1.

The Bloom's Taxonomy Original

Benjamin Bloom, an educational psychologist, developed Bloom's Taxonomy in 1956
to categorize learning goals and encourage higher-order thinking in the classroom. Six
levels make up the initial taxonomy, which was organized in a hierarchy from the
most simple cognitive processes to the most sophisticated ones:

Knowledge: Recalling or identifying words, concepts, facts, and simple solutions are
all part of this level. It stands for the fundamental degree of comprehension.

Understanding: Understanding is more than just remembering. It entails

comprehending concepts, evaluating data, and putting ideas into one's own words.

Application: Applying newly acquired knowledge to novel circumstances or settings

is called application. It necessitates applying ideas in real-world contexts and
transferring knowledge between settings.

Analysis: Students dissect the material into its component elements, look for patterns,
and consider how the various parts relate at this level. To comprehend fundamental
structures or principles, they examine facts, ideas, or circumstances through analysis.

Synthesis: Synthesis is the process of assembling data in novel ways, coming up with
creative fixes, or coming up with fresh concepts. It calls for imagination and the
capacity to combine disparate ideas to create a coherent whole.

Evaluation: Evaluation is the process of determining, using predetermined standards,

the relative merits of concepts, procedures, or resources. It necessitates using
reasoning, critical thinking, and evidence-based decision-making.

2. Bloom's Taxonomy Revised

Under the direction of Lorin Anderson, a group of educational psychologists updated
Bloom's Taxonomy in 2001 to more accurately reflect cognitive research and modern
teaching methods. The updated taxonomy keeps the six original levels but redefines
them and assigns action verbs to each level's description:

Recalling: This level, which matches Bloom's Knowledge level, concentrates on

bringing up words, facts, or fundamental ideas.

Understanding: Understanding emphasizes the capacity to elucidate ideas or

concepts in one's own words and corresponds with Bloom's Comprehension level.

Applying: Applying, which relates to Bloom's Application level, emphasizes the

capacity to apply knowledge acquired in novel settings.

Analyzing: Analyzing is similar to Bloom's Analysis level in that it entails dissecting

information into its component pieces, seeing patterns, or looking at relationships.
Evaluating: Evaluating emphasizes critical thinking, judgment, and the capacity for
reasoned assessment. It is aligned with Bloom's Synthesis and Evaluation levels.

Creating: In line with Bloom's Synthesis level, creating highlights the capacity to
produce unique concepts, solutions, or goods.

3. Bloom’s Taxonomy serves as a fundamental framework for educators in designing

effective lesson plans and assessments. It also enhances teachers' teaching strategies
by enabling educators to give different strategies for engaging students with different
cognitive processes. This may include group discussions, hands-on activities,
project-based learning, and inquiry-based approaches.

Each level of Bloom's Taxonomy has specific implications for teaching strategies and
classroom practices:

Knowledge and Comprehension: Teachers can assist students in learning and

comprehending fundamental material by utilizing techniques including idea mapping,
readings, lectures, and conversations.

Application and Analysis: Instructors can create assignments that call for students to
solve puzzles, carry out experiments, evaluate data, and apply principles in practical
settings.

Synthesis and Evaluation: By giving students the chance to come up with original
ideas, discuss opposing points of view, and assess the merits of arguments, teachers
may foster creativity and critical thinking in their pupils.

To sum up, Bloom's Taxonomy offers educators a useful framework for creating
engaging learning activities, encouraging higher-order thinking abilities, and
efficiently assessing student learning. By comprehending the importance of every
taxonomy level and how it affects instruction, educators may design stimulating and
demanding learning environments that promote intellectual growth and development.

References:

Anderson, L. W., Krathwohl, D. D., Airasian, P. W., Cruikshank, K. A., Mayer, R. E.,
Pintrich, P. R., Raths, J., & Wittrock, M. C. (2001). A taxonomy for learning,
teaching, and assessing: A revision of Bloom's taxonomy of educational objectives.
New York: Longman.

Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956).
Taxonomy of educational objectives: The classification of educational goals.
Handbook I: Cognitive domain. New York: David McKay Company.