2. Marzano’s New Taxonomy
Marzano's New Taxonomy is made up of three systems and
the Knowledge Domain, all of which are important for thinking and
learning.
• Self-System: When faced with the option of starting a new task,
decides whether to continue the current behavior or engage in the
new activity
• Metacognitive System: sets goals and keeps track of how well they
are being achieved
•Cognitive System: processes all the necessary information
•Knowledge Domain: provides the content.
3. Marzano’s New Taxonomy
1 Self 2
System 1 Continue the behavior or
engage in the new activity
Start a new task 4 2 Sets goals and keeps tracks
Cognitive
System 3 Processes all the
information
3 4 The Knowledge Domain
provides the content
5. Gallagher and Aschner Taxonomy
Gallagher and Aschner classifies their taxonomy in three
categories (Aschner, Gallagher, Perry, & Afsar, 1961).
•Recall: Recall questions are simply questions that causes the
student to remember similar to the "remember" stage in the
revised Bloom's Taxonomy.
•Convergent :Convergent questions are those that require
students to give only one response.
•Divergent. Divergent questions are those that require more
than one response.
7. Gallagher and Aschner Taxonomy
Low Order Convergent
Level I Students engage in reproductive thinking
High Order Convergent
Level II Students engage in the initial levels of
productive thinking
Low Order Divergent
Level III Students think critically about information
High Order Divergent
Level IV Students perform original thinking
8. Walsh and Sattes Taxonomy
Walsh and Sattes' Taxonomy is based on
research focusing classroom questioning. Their
questioning taxonomy is based on three-level systems:
•Recall Level: level corresponds to the revised Bloom's
Taxonomy cognitive level remember.
•Use Level: mainly states to use or do something with
what you learned.
•Create Level: means to use their imagination on what
was learned.
9. Walsh and Sattes Taxonomy
Recall
Use Create
Classroom Questioning
Marzano's New Taxonomy is made up of three systems and the Knowledge Domain, all of which are important for thinking and learning. The three systems are the Self-System, the Metacognitive System, and the Cognitive System. When faced with the option of starting a new task, the Self-System decides whether to continue the current behavior or engage in the new activity; the Metacognitive System sets goals and keeps track of how well they are being achieved; the Cognitive System processes all the necessary information, and the Knowledge Domain provides the content.
Gallagher and Aschner classifies their taxonomy in three categories (Aschner, Gallagher, Perry, & Afsar, 1961). They are: recall, convergent and divergent. Recall questions are simply questions that causes the student to remember similar to the "remember" stage in the revised Bloom's Taxonomy. Convergent questioning are those that require students to give only one response. The questions that require more than one response are called divergent questions.
Gallagher and Aschner classifies their taxonomy in three categories (Aschner, Gallagher, Perry, & Afsar, 1961). They are: recall, convergent and divergent. Recall questions are simply questions that causes the student to remember similar to the "remember" stage in the revised Bloom's Taxonomy. Convergent questioning are those that require students to give only one response. The questions that require more than one response are called divergent questions.
Walsh and Sattes' Taxonomy is based on research focusing classroom questioning. Their questioning taxonomy is based on three-level systems: recall, use and create. The recall level corresponds to the revised Bloom's Taxonomy cognitive level remember. The use level mainly states to use or do something with what you learned. The last level create means to use their imagination on what was learned.
Gallagher and Aschner classifies their taxonomy in three categories (Aschner, Gallagher, Perry, & Afsar, 1961). They are: recall, convergent and divergent. Recall questions are simply questions that causes the student to remember similar to the "remember" stage in the revised Bloom's Taxonomy. Convergent questioning are those that require students to give only one response. The questions that require more than one response are called divergent questions.
