Teaching with the Revised

Bloom’sTaxonomy

Bloom Public School

Bloom’s Taxonomy

Taxonomy = Classification

Classification of thinking

Six cognitive levels of complexity

Bloom Public School

Bloom’s Taxonomy

Why use Bloom’s taxonomy?

• Write and revise learning objectives

• Plan curriculum

• Identifies simple to most difficult skills

• Effectively align objectives to assessment techniques and standards

• Incorporate knowledge to be learned (knowledge dimension) and cognitive process to learn

• Facilitate questioning (oral language = important role within framework)

Bloom Public School

Bloom’s Taxonomy

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

Creating

Evaluating

Analyzing

Applying

Understanding

Remembering

Original Revised

Noun VerbBloom Public School

Bloom’s Taxonomy

Cognitive Domain

Analyzing

Applying

Creating

Evaluating

Remembering

Understanding

Characterizing

by value or

value concept

Organizing &

conceptualizing

Receiving

Responding

Valuing

Affective Domain

Psychomotor Domain

Articulating

Imitating

Manipulating

Performing

Precisioning

Bloom Public School

Bloom’s Taxonomy

Change in Terms

• Categories noun to verb– Taxonomy reflects different forms of thinking

(thinking is an active process) verbs describe actions, nouns do not

• Reorganized categories– Knowledge = product/outcome of thinking

(inappropriate to describe a category of thinking) now remembering

– Comprehension now understanding

– Synthesis now creating to better reflect nature of thinking described by each category

Bloom Public School

Bloom’s Taxonomy

Changes in Structure

• Products of thinking part of taxonomy

• Forms of knowledge = factual, conceptual, procedural, metacognitive (thinking about thinking)

• Synthesis (creating) and evaluation (evaluating) interchanged

– Creative thinking more complex form of

thinking than critical thinking (evaluating)

Bloom Public School

Bloom’s Taxonomy

Changes in Emphasis

• USE: More authentic tool for curriculum planning, instructional delivery and assessment

• Aimed at broader audience

• Easily applied to all levels of education

• Revision emphasizes explanation and description of subcategories

Bloom Public School

Bloom’s Taxonomy

RememberingThe learner is able to recall, restate and

remember learned information

– Describing

– Finding

– Identifying

– Listing

– Retrieving

– Naming

– Locating

– Recognizing

Can students recall information?

Bloom Public School

Bloom’s Taxonomy

Bloom Public School

Bloom’s Taxonomy

Bloom Public School

Bloom’s Taxonomy

UnderstandingStudent grasps meaning of information

by interpreting and translating what has been learned

– Classifying

– Comparing

– Exemplifying

– Explaining

– Inferring

– Interpreting

– Paraphrasing

– Summarizing

Can students explain ideas or concepts?Bloom Public School

Bloom’s Taxonomy

Bloom Public School

Bloom’s Taxonomy

Bloom Public School

Bloom’s Taxonomy

ApplyingStudent makes use of information in a context different from the one in which it was learned

– Implementing

– Carrying out

– Using

– Executing

Can students use the information in another familiar situation?

c =

Bloom Public School

Bloom’s Taxonomy

Bloom Public School

Bloom’s Taxonomy

Bloom Public School

Bloom’s Taxonomy

AnalyzingStudent breaks learned information into

its parts to best understand that information

– Attributing

– Comparing

– Deconstructing

– Finding

– Integrating

– Organizing

– Outlining

– Structuring

Can students break information into parts to explore understandings and relationships?

Bloom Public School

Bloom’s Taxonomy

Bloom Public School

Bloom’s Taxonomy

Bloom Public School

Bloom’s Taxonomy

EvaluatingStudent makes decisions based on in-depth

reflection, criticism and assessment

– Checking

– Critiquing

– Detecting

– Experimenting

– Hypothesising

– Judging

– Monitoring

– Testing

Can students justify a decision or a course of action?

Bloom Public School

Bloom’s Taxonomy

Bloom Public School

Bloom’s Taxonomy

Bloom Public School

Bloom’s Taxonomy

CreatingStudent creates new ideas and information

using what previously has been learned

– Constructing

– Designing

– Devising

– Inventing

– Making

– Planning

– Producing

Can students generate new products, ideas, or ways of viewing things?

Bloom Public School

Bloom’s Taxonomy

Bloom Public School

Bloom’s Taxonomy

Bloom Public School

Bloom’s Taxonomy

Questioning . . .

• Lower level questions—remembering, understanding & lower level applying levels

• Lower level questions

– Evaluate students’ preparation and

comprehension

– Diagnose students’ strengths and weaknesses

– Review and/or summarizing content

Bloom Public School

Bloom’s Taxonomy

Questioning . . .

• Higher level questions require complex application, analysis, evaluation or creation skills

• Higher level questions– Encourage students to think more deeply and

critically

– Facilitate problem solving

– Encourage discussions

– Stimulate students to seek information on their own

Bloom Public School

SummaryBloom’s revised taxonomy

• Systematic process of thinking & learning

• Assists assessment efforts with easy-to-use

format

• Visual representation of alignment between goals

& objectives with standards, activities, &

outcomes

• Helps form challenging questions to help

students gain knowledge & critical thinking skills

• Assists in development of goals, objectives, &

lesson plansBloom Public School

Bloom’s Taxonomy

QUICK RECAP OF

DR GARDNER’S THEORY OF

MULTIPLE INTELLIGENCE

Bloom Public School

Bloom Public School

Bloom’s Taxonomy

Bloom Public School

Bloom’s Taxonomy

Bloom Public School

Bloom’s Taxonomy

Bloom Public School

Bloom’s Taxonomy

Let’s Practice!

Bloom Public School

Bloom’s Taxonomy

Thank You!Thank You!Thank You!Thank You!

Bloom Public School

Bloom’s Taxonomy

References and Resources

Cruz, E. (2003). Bloom's revised taxonomy. In B. Hoffman (Ed.), Encyclopedia of Educational Technology. http://coe.sdsu.edu/eet/Articles/bloomrev/start.htm

Dalton, J. & Smith, D. (1986) Extending children’s special abilities: Strategies for primary classrooms.http://www.teachers.ash.org.au/researchskills/dalton.htm

Ferguson, C. (2002). Using the revised Bloom’s Taxonomy to plan and deliver team-taught, integrated, thematic units. Theory into Practice, 41(4), 239-244.

Forehand, M. (2008). Bloom’s Taxonomy: From emerging perspectives on learning, teaching and technology. http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy

Mager, R. E. (1997). Making instruction work or skillbloomers: A step-by-step guide to designing and developing instruction that works, (2nd ed.). Atlanta, GA: The Center for Effective Performance, Inc.

Mager, R. E. (1997). Preparing instructional objectives: A critical tool in the development of effective instruction, (3rd ed.). Atlanta, GA: The Center for Effective Performance, Inc.

Pohl, Michael. (2000). Learning to think, thinking to learn: Models and strategies to develop a classroom culture of thinking. Cheltenham, Vic.: Hawker Brownlow.

Tarlinton (2003). Bloom’s revised taxonomy.http://www.kurwongbss.qld.edu.au/thinking/Bloom/bloomspres.ppt.

University of Illinois, Center for Teaching Excellence (2006). Bloom’s taxonomy. www.oir.uiuc.edu/Did/docs/QUESTION/quest1.htm

Bloom Public School

Bloom’s Taxonomy