UNIVERSITY OF SOUTHERN MINDANAO

The Revised Bloom’s

Taxonomy of
Educational Objectives
 Intended Learning Outcomes
1. discuss the cognitive and knowledge
dimensions of the Revised Bloom’s
taxonomy;
2. formulate different learning outcomes
reflecting the levels of cognitive and
knowledge dimensions; and
3. analyze the formulated learning
outcome.

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• The Instructional Planning are
the top most important in
classroom teaching. It is a
process of the teacher using
appropriate curricula,
instructional strategies,
resources, and data during the
planning process to address the
diverse needs of students.
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According to Jensen (2001), there are
number of benefits to writing a lesson plan.
First, purposely about the construction of
objectives, the types of activities that will
meet these objectives, the sequence of those
activities, the materials needed, how long
each activity might take, and how students
should be grouped.

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 Benjamin Bloom (1913-1999)
 He was the Associate
Director of the Board for
examination in the University
of Chicago
 For six years, from 1949 to
1956, he led a group of
experts to come up with a
framework to classify
objectives.

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 Bloom’s taxonomy is a model that describes
the cognitive processes of different levels of
learning outcomes that target what skills
and competencies the teacher aims to
develop learners.

Lower order
Higher order thinking skills
thinking skills  Concrete
 Abstract thinking
 Critical  Memorization
metacognitive  Understanding
 Creative
thinking

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 The Original Bloom’s Taxonomy:
Cognitive Domain Levels and their subcategories
Sample Verbs
1. Knowledge Define, describe, draw,
identify, label, locate,
memorize, name, recite,
recognize, select, state, write
1.1 Knowledge of species
1.1.1 terminology
1.1.2 specific facts
1.2 Knowledge of ways and
means of dealing with the
specifies
1.2.2 convention
1.2.2 trends and sequences
1.2.3 classifications and
categories
1.2.4 criteria
1.2.5 methodology

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1.3 Knowledge of universals
and abstractions in the field
1.3.1 principles and
generalizations
1.3.2 theories and
structures

2. Comprehension Paraphrase, summarize,

restate, retell, illustrate
2.1 translation
2.2 interpretation
2.3 extrapolation
3. Application Apply, change, prepare,
produce,

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4. Analysis Analyze, subdivide, take apart,
investigate, compare, contrast, infer
4.1 elements
4.2 relationships
4.3 organizational principle
5. Synthesis Combine, organize, design, formulate
5.1 production of unique
communication
5.2 production of a plan, or proposed
set of operations
5.3 derivation of a set of abstract
relations
6. Evaluation Assess, appraise, critique, judge,
recommend
6.1 in terms of internal evidence
6.2 in terms of external evidence

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Blooms Taxonomy-Revised
1990
Led by David Krathwohl
Lorin Andreson

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 The Three Changes
• Changes of Terminology

Noun Verb
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• Changes to Structure

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 • Changes of Emphasis
Bloom’s Taxonomy focuses only Cognitive
Dimension

Cognitive Dimension
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 The revised taxonomy highlights two dimension;
the COGNITIVE and the KNOWLEDGE

Four Categories

 Factual
 Conceptual
 Procedural
 Metacognitive

Cognitive Cognitive Knowledge

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 The Revised Taxonomy
The Cognitive Dimension
1. Remember
Retrieving relevant knowledge
from long term memory or
previous learned information.
1.1 recognizing
1.2 recalling
1.3 retrieving
2. Understand
Constructing meaning of
instructional messages, including
oral, written and graphics
communication. This is essentially
demonstrating understanding of
information by explaining ideas or
concepts.
2.1 interpreting
The knowledge Dimension
A. Factual
The basic elements that
students must know. Knowledge
of:
a. terminology
b. specific details and elements
B. Conceptual
The interrelationship among
the basic elements within a larger
structure that enable them to
function together.
Knowledge of:
a. classification and categories
b. principles and generalization
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 2.2 exemplifying
2.3 classifying
2.4 summarizing
2.5 inferring
2.6 comparing
2.7 explaining
3. Apply
Carrying out or using a
procedure in a given situation.
Basically, this is using the
information in another familiar
situation.
3.1 executing
3.2 implementing
c. theories, models, and
structures
C. Procedural Knowledge
How to do something: methods
of inquiry, and criteria for using
skills, algorithms, techniques and
methods.
Knowledge of:
a. Subject-specific skills and
algorithms
b. Subject-specific techniques
and methods
c. criteria for determining when
to use appropriate procedures
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4. Analyze D. Metacognitive Knowledge
Breaking material into its Knowledge of cognition in
constituents' parts, determining general as well as awareness and
the parts how to relate to one knowledge of one's own cognition.
another and to an overall a. Strategic knowledge
structure. b. Knowledge about cognitive
4.1 differentiating tasks, including contextual and
4.2 organizing conditional knowledge,
4.3 attributing c. Self-knowledge
5. Evaluate
Making judgements based on
criteria and standards, includes
justifying a decision or course of
action.
5.1 checking
5.2 critiquing

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6. Create
Putting elements together to
form a coherent or
functional/original whole. This
includes generating of new ideas,
products or ways of viewing
things.
6.1 generating
6.2 planning
6.3 producing

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 KNOWLEDGE DIMENSION
Cognitive Factual Conceptual Procedural Metacognitive
Dimension
1. Remember Remember Remember Remember Remember
recognize, recall, facts concepts procedures metacognitive
outline, describe, list,
label, review
knowledge
Ex: List the Ex: Describe Ex: Recall the Ex: Review tasks
ingredients of kare-kare as steps in cooking accomplished in
kare-kare. a Filipino kare-kare. cooking kare-kare.
dish.
2. Understand Understand Understand Understand Understand
retell, generalize, facts concepts procedures metacognitive
interpret, exemplify, knowledge
classify, summarize,
infer, compare, Ex: Summarize Ex: Classify Ex: Describe the Ex: Choose best
explain the features of smartphones procedure of strategies to
the latest smart according to sending group adjust quickly in
phone model. operating message using using a different
system. cellphones. smartphones.

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3. Apply Apply facts Apply Apply Apply
use, solve, show, concepts procedures metacognitive
predict, apply,
demonstrate, follow,
knowledge
execute, implement Ex: Use the Ex: Demonstrate Ex: Follow the Ex: Use the best
facts in coherence in PQ4R steps in study strategy to
answering answering reading a overcome one’s
questions. questions. chapter weakness.
4. Analyze Analyze facts Analyze Analyze Analyze
infer, deconstruct, concepts procedures metacognitive
identify, compare,
analyze, examine,
knowledge
reflect, differentiate, Ex: Identify the Ex: Identify Ex: Examine the Ex: Reflect on
organize, attribute keywords in triggers of anger different steps one’s ability to
the definition among in family manage anger.
of anger. teenagers. members take
to manage
anger.

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5. Evaluate Evaluate facts Evaluate Evaluate Evaluate
appraise, evaluate, concepts procedures metacognitive
select, conduct, knowledge
choose, check,
critique Ex: Select the Ex: Critique the Ex: Choose the Ex: Assess one’s
most complete different views best way to financial
list of about financial invest money. literacy.
investment literacy.
banks.
6. Create Create facts Create Create Create
write, design, concepts procedures metacognitive
combine, devise,
modify, create,
knowledge
make, generate, Ex: Produce a Ex: Write Ex: Create a new Ex: Make a
plan, produce presentation informal essay recipe for project about
showing award- about what cooking adobo. adobo as a
winning adobo authentic adobo Filipino dish-
recipes. is. based on one’s
talents.

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 B. Practical Guide In Using the Revised Taxonomy
Cognitive Dimension Sample Action Words Suggested Activities,
Levels Output or Outcomes
Remember Recall Describe Recitations, worksheets,
(recalling information) Name Locate definitions, fact chants,
List Write lists.
State Find
Tell Underline
Reproduce Label
Find Outline
Show Spell
Understand (explaining Explain Compare Story problems, drawing,
information and Translate Contrast show and tell, summary,
concepts) Interpret Report paraphrasing.
Discuss Predict
Illustrate Extend
Infer Outline
Relate Rephrase
Classify Translate

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Apply (using information Use Practice Presentation, role-playing,
in a new way) Solve Execute simulation, collection,
Implement Demonstrate model, scrapbook,
Construct Dramatize product.
Build Choose
Develop Experiment
With
Interviewer Identify
Model Organize
Plan Select
Analyze (distinguishing Distinguish Investigate Chart, plan,
different parts of a Separate Differentiate questionnaire,
whole) Sequence Analyze spreadsheet, summary,
Assume Categorize survey.
Conclusion Discover
Dissect Divide
Examine Inspect
Survey Simplify

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Evaluate (defending a Assess Appraise Opinion, judgment,
concept or idea) Debate Check recommendation, report,
Defend Decide self-evaluation, position
Dispute Justify paper, critique.
Judge Rate
Recommend Estimate
Evaluate Prove
Create (creating Change Invent Framework, model, story,
something new) Design Devise multimedia, presentation,
Formulate Generate poem, haiku, song, essay.
Improve Compose

Plan Combine
Propose Elaborate
Create Adapt

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THANK YOU FOR
LISTENING!

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