Revised Blooms Taxonomy

The Cognitive Process Dimension

Name: Joe Gupton
Authentic Topic: Design a Commercial for a Business
Grade level: 3rd Grade
Did you use the iBook about Blooms Taxonomy or the PDF file on your computer?
iBook
Remember that you will use one of your activities that you create for Analyze, Evaluate, or Create for your Instructional Design
Project later in the course. So keep this file and come back to it later.
Assignment
1.

Rename this file to include your last name at the beginning of the file name and include your approved authentic topic.
Example: Maxwell.ID-1Endangered Animals Activities
a. Create one or more activities (or objectives or assessments) for each of the 19 Cognitive Processes.
i. Each activity should stand on its own; i.e., do not build one activity from another activity or do not use information from one activity in
another activity.
ii. These should be written as prompts for students, not as objectives.
b. All activities must be about your approved authentic topic that you selected for your IDP.
NOTE: you will use one of the activities you design for the Analyze, Evaluate, or Create level to build your IDP lesson.
c. At least one activity at each of the Analyze, Evaluate, and Create levels must involve a technology project. Of course, you can use more.

Refer to the file, Revised Blooms Taxonomy Full Description, for more information about each level and process.

Revised Blooms Levels

Cognitive
Definitions and Examples
Processes
(Do not delete the text in this column.)
(Alternate
Names)

Activity or Assessment Question

(All activities/assessments are directed at the
students or pupils in your class.)

1. Remember: Retrieve relevant knowledge from long-term memory

1.1 Recognizing
(Identifying)

Location knowledge in long-term memory that is consistent

with presented material (e.g., Recognize the dates of
important events in U.S. history)

True or False: In 2015 Over 79 Billion dollars was spent

of Television advertisements in the U.S.
Who sponsors the Super Bowl halftime show?

1.2 Recalling
(Retrieving)

Retrieving relevant knowledge from long-term memory (e.g.,

Recall the dates of important events in U.S. history)

True or False: Companies use Focus Groups to determine

whether or not to proceed with producing an
advertisement.
Name a song that was used in a television commercial
during this years Super Bowl.
What is one product that uses music in their commercial?

2. Understand: Construct meaning from instructional messages, including oral, written, and graphic
communication
2.1 Interpreting
(Clarifying,
Paraphrasing,
Representing,
Translating)

2.2 Exemplifying
(Illustrating,
Instantiating)

Changing from one form of representation (e.g., numerical)

to another (e.g., verbal) (e.g., Paraphrase important speeches
and documents)

Finding a specific example or illustration of a concept or

principle (e.g., Give examples of various artistic painting
styles)

In the year 2015 companies in the U.S. spent over 79

Billion dollars on Television advertisements. What does
this tell you about the importance of Commercials to
businesses in America?
Why do you think that it costs so much for a commercial
spot during the Super Bowl?
Music can play a big part in advertisement. Identify 3
examples of how music is used in commercials.
What are three different styles of music that are used in
advertising?

2.3 Classifying
(Categorizing,
Subsuming)

Determining that something belongs to a category (e.g.,

Classify observed or described cases of mental disorders)

2.4 Summarizing
(Abstracting,
Generalizing)

Abstracting a general theme or major point(s) (e.g., Write a

short summary of events portrayed on a videotape)

2.5 Inferring
(Concluding,
Extrapolation,
Interpolating,
Predicting)
2.6 Comparing
(Contrasting,
Mapping,
Matching)

Drawing a logical conclusion from presented information

(e.g., In learning a foreign language, infer grammatical
principles from examples)

2.7 Explaining
(Construction)

Construction a cause-and-effect model of a system (e.g.,

Determine how change, compromise, and culture affected the
journey of your chosen explorer; Explain the causes of
important 18th-century events in France)

Detecting correspondences between two ideas, objects, and

the like (e.g., Compare and contrast historical events to
contemporary situations)

Think about the different types of advertisements that

you may see. What style of music fits best to compliment
different types of commercial advertisements? Provide
three examples.
Watch advertisements during a television show. What
role did music play in the commercials?
Summarize the types of products that use music in their
commercials and the types of commercials that do not.
A car company is putting out a commercial to help sell
their new model. Based on the product they are trying to
sell, what type of music do you think the company will
use with its advertisement? Explain why.
Look at the two very different commercials. Both used
music to enhance their presentation. Compare and
contrast the different ways music was used in the
advertisements.
Explain how music might be used enhance a commercial.
Give an example of a commercial that used music
effectively to help pitch the companys product.

3. Apply: Carry out or use a procedure in a given situation

3.1 Executing
(Carrying out)

Apply a procedure to a familiar task (e.g., When serving as

the cashier in the classroom store, count back change to the

Perform a jingle that you remember from a commercial for the

class. Explain to the class what it was about the jingle that stuck

3.2 Implementing
(Using)

customers when they pay you; When studying about alcohol

abuse, determine the difference in a mans or womans blood
alcohol levels at three different weights and three different
amounts of alcohol consumed in one hour; Divide one whole
number by another whole number, both with multiple digits)
Applying a procedure to an unfamiliar task (e.g., Use
persuasion techniques to create a multimedia presentation to
convince your principal to implement your recycling plan;
Use Newtons Second Law in situations in which it is
appropriate)

with you. Why was it catchy?

What type of music do you hear in stores while you shop? Is the
music similar to that which you hear in commercials?
Create an advertisement to sell a product. You must select an
existing song and use this to help enhance your presentation.
Select an existing television commercial. Use an existing piece
of music to help enhance the commercial.
Consider an existing song. What type of product could be sold
using this song in the commercial?
Use an advertisement to help convince your fellow students of
the importance of technology in our schools.

4. Analyze: Break material into its constituent parts and determine how the parts relate to one another and to
an overall structure or purpose
Remember: If a student can google a question or prompt to find the answer OR if it only takes a few minutes
to answer a prompt, it is not higher-level thinking at the Analyze, Evaluate, or Create level.
4.1 Differentiation
(Discriminating,
Distinguishing,
Focusing,
Selecting)

Distinguishing relevant from irrelevant parts or important

parts of presented material; Differentiating is different from
the cognitive processes associated with Understand because
it involves structural organization and, in particular,
determining how the parts fit into the overall structure or
whole. (e.g., Research at least ten different methods of
protecting crops from insect pests. Distinguish which are
chemical or not and select the two best methods to use in
organic farming in Kentucky. Justify your answer.)

Watch a several 10 commercials. Watch 10 commercials. How

many of the commercials used music in some way? Which
commercials used music to effectively enhance their
presentation? Why was this effective? Did any commercials
use music, but it was ineffective? Why was it ineffective?
What does music do to help set the tone for commercials?
Explain 3 different examples of how this is achieved.
Consider commercials on television compared to commercials

4.2 Organizing
(Finding
coherence,
Integrating,
Outlining, Parsing,
Structuring)

4.3 Attributing
(Deconstructing)

Determine how elements fit or function within a structure;

Builds systematic and coherent connections among pieces of
relevant information; Occurs in conjunction with
Differentiating since the student first identifies the relevant
or important elements and then determines or imposes an
overall structure, configuration, or arrangement on the
content. (e.g., After studying about how to farm tilapia fish
and how to grow plants in water, determine how the
elements of these two systems can fit or function within one
system to mutually benefit both the fish and the plants;
Structure evidence from the recent presidential election into
evidence to determine which political party will probably
win the next presidential election in four years)
Determine a point of view, a bias, values, or intent
underlying presented material (e.g., Determine the point of
view of the author of an essay in terms of his or her political
perspective.)

for radio. What elements are more important to television

commercials than radio? What things are more important in a
radio commercial?
What makes for a good commercial? Organize ideas about
what makes for an effective commercial and develop a plan
for a commercial about an existing product. Would you use
music to enhance the commercial? If so, why? If not, why not?
Identify the things that make for a successful commercial.
Then, using a mind map, show how these elements were used
in an existing commercial.

What type of commercials do you feel are effective? What

makes some commercials stick out compared to others? What
are some of the techniques that companies use in their
advertisements to appeal to their audiences?
Notice the different types of advertisements on two different
television stations. What are the differences? Explain the
relationship between the type of commercial and the type of
network on which the commercial runs.
What advertising style appeals to you as a consumer? Does it
vary depending upon the product? How does music contribute
to your selection of a product?
Look at 3 different commercials. What are the advertisers
trying to express beyond selling their product? Are there any

values, ideas, or biases that you see being portrayed in the

advertisement?

5. Evaluate: Make judgments based on criteria and standards

5.1 Checking
(Coordinating,
Detecting,
Monitoring,
Testing)

5.2 Critiquing
(Judging)

Detecting inconsistencies or fallacies within a process or

product; determining whether a process or product has
external consistency; determining the effectiveness of a
procedure as it is being implemented (e.g., Determine if a
scientists conclusions follow from the raw data; Evaluate
another groups business plan to determine whether the
productive resources (natural, human, and capital) were used
in the most effective manner and whether their product
reflects consumer demands.)
Determining inconsistencies between a product and external
criteria; determining whether a product has external
consistency (e.g., Judge which of two methods is the best
way to solve a problem given a set of external criteria; Create
a blog to present the inconsistencies of the debate on whether
or not organic food is better for people and the environment.
Use the USDAs criteria for organic food classification as a
basis for your response. Give your personal conclusion and
justification.)

Look at some examples of commercials from last years Super

Bowl. Companys spent a tremendous amount of money to
acquire these slots of time. Pick a commercial to evaluate.
How effective was their ad? Was their money well spent?
What evidence can you find to support your opinion?

In a group of 4 or 5, create an advertisement for an existing

product. Come up with a jingle to help sell your product.
Perform this jingle for the class. After listening to all of the
groups, which commercial jingle was the most effective and
why?
Listen to 5 jingles used for television commercials. Using the
criteria for what makes a television memorable and effective
found in the article from
http://www.forbes.com/sites/marketshare/2012/10/19/whatmakes-a-tv-commercial-memorable-andeffective/#72d4993b1634 rank the commercials from least
effective and memorable to most effective and memorable.
Give a short explanation explaining the order of your
rankings.

6.
Create: Put elements together to form a coherent or functional whole; reorganize elements into a new
pattern or structure
6.1 Generating
(Hypothesizing)

Coming up with alternative hypotheses based on criteria

(e.g., Generate as many hypotheses as you can to explain
why some businesses might not have been a success in our
town; Generate hypotheses to account for an observed
phenomenon)

Pick 3 different products and consider what type of music

each company would use in a commercial to sell their product.
Why do you think certain music styles would work better for
one product and not another?
What are some of the top advertisement strategies that
companies use to sell their products? Research and present
statistical data supporting your thoughts?

6.2 Planning
(Designing)

6.3 Producing
(Constructing)

Devising a detailed procedure for accomplishing some task

(e.g., Submit a business plan for your proposed business
including cover sheet, table of contents, executive summary,
business context, business profile, marketing analysis,
challenges and responses, marketing plan, financials, time
table, summary of needed capital.)
Inventing a product (e.g., Build a habitat for an original
animal you created.)

What are some of the top advertising strategies that companies

use to sell their products today? Considering advancements in
technology, what are 3 ways that these strategies may change
for the future?
Using technology, Create a Musical Composition
or jingle to be used in a commercial for a
business.
Using Garage Band, create a loop that could
effectively be used to help sell a product.
Come up with an original idea for a product that
does not currently exist. Using technology, Create
a Musical Composition or jingle to be used in a
commercial for a business. Then, Create a
multimedia presentation of your completed
commercial to show to the class.

Anderson, L. W., Krathwohl, D. R., et al (Eds..) (2001). A taxonomy for learning, teaching, and assessing: A revision of bloom's taxonomy of educational objectives.
Boston, MA: Allyn & Bacon.