a topic to students. Encourage students to use mind mapping or brainstorming to assemble different ideas and try to further discuss different perspectives and aspects of the problem, and further data collection and analysis along a particular direction to start an analytical discussion.Tools: Mindnode, Miro

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1. Students can create an art work independently and record the creation process with vlog.
2. Students can write creatively and express your inspiration and ideas in words.
3. Students  can do an experiment independently, combining theory with practice，take videos and photos to record experimental changes.

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Applying -
Using canva/adobe PS to create digital collages that represent the discussion themes related to (identity; environment; news; culture). Students can work online and make use of all sorts of digital images and resources. Students then can present their works to the class, explaining their interpretation of the theme and the techniques applied.

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1. students use tools like ppt ,Xmind， mindmeister，to evaluate and analyze what they have learned. they can use words, photos, videos to show their understanding.

2. Write according to the prompts, giving students the opportunity to use the learned content for creative purposes

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On platforms such as blackboard and Google classroom, teachers can allow students to engage in forum discussions about personal contributions to a learning topic, presenting an opportunity for questioning, debate and moderation. By uploading assignments, writing samples, reading material etc learners get a look into the minds of their classmates and can critique their own work in relation to that of their peers, allowing for buddy learning and the building of a safe space or student community.

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Guide students to analyze and critically engage with artworks, understanding underlying themes, techniques, and contexts. Having interactions with the artworks virtually, taking notes, and considering how AR technologies enhance or alter the viewing experience, and how does this affect the artworks.

Students can work in pairs or small groups to prepare and present their critiques, engaging in dialogue and debate with classmates about their selected artworks.

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1. Immediate Feedback: Technology can provide instant feedback on assignments, quizzes, or assessments. This allows students to reflect on their performance and think about areas for improvement, fostering a deeper level of understanding.

2. Personalization: Adaptive learning technologies can tailor content to each student's level, pace, and learning style. This encourages independent thinking as students are challenged at an appropriate level.