BLOOM’S

TAXONOMY
 BLOOM’S TAXONOMY

• comes from the Greek word

“taxis=arrangements” and “nomos=science”
• Science of arrangements
• means 'a set of classification principles', or
'structure', and
• Domain simply means 'category'.
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Who is BENJAMIN BLOOM?

BENJAMIN SAMUEL BLOOM

- was a Jewish-American
educational psychologist.
Contributions:
(Feb. 1913 – Sep. 1999) 1. Classification of Educational
Objectives
2. Theory of Mastery-Learning
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Development of critical Attitude and
thinking skills emotions domain
PSYCHOMOTOR
DOMAIN
COGNITIVE AFFECTIVE
DOMAIN Physical tasks such as DOMAIN
the manipulating of objects

Knowledge Reflex Movements Receiving

Comprehension Responding
Basic Fundamental
Application Movements Valuing
Analysis Organization
Synthesis Perceptual Abilities Characterization
Evaluation
Physical Abilities

Skilled Movements

Non-Discursive
Movements 4
THREE DOMAINS OF LEARNING

Cognitive Domain
(Knowing/Head)

• Mental Skills (KNOWLEDGE)

Psychomotor Domain
(Doing/Hands)

• Manual or physical skills (SKILLS)

Affective Domain
(Feeling/Heart)

• Growth in feelings or emotional areas (ATTITUDE)

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 Evolved function, High
complexity

Higher-order
Thinking Skills
to

Lower-order
Thinking Skills
Basic function, Low
complexity
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 Bloom’s Taxonomy of Objectives
in the Cognitive Domain
Higher-order
The Cognitive Domain Thinking Skills
Evaluation
1956
Synthesis
Lower-order
Thinking Skills
Analysis

Application

Comprehension

Knowledge 7
8
9
 Bloom’s Taxonomy of Objectives
in the Cognitive Domain
Higher-order
The Cognitive Domain Thinking Skills
Evaluation
1956
Synthesis
Lower-order
Thinking Skills
Analysis

Application

Comprehension

Knowledge 10
 Bloom’s Taxonomy of Objectives
in the Cognitive Domain
Higher-order
The Cognitive Domain Thinking Skills

2001(Revised) Creating

Evaluating
Lower-order
Thinking Skills
Analyzing

Applying

Understanding

Remembering 11
ORIGINAL TAXONOMY (1956) ---> REVISED TAXONOMY (2001)

• Knowledge  Remember (I know)

• Comprehension  Understand (I comprehend)
• Analysis  Apply (I can use it)
• Application  Analyze (I can be logical)
• Synthesis  Evaluate (I can judge)
 Create ( I can plan)
• Evaluation 12
 R
Bloom’s Revised Taxonomy E
M
E
M
B
• REMEMBERING E
R
- Recall previous learned information. I
N
- Recalling relevant knowledge from long G

term memory.
- Rote learning or memorization.

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 U
Bloom’s Revised Taxonomy N
D
E
R
S
• UNDERSTANDING T
A
- Comprehending the meaning, N
D
translation, interpolation, and interpretation I
N
of instructions and problems. State a problem G
in one's own words.
- Construct meaning and explain.

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 A
Bloom’s Revised Taxonomy P
P
L
Y
I
• APPLYING N
G
- Use a concept in a new situation or
unprompted use of abstraction.
- applies what was learned in the classroom
into novel situations.
- abstract ideas into practical
situations

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 A
Bloom’s Revised Taxonomy N
A
L
Y
Z
• ANALYZING I
N
- Breaking the concept into parts and G

understand how each part is related to one

another.
- Illustrate relationships to
one another.

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 E
Bloom’s Revised Taxonomy V
A
L
U
A
• EVALUATING T
I
- Making judgments based on a set of N
G
guidelines and the value of ideas or
materials.
- Judge, criticize and assess information
using what you know to make
decisions and support your views.

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 C
Bloom’s Revised Taxonomy R
E
A
T
I
• CREATING N
G
- Builds a structure or pattern from
diverse elements. Put parts together to form
a whole, with emphasis on creating a new
meaning or structure.
- Putting information together in an
innovative way.

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 19
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 Cognitive Domain: REMEMBER
I know
APPROPRIATE VERBS
Choose, describe, define, identify,
label, list, locate, match,
memorize, name, omit, recite,
recognize, select, state, underline

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Cognitive Domain: REMEMBER
I know
 PRODUCTS
Chart, model, worksheet, draw a
map, picture, demonstrate, graphs

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 Cognitive Domain: REMEMBER
I know
INSTRUCTIONAL MODEL QUESTIONS
STRATEGIES • Who? Where? Which
• Highlighting One? What? How?
• Rehearsal • What is the best one?
• Memorizing Why? How much?
• Mnemonics When?
• What does it
mean?
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 Cognitive Domain: UNDERSTAND
I comprehend
 APPROPRIATE VERBS
Classify, defend,
communicate, demonstrate,
distinguish, explain, express
extend, give example,
illustrate, indicate,
interrelate, report, interpret,
infer, judge, match,
paraphrase, represent,
restate, rewrite, select,
interpret

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Cognitive Domain: UNDERSTAND
I comprehend
 PRODUCTS
Chart, model,
making a film
strip, worksheet,
draw a map,
picture,
demonstrate,
timeline, diorama,
game, report,
diagram
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 Cognitive Domain: UNDERSTAND
I comprehend
INSTRUCTIONAL  MODEL QUESTIONS
STRATEGIES • State in your own words.
Which are facts?
• Key examples • What does this mean? Is
• Emphasize this the same as. . .?
Give an example.
connections
• Select the best
• Elaborate concepts definition.
• Summarize • State in one word . . .
Explain what is
happening.
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 Cognitive Domain: APPLY
I can use it
 APPROPRIATE
VERBS
Apply, choose, practice,
solve, illustrate, conduct,
classify, employ,
dramatize, explain,
generalize, judge,
organize, paint, prepare,
produce, select, show,
sketch, solve, use,
construct, investigate,
restructure, manipulate 26
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Cognitive Domain: APPLY
I can use it
 PRODUCTS
Survey, diary, scrapbook,
photograph, cartoon,
learning center, illustration,
construction, sculpture

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 Cognitive Domain: APPLY
I can use it
 INSTRUCTIONAL  MODEL QUESTIONS
STRATEGIES • Predict what would happen
• Modeling if… Choose the best
• Cognitive statements that apply…
apprenticeships • Judge the effects…
“Mindful” practice – NOT
just a “routine” practice • What would result…
• Part and whole • Tell what would happen…
sequencing • Tell how, when, where, why
• Authentic situations Tell how much change
“Coached” practice Case there would be…
studies Simulations • Identify the results of…
Algorithms
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 Cognitive Domain: ANALYZE
I can be logical
 APPROPRIATE VERBS
• Analyze, categorize, classify,
compare, differentiate,
question, distinguish, identify,
• Infer, point out, select,
subdivide, survey, contrast,
categorize, debate, examine,
deduce

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Cognitive Domain: ANALYZE
I can be logical
 PRODUCTS
Graph, survey, family tree, timeline,
questionnaire, commercial,
diagram, chart, report, fact file

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 Cognitive Domain: ANALYZE
I can be logical
 INSTRUCTIONAL  MODEL QUESTIONS
STRATEGIES • What is the function of . . .?
• Models of thinking What's fact? Opinion? What
assumptions. . .?
• Challenging
assumptions • What statement is relevant?
What motive is there?
• Retrospective analysis • Related to, extraneous to, not
• Reflection through applicable.
journaling Debates • What conclusions?
• Discussions and other • What does the author
collaborating learning believe? What does the
activities Decision- author assume?
making situations • Make a distinction.
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 Cognitive Domain: EVALUATE
I can judge
 APPROPRIATE
VERBS
• Appraise, judge,
criticize, defend,
estimate, compare,
measure, verify,
justify, select, decide,
choose, recommend,
assess, critique,
revise, validate,
standardize, argue,
rate, measure
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Cognitive Domain: EVALUATE
I can judge
 PRODUCTS
Self evaluation, survey, editorial,
experiment, panel evaluation,
recommendation, conclusion,
court trial, essay, letter

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 Cognitive Domain: EVALUATE
I can judge
 INSTRUCTIONAL  MODEL QUESTIONS
STRATEGIES
• What fallacies,
• Challenging
assumptions consistencies,
• Journaling inconsistencies appear?
• Debates • Which is more
• Discussions and important, moral, better,
other collaborating logical, valid,
learning activities appropriate?
Decision-making
situations • Find the errors.
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 Cognitive Domain: CREATE
I can plan
 APPROPRIATE VERBS
• Choose, combine, compose, construct, create,
design, manage, develop, do, improve, formulate,
hypothesize, invent, make up, originate, organize,
plan, imagine, produce, role play, tell

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 Cognitive Domain: CREATE
I can plan
PRODUCTS
Story, poem, play, radio show, puppet show, news
article, invention, dance, mural, comic strip,
recipe, pantomime, travelogue

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 Cognitive Domain: CREATE
I can plan
 INSTRUCTIONAL
STRATEGIES MODEL QUESTIONS
• Modeling • How would you test…?
• Challenging assumptions
Reflection through • Propose an alternative.
journaling Debates
• Discussions and other • Solve the following.
• collaborating learning • How else would you...?
activities
• Design • State a rule.
• Decision-making
situations
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 HOW CAN WE DEVELOP THE
HABIT OF ASKING HIGHER-ORDER
QUESTIONS?
1. Avoid literal-level questions in favor of those
requiring higher-order thinking.
2. Use questions requiring higher-order
thinking.
 Higher-order questions are important for modeling
different ways students can:
- Interpret
- Apply
- Evaluate
- Reflect on what they are learning 38
 HOW CAN WE DEVELOP THE
HABIT OF ASKING HIGHER-ORDER
QUESTIONS?
3. Classify questions according to the kinds of
thinking required for students to respond.
– Use of Bloom’s Taxonomy of Thinking
– Questions classified as knowledge or comprehension
should be avoided
– Teachers should make sure their questions can be
classified as APPLICATION, ANALYSIS, SYNTHESIS and/or
EVALUATION.

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HOW CAN WE DEVELOP THE HABIT
OF ASKING HIGHER-ORDER
QUESTIONS?

4. Use verbs associated with higher-order

thinking tasks.
- Verbs representing cognitive tasks in Bloom’s Taxonomy
5. Consider the learning products associated
with higher-order thinking tasks.
- Task Oriented Question Construction Wheel

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41
EFFECTIVE QUESTIONING TECHNIQUES

1. Pose the question first before asking a student

to respond.
2. Allow plenty of “think time” by waiting at
least 7-10 seconds before expecting the student
to respond.
-help students adjust to an extended wait time

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EFFECTIVE QUESTIONING TECHNIQUES

3. Give all students the opportunity to respond

rather than relying on volunteers.
a. Create a system to help you keep track of
who you call on
b. Allow your student to “pass” when he’s
not ready to respond
c. Give him another opportunity later

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EFFECTIVE QUESTIONING TECHNIQUES

4. Hold students accountable by expecting,

requiring, and facilitating their participation and
contributions.
a. Never answer your own questions.
b. Do NOT accept “I don’t know” for an answer.
c. Offer hints or suggestions to guide students.
d. Offer two or more options and let the student
choose one

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EFFECTIVE QUESTIONING TECHNIQUES

5. Establish a safe atmosphere for risk

taking by guiding students.
a. Always “dignify” incorrect responses by saying
something positive about students.
b. Build confidence and trust when students make
mistakes.
c. Admit your own mistakes and “think aloud”
examples of a reflection.

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