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Revied loom’ Taxonom

Go to loom' Revied Taxonom Model

Download the PDF Verion (http://www.celt.iatate.edu/wp-
content/upload/2015/09/ReviedloomHandout-1.pdf)

A tatement of a learning ojective contain a ver (an action) and an oject (uuall a
noun).

The ver generall refer to [action aociated with] the intended cognitive
proce.

The oject generall decrie the knowledge tudent are expected to acquire or
contruct. (Anderon and Krathwohl, 2001, pp. 4–5)

The cognitive proce dimenion repreent a continuum of increaing cognitive
complexit—from rememer to create. Anderon and Krathwohl identif 19 peciႄc
cognitive procee that further clarif the ound of the ix categorie (Tale 1).

Tale 1. The cognitive procee dimenion - categorie, cognitive procee (and alternative name)

Lower order thinking kill Higher order thinking kill
 Rememer Undertand Appl Analze valuate Create

Lower order thinking kill
recognizing interpreting executing diႄerentiating checkingHigher order thinking kill
generating
(identifing) (clarifing, (carring out) (dicriminating, (coordinating, (hpotheizing)
Rememer Undertand
paraphraing, Appl Analze
ditinguihing, valuate
detecting, Create

recalling repreenting, implementing focuing, electing) monitoring, planning

(retrieving) tranlating) (uing) teting) (deigning)
organizing (ႄnding,
exemplifing coherence, critiquing producing
(illutrating, integrating, (judging) (contruct)
intantiating) outlining, paring,
tructuring)
claifing
(categorizing, attriuting
uuming) (decontructing)

ummarizing
(atracting,
generalizing)

inferring
(concluding,
extrapolating,
interpolating,
predicting)

comparing
(contrating,
mapping, matching)

explaining
(contructing
model)

The knowledge dimenion repreent a range from concrete (factual) to atract
(metacognitive) (Tale 2). Repreentation of the knowledge dimenion a a numer of
dicrete tep can e a it mileading. For example, all procedural knowledge ma
not e more atract than all conceptual knowledge. And metacognitive knowledge i
a pecial cae. In thi model, “metacognitive knowledge i knowledge of [one’ own]
cognition and aout oneelf in relation to variou uject matter . . . ” (Anderon and
Krathwohl, 2001, p. 44).

Tale 2. The Knowledge Dimenion - major tpe and utpe

Concrete knowledge Atract knowledge

Factual Conceptual Procedural Metacognitive

Knowledge of knowledge of knowledge of uject- trategic knowledge

terminolog claiႄcation peciႄc kill and
and categorie algorithm knowledge aout cognitive
knowledge of tak, including appropriate
peciႄc detail knowledge of knowledge of uject- contextual and conditional
and element principle and peciႄc technique and knowledge
generalization method
elf-knowledge
knowledge of knowledge of criteria for
theorie, determining when to ue
model, and appropriate procedure
tructure

Recommended Reource

loom’ Digital Taxonom
(http://edorigami.wikipace.com/loom'+Digital+Taxonom)  Andrew Churche –
a thorough orientation to the revied taxonom; practical recommendation for a
wide variet of wa mapping the taxonom to the ue of current online
technologie; and aociated ruric

loom et al.’ Taxonom of the Cognitive Domain
(http://www.edpcinteractive.org/topic/cognition/loom.html) (Dr. William G. Huitt,
Valdota tate Univerit)

Reviing loom’ Taxonom. Theor Into Practice, 41(4), Autumn 2002. 212-264
(http://www.unco.edu/cetl/ir/tating_outcome/document/Krathwohl.pdf). Thi iue
of Theor Into Practice include the following article:
 Author Title Page

212-
Krathwohl, D. R. A Reviion of loom’ Taxonom: An Overview
218

219-
Pintrich, P.R. The Role of Metacognitive Knowledge in Learning, Teaching, and Aeing
225

226-
Maer, R.. Rote Veru Meaningful Learning
232

233-
Rath, J. Improving Intruction
237

Uing the Revied Taxonom to Plan and Deliver Team-Taught, Integrated, 238-
Ferguon, C.
Thematic Unit 243

244-
rd, P.A. The Revied Taxonom and Propective Teacher
248

Airaian, P.W. & 249-
The Role of Aement in the Revied Taxonom
Miranda, H. 254

255-
Anderon, L.W. Curricular Alignment: A Re-xamination
260

261-
Additional Reource for Claroom Ue
264

The et Reource For Helping Teacher Ue loom’ Taxonom In The Claroom
(http://larrferlazzo.edulog.org/2009/05/25/the-et-reource-for-helping-
teacher-ue-loom-taxonom-in-the-claroom/) (Larr Ferlazzo’ Weite of the
Da…)

*Anderon, L.W. (d.), Krathwohl, D.R. (d.), Airaian, P.W., Cruikhank, K.A., Maer,
R.., Pintrich, P.R., Rath, J., & Wittrock, M.C. (2001). A taxonom for learning, teaching,
and aeing: A reviion of loom’ Taxonom of ducational Ojective (Complete
edition). New York: Longman.

Teaching

(http://www.celt.iatate.edu/teaching)
 Creating an Incluive Claroom (http://www.celt.iatate.edu/teaching/creating-an-incluive-claroom)

ႄective Teaching Practice (http://www.celt.iatate.edu/teaching/eႄective-teaching-practice)

Teaching Format (http://www.celt.iatate.edu/teaching/teaching-format)

Facilitating Learning with Technolog (http://www.celt.iatate.edu/teaching/facilitating-learning-with-technolog)

lackoard et Practice (http://www.celt.iatate.edu/teaching/lackoard-et-practice)

Preparing To Teach (http://www.celt.iatate.edu/teaching/preparing-to-teach)

Aement and valuation (http://www.celt.iatate.edu/teaching/aement-and-evaluation)

loom' Revied Taxonom Model
Note: Thee are learning ojective - not learning activitie. It ma e ueful to think of preceding
each ojective with omething like, "tudent will e ale to...:
The Knowledge

Factual Conceptual Procedural Metacognitive

Dimenion

The aic The The The

element a interrelationhip interrelationhip interrelationhip
tudent mut among the among the among the
know to e aic aic aic
acquainted element element element
with a within a larger within a larger within a larger
dicipline or tructure that tructure that tructure that
olve enale them enale them enale them
prolem in it to function to function to function
The Cognitive together together together
Proce Dimenion

Rememer Rememer + Rememer + Rememer + Rememer +

Factual Conceptual Procedural Metacognitive
Retrieve
relevant Lit primar Recognize Recall how to Identif
knowledge and mptom of perform CPR trategie for
from long- econdar exhuation retaining
term color information
memor.
Undertand Undertand + Undertand + Undertand + Undertand +
Factual Conceptual Procedural Metacognitive
Contruct
meaning from ummarize Claif Clarif Predict one’
intructional feature of a adheive  aeml repone to
meage, new product toxicit intruction culture hock
including oral,
written and
graphic
communication

Appl Appl + Factual Appl + Appl + Appl +

Conceptual Procedural Metacognitive
Carr out or Repond to
ue a frequentl Provide Carr out pH Ue
procedure in aked advice to tet of water technique
a given quetion. novice ample that match
ituation one'
trenght

Analze Analze + Analze + Analze + Analze +

Factual Conceptual Procedural Metacognitive
reak
material into elect the Diᇸerentiate Integrate Decontruct
contituent mot high and low compliance one' iae
part and complete lit culture with
determine of activitie regulation
how part
relate to one
another and
to an overall
tructure or
purpoe

valuate valuate + valuate + valuate + valuate +

Factual Conceptual Procedural Metacognitive
Carr out or
ue a Check for Determine Judge Reᇠect on
procedure in conitenc relevance of eႄcienc of one'
among reult ampling progre
 a given ource technique
ituation

Create Create + Create + Create + Create +

Factual Conceptual Procedural Metacognitive
Carr out or
ue a Generate a Aemle a Deign Create a
procedure in log of dail team of eႄcient learning
a given activitie expert project portfolio
ituation workႄow

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