Teaching Techniques With Blooms

EFFECTIVE
TEACHING
TECHNIQUES
WITH
BLOOM’S
TAXONOMY
Purposes of this Presentation:
1. Recall Bloom’s Taxonomy;

2. Discuss 6 Strategies For Teaching
With Bloom’s Taxonomy by Teach
Thought Staff; and
3. Share insights on the presentation.
• Let us discuss…
6 Strategies For
Teaching With
Bloom’s Taxonomy
http://teachthough.com
• Let us discuss…
1. Use Every Level of

the Bloom’s
Taxonomy
6 Strategies For Teaching With Bloom’s Taxonomy
1. Use Every Level.

There is nothing wrong with lower
levels of Bloom’s taxonomy.
1. Use Every Level.
Memorization is much-maligned
as a waste of time that dumbs
down student learning, and sure-
fire evidence that teachers aren’t
doing their jobs.
1. Use Every Level.
Memorization can reduce the

cognitive load on a student as
they process information.
1. Use Every Level.
The more ‘immediate access’ a student
has to information, the more naturally
they can not only apply that information
at higher-levels of thinking.
2. Use Bloom’s Spiraling
Bloom’s Spiraling is the process of

starting first at lower levels of
Bloom’s–recalling, defining,
explaining, etc.–and then
progressively increasing the level of
thinking http://teachthough.com
2. Use Bloom’s
Spiraling
Example: First defining a right triangle,
then explaining its characteristics,
comparing it to other geometric shapes,
arguing for or against some right triangle-
related idea, then finally designing a novel
use of the right triangle in design or
architecture, for example.
In this process, all students start

at the same point–recognizing
and defining–and then ‘move up’
Bloom’s Taxonomy.
And more broadly, Bloom’s

Spiraling can be used to
frame a lesson, assessment,
or even a project-based
learning unit. http://teachthough.com
3. Use Technology
To Emphasize
Specific Levels
3. Use Technology To Emphasize Specific Levels
As the highest level of

Bloom’s revised taxonomy,
‘Create’ requires students to
use innovative–or at least
inventive–thinking. http://teachthough.com
One approach here is to use

digital technology and social
media to enable asynchronous
collaboration using apps, social
media, or digital communities.
While many classrooms force awkward

collaboration on students, even with the best of
intentions and skilled use of pre-assessment data,
this kind of collaboration can stifle student
curiosity and individual talents while placing a
premium on socialization, procedural knowledge,
and assignment compliance.
4. Let Students
Lead
4. Let Students Lead
Among other effects, this can
make cognitively challenging
work at the upper levels of
Bloom’s seem more accessible.
4. Let Students Lead
This should collectively yield a

diverging collection of media, which
can be celebrated in classroom
showcases, and community-driven
and place-based education, with
diversity being http://teachthough.com
5. Plan Project-Based Learning sequences
Using Bloom’s Taxonomy to plan

PBL sequences isn’t as difficult as it
sounds.
5. Plan Project-
Based
Learning
sequences
5. Plan Project-Based Learning sequences
If a learner is doing a project on

recycling, for example, the ‘sequence’
could begin at lower levels, where the
student recalls, defines, and identifies
key components of recycling, its
challenges, etc. http://teachthough.com
6. Give points per level
To encourage students to move from lower
levels of Bloom’s to higher levels (and again,
lower levels of bloom’s aren’t necessarily
‘bad’ and higher levels aren’t necessarily
‘good’), you can give fewer points for
students if they ‘stay too long’ in the lower
levels–in a classroom discussion, for example.
6. Give points
per level
6. Give points per level
In this case, you could award the same number
of points for lower and higher levels at first,
but begin reducing points if students don’t
increase the complexity of the discussion,
their thinking, their writing, or whatever the
assignment might be.
In closing…
Thinking isn’t any

different today than it
was a hundred years
ago. http://teachthough.com
In closing…
The idea here is to somewhat model

how we can adjust the design of
learning experiences in response to
changes in the world students use
information in.
Thank you, Mr. Google!
• http://teachthought.com

Teaching Techniques With Blooms

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EFFECTIVE

1. Recall Bloom’s Taxonomy;

1. Use Every Level of

1. Use Every Level.

Memorization can reduce the

Bloom’s Spiraling is the process of

In this process, all students start

And more broadly, Bloom’s

As the highest level of

One approach here is to use

While many classrooms force awkward

This should collectively yield a

Using Bloom’s Taxonomy to plan

If a learner is doing a project on

Thinking isn’t any

The idea here is to somewhat model

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