LEVELS OF LEARNING:

Doorways to Improved Thinking

School-Based INSET
Where do we begin in seeking to
improve human thinking?
 “Asking pupils to think at
higher levels, beyond simple
recall is an excellent way to
stimulate pupils’ thought
processes. Different types of
questions require us to use
different levels of thinking.”

- Teacher Vision
2004
What’s Bloom Taxonomy?
Bloom’s Taxonomy is a
classification of thinking organized by
levels of complexity. It gives teachers
and students an opportunity to learn
and practice a range of thinking and
provides a simple structure for many
different kinds of questions.
BLOOM’S TAXONOMY 1956
 WHAT’S REVISED BLOOM’S TAXONOMY?

The revised Bloom’s Taxonomy provides

the measurement tool for thinking. The changes
in RBT occur in three broad categories:

 Terminologies;
 Structure; and
 Emphasis
A. Visual Comparison of the Two Taxonomies
(TERMINOLOGY CHANGES)

1956 OBT 2001 RBT

• The names of six major categories were changed from
noun to verb forms.
• Taxonomy reflects different forms of thinking and
thinking is an active process, hence verbs are more
accurate.
• The knowledge category was renamed. Knowledge is a
product of thinking and was inappropriate to describe a
category of thinking and was replaced with word
remembering instead.
• Comprehension became understanding and synthesis
renamed creating in order to better reflect the nature of
the thinking described by each category.
REMEMBERING (KNOWLEDGE)

(Shallow processing: drawing out factual answers, testing recall

and recognition)

The learner is able to recall, restate

and remember information
 Key words for Remembering

• Recognizing • Listing
• Retrieving • Locating
• Choosing • Finding
• Describing • Naming
• Defining • Stating
• Identifying • Selecting
• Labelling
Sample Questions for Remembering
• What is _________? • How is _________?
• Where is ________? • When did ___ happen?
• How did __happen? • How would you explain
• Why did ________? ________?
• How would you • How would you
show____? describe_____?
• Who were the • Can you recall______?
main___? • Can you
• Which one______? select______?
• Who was _____? • Can you list three
____?
 Questions starting with what,
where, when, why and how whose
answers could be retrieved, recognized
and recall from the text or on the lines
of the text read fall under remembering.
UNDERSTANDING (Comprehension)
(translating, interpreting and extrapolating)

The learner grasps the meaning of

information by interpreting and extrapolating
what has been learned
 Key words for Understanding

• Comparing • Inferring
• Contrasting • Outlining
• Demonstrating • Relating
• Interpreting • Rephrasing
• Explaining • Translating
• Extending • Summarizing
• Illustrating • Classifying
• Giving example • Paraphrasing
• Restating • Rewriting
Sample Questions for Understanding
• State in your own • Condense this
words…. paragraph….
• Which are facts? • What would happen
Opinions? if…?
• What does this • What part doesn’t fit?
means…..? • How would compare?
• Is this the same Contrast?
as…? • What is the main idea
• Giving an example of…?
• Select the best • How would you
definition. summarized…?
Questions with what, where, why and how
whose answers could be taken between
the lines of the text through organizing,
comparing, translating, interpreting,
extrapolating, classifying, summarizing and
stating main ideas fall under understanding
 APPLYING
(Knowing when to apply, why to apply and recognizing patterns of
transfer to situation that are new, unfamiliar or have a new slant for
students)

The learner make use of the acquired

knowledge, facts, techniques and rules in a
different way.
 Key Words for Applying

• Applying • Carrying
• Solving • Computing
• Using • Implementing
• Constructing • Modifying
• Experimenting with • Utilizing
• Developing
 Sample Questions for Applying
• How would you organized _____ to show _______?
• How would you show your understanding of _______?
• What facts would you select to show what ________?
• What elements would you change_______?
• What other way would you plan to ________?
• What questions would you ask in an interview
with___?
• How would you apply what you learned to
develop___?
• How would you solve ______using what you have
learned?
 ANALYZING
(breaking down into parts, forms)

The learner breaks learned information

into its parts determining how the parts
relate or interrelate to one another or to an
overall structure or purpose through
differentiating, organizing and attributing.
 Key Words for Analyzing
• Analyzing • Disserting
• Comparing • Examining
• Contrasting • Distinguishing
• Discovering • Determining
• Differentiating • Appraising
• Attributing
• Detecting
 Sample Questions for Analyzing

• Which statement is relevant?

• What is the conclusion?
• What does the author believe? Assume?
• Make a distinction between______________?
• What idea justify the conclusion?
• Which is the least essential statement?
• What literacy form is used?
 EVALUATING
(according to some set of criteria and state why)

The learner makes decisions based on

in-depth reflection, criticism and assessment
through checking and critiquing.
 Key Words for Evaluating

• Judging • Assessing
• Evaluating • Justifying
• Appraising • Concluding
• Defending • Comparing
• Criticizing • Defending
 Sample questions for Evaluating
• What fallacies, consistencies, inconsistencies,
appear_______?
• Which is more important______________?
• Do you agree__________________?
• What information would you
use______________?
• Do you agree with the _______________?
• How would you evaluate________________?
 CREATING
(combining statements into a pattern not clearly there
before)

The learner creates new ideas and

information using what have been
previously learned.
 Key Words for Creating
• Designing • Inventing
• Constructing • Devising
• Planning • Making
• Producing
 Sample Questions for Creating

• Can you design a _______________?

• What possible solution to ______________?
• How many ways can you _________________?
• Can you create a proposal which would______?
 Bloom’s original cognitive taxonomy was a
one-dimensional form consisting of Factual,
Conceptual and Procedural – but these were
never fully understood of used by teachers
because most of what educators were given in
training consisted of a simple chart with the
listing of levels and related accompanying verbs
 LEVELS OF LEARNING
Knowledge/Comprehension Application Problem Solving
Arrange Order Apply Illustrate Analyze Illustrate
Cite Outline Assemble Infer Appraise Infer
Classify Recall Calculate Interpret Argue Inspect
Convert Recite Change Modify Assess Interpret
Copy Record Choose Operate Assemble Judge
Define Relate Compute Practice Categorize Justify
Describe Reproduce Defend Predict Compare Manage
Discuss Repeat Demonstrate Prepare Contrast Modify
Distinguish Report Discover Produce Criticize Organize
Explain Restore Draft Use Compose Plan
Express Review Dramatize Show Conclude Predict
Give Examples Specify Draw Select Construct Prepare
Identify Summarize Employ Convert Propose
Indicates Tell Estimate Create Question
Label Translate Explain Debate Relate
List Underline Defend Rate
Locate Discriminate Recognize
Match Differentiate Score
Name Distinguish Select
Estimate Support
Evaluate Solve
Examine Test
Formulate Value
Write
The Revised Bloom’s Taxonomy takes the
form of Two-dimensional table. The
knowledge Dimension or the kind of
knowledge to be learned and the second is
the Cognitive process Dimension or the
process used to learn.
Describe the process Describe
Assess
the planning
the relevance of
of planning for a process
theyou
principles
employed
of medium-
medium-scale for your medium-scale
scale business
business planning…
business

Remembering Understanding Applying Analyzing Evaluating Creating

Factual

Conceptual

Procedural

Metacognitive

Jerome A. Ouano
DLSU - Manila
(Bloom's Taxonomy ) TWO DIMENSIONAL TABLE (Structural Changes)

The Cognitive Process Dimension

The Knowledge
Dimension
Remembering Understanding Applying Analyzing Evaluating Creating

Factual Knowledge List Summarize Classify Order Rank Combine

Conceptual
Knowledge
Describe Interpret Experiment Explain Assess Plan

Procedural
Knowledge
Tabulate Predict Calculate Differentiate Conclude Compose

Meta-Cognitive Appropriate
Knowledge
Execute Construct Achieve Action Actualize
Use
• FACTUAL KNOWLEDGE – refers to the essential facts,
terminology, details or elements student must know or
be familiar with in order to solve a problem in it.
• CONCEPTUAL KNOWLEDGE – is knowledge of
classification, principles, generalizations, theories,
models or structure pertinent to a particular disciplinary
area.
• PROCEDURAL KONWLEDGE – refers to information or
knowledge that helps students to do something specific
to a discipline subject, area of study. It also refers to
methods of inquiry, very specific or finite skills,
algorithms, techniques and particulars.
• META-COGNITIVE KNOWLEDGE – is a strategic or
reflective knowledge about solving problems, cognitive
tasks to include contextual and conditional knowledge
and knowledge of self.
Higher – order thinking BLOOM’S REVISED TAXONOMY

CREATING
Generating new ideas, products, or ways of viewing things
Designing, constructing, planning, producing, inventing
EVALUATING
Justifying a decision or course of action
Checking, hypothesizing, critiquing, experimenting, judging
ANALYZING
Breaking information into parts to explore understanding and relationships
Comparing, organizing, deconstructing, integrating, finding
APPLYING
Using information in another familiar situation
Implementing, Carrying out, using, executing
UNDERSTANDING
Explaining ideas or concepts
Interpreting, summarizing, paraphrasing, classifying, explaining
REMEMBERING
Recalling information
Recognizing, listing, describing, retrieving, naming, finding
 Emphasis is the third and final
category of changes. It is placed upon its use
as a more “authentic tool for curriculum
planning, instructional delivery and
assessment.”
Change in Emphasis
• More authentic tool for curriculum planning, instructional
delivery and assessment

• Aimed at a broader audience.

• Easily applied to all levels of schooling.

• The revision emphasis explanation and description of

subcategories.
Here are sample questions about the news item.

• Remember: Describe how Efren finished his studies and

(Conceptual knowledge) helped in the education of street children.

• Understand: Summarize what the story was all about.

(Factual)

• Apply: Construct a theory as to why Efren

(Meta-Cognitive ) continued to work with street children in
spite of the several obstacles he would be
meeting.
• Analyze: Differentiate between how Efren
(Procedural knowledge) reacted and you react in each event in his
life.

• Evaluate: Assess whether or not you think Efren

(Conceptual) deserves to be the CNN hero?

• Create: Compose a song, skit, poem or rap

to convey Efren’s story to the children of the
21’st century.
“The new century has brought us the Revised Bloom’s
Taxonomy which is really new and improved.
Try it out; the author thinks you will like
It better than a cake.”
THANK YOU!