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Teaching with

the Revised
Bloom’sTaxonomy
Taxonomy = Classification

Classification of thinking

Six cognitive levels


of complexity
Why use Bloom’s taxonomy?
• Write and revise • Incorporate
learning objectives knowledge to be
• Plan curriculum learned (knowledge
dimension) and
• Identifies simple to
cognitive process to
most difficult skills learn
• Effectively align • Facilitate questioning
objectives to (oral language =
assessment
important role within
techniques and
framework)
standards
Original Revised

Evaluation Creating
Synthesis Evaluating
Analysis Analyzing
Application Applying
Comprehension Understanding
Knowledge Remembering

Noun Verb
Original Revised

Evaluation Creating
Synthesis Evaluating
Analysis Analyzing
Application Applying
Comprehension Understanding
Knowledge Remembering

Noun Verb
Original Revised

Evaluation Creating
Synthesis Evaluating
Analysis Analyzing
Application Applying
Comprehension Understanding
Knowledge Remembering

Noun Verb
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
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, hypothesising, critiquing, experimenting, judging
  Analysing
Breaking information into parts to explore understandings and relationships
Comparing, organising, deconstructing, interrogating, finding
 Applying
Using information in another familiar situation
Implementing, carrying out, using, executing
 Understanding
Explaining ideas or concepts
Interpreting, summarising, paraphrasing, classifying, explaining
 Remembering
Recalling information
Recognising, listing, describing, retrieving, naming, finding
 
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
Cognitive Affective Psychomotor
Domain Domain Domain
Analyzing Characterizing Articulating
by value or
Applying Imitating
value concept
Creating Manipulating
Organizing &
Evaluating conceptualizing Performing
Remembering Receiving Precisioning
Understanding Responding
Valuing
Cognitive Affective Psychomotor
Domain Domain Domain
Analyzing Characterizing Articulating
by value or
Applying Imitating
value concept
Creating Manipulating
Organizing &
Evaluating conceptualizing Performing
Remembering Receiving Precisioning
Understanding Responding
Valuing
Change in Terms
• Categories noun to verb
– Taxonomy reflects different forms of thinking
(thinking is an active process) verbs describe
actions, nouns do not
• Reorganized categories
– Knowledge = product/outcome of thinking
(inappropriate to describe a category of
thinking) now remembering
– Comprehension now understanding
– Synthesis now creating to better reflect nature
of thinking described by each category

Handout #
Changes in Structure
• Products of thinking part of taxonomy
• Forms of knowledge = factual, conceptual,
procedural, metacognitive (thinking about
thinking)
• Synthesis (creating) and evaluation
(evaluating) interchanged
– Creative thinking more complex form of
thinking than critical thinking (evaluating)

Handout #
Changes in Emphasis
• USE: More authentic tool for curriculum
planning, instructional delivery and
assessment
• Aimed at broader audience
• Easily applied to all levels of education
• Revision emphasizes explanation and
description of subcategories

Handout #
Remembering
The learner is able to recall, restate and
remember learned information
– Describing – Retrieving
– Finding – Naming
– Identifying – Locating
– Listing – Recognizing

    Can students recall information?


Understanding
Student grasps meaning of information
by interpreting and translating
what has been learned
– Classifying – Inferring
– Comparing – Interpreting
– Exemplifying – Paraphrasing
– Explaining – Summarizing

Can students explain ideas or concepts?


Applying
Student makes use of information in a context
different from the one in which it was learned

– Implementing – Using
– Carrying out c = – Executing
 

 Can students use the information in


another familiar situation?
Analyzing
Student breaks learned information into
its parts to best understand that information

– Attributing – Integrating
– Comparing – Organizing
– Deconstructing – Outlining
– Finding – Structuring
 

Can students break information into parts to


explore understandings and relationships?
Evaluating
Student makes decisions based on in-depth
reflection, criticism and assessment

– Checking – Hypothesising
– Critiquing – Judging
– Detecting – Monitoring
– Experimenting – Testing

Can students justify a decision or


a course of action?
Creating
Student creates new ideas and information
using what previously has been learned

– Constructing – Making
– Designing – Planning
– Devising – Producing
– Inventing

 Can students generate new products,


ideas, or ways of viewing things?
Questioning . . .
• Lower level questions—remembering,
understanding & lower level applying levels
• Lower level questions
– Evaluate students’ preparation and
comprehension
– Diagnose students’ strengths and weaknesses
– Review and/or summarizing content

Handout # University of Illinois (2006)


Questioning . . .
• Higher level questions require complex
application, analysis, evaluation or creation
skills
• Higher level questions
– Encourage students to think more deeply and
critically
– Facilitate problem solving
– Encourage discussions
– Stimulate students to seek information on their
own

Handout # University of Illinois (2006)


“Remembering” stems
What happened after...?
How many...?
What is...?
Who was it that...?
Name ...
Find the definition of…
Describe what happened after…
Who spoke to...?
Which is true or false...?
(Pohl, 2000)
“Understanding” stems
Explain why…
Write in your own words…
How would you explain…?
Write a brief outline...
What do you think could have happened next...?
Who do you think...?
What was the main idea...?
Clarify…
Illustrate…

(Pohl, 2000)
“Applying” stems
Explain another instance where…
Group by characteristics such as…
Which factors would you change if…?
What questions would you ask of…?
From the information given, develop a set of
instructions about…

(Pohl, 2000)
“Analyzing” stems
Which events could not have happened?
If. ..happened, what might the ending have been?
How is...similar to...?
What do you see as other possible outcomes?
Why did...changes occur?
Explain what must have happened when...
What are some or the problems of...?
Distinguish between...
What were some of the motives behind..?
What was the turning point?
What was the problem with...?
(Pohl, 2000)
“Evaluating” stems
Judge the value of... What do you think about...?
Defend your position about...
Do you think...is a good or bad thing?
How would you have handled...?
What changes to… would you recommend?
Do you believe...? How would you feel if...?
How effective are...?
What are the consequences...?
What influence will....have on our lives?
What are the pros and cons of....?
Why is....of value?
What are the alternatives?
Who will gain & who will loose?  (Pohl, 2000)
“Creating” stems
Design a...to...
Devise a possible solution to...
If you had access to all resources, how would you
deal with...?
Devise your own way to...
What would happen if ...?
How many ways can you...?
Create new and unusual uses for...
Develop a proposal which would...

(Pohl, 2000)
Summary
Bloom’s revised taxonomy
• Systematic process of thinking & learning
• Assists assessment efforts with easy-to-use
format
• Visual representation of alignment between goals
& objectives with standards, activities, &
outcomes
• Helps form challenging questions to help
students gain knowledge & critical thinking skills
• Assists in development of goals, objectives, &
lesson plans

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