1990’s

B L O O M ’ST A XO N O M Y R E V I SE
D
1956 Actions Products
Designing Inventing Film New Game
Constructing Devising Story Song
Creati n g
Project
Planning Making Media Product Generate new ideas, products,
Plan
Producing Painting Advertisemen or ways of viewing things
t

Higher Order Thinking Skills

Checking Judging Debate Investigation
Hypothesizing Testing Panel Verdict
E va l u at i n g
Report
Critiquing Detecting Conclusion Justifying a
Bloom’s Taxonomy in 1956 and the revised taxonomy. Evaluation
Experimenting Monitoring Speech Persuasive decision or course
Examples of using Bloom’s when of action
writing learning targets/goals: Comparing Outlining Survey Graph
Organizing Structuring Database Spreadsheet An al yz i n g
Remembering: Mobile Checklist Breaking information into
Deconstructing Integrating
I can recognize transition words used in Abstract Chart
Attributing Separate parts to explore
Report Outline
persuasive literature. understandings and
Understanding: Implementing Using Illustration Interview relationships
I can compare and contrast the life of the Solving Showing Simulation Performance
Ap p l yin g
Anishinabe in the 19th century to the 21st Sculpture
Carrying Out Executing Diary Using information in
Demonstration
century. Collecting Producing Presentation Journal another familiar situation
Applying:
I can show that two triangles are congruent Interpreting Classifying Recitation Example
using a paragraph proof. Exemplifying Comparing Summary Quiz Understanding
Collection List
Analyzing: Summarizing Explaining
Explanation Label Explaining ideas or concepts
I can deconstruct molecules of organic and Inferring Paraphrasing Show and Tell Outline
inorganic matter.
Recognizing Retrieving Quiz Label
Evaluating:
Listing Naming Definition List
Remembering
I can judge a piece of art based on common Fact
Describing Locating Workbook Recall or recognition of
principles of the form. Worksheet
Identifying Finding Test Reproduction specific information
Creating:
I can devise new methods to minimize the Assembled by Hans Ott - Center for Instruction and Professional Development
effects of greenhouse gases on the Earth’s Dalton, J. & Smith, D. (1986) “Extending Children’s Special Abilities – Strategies for primary classrooms” pp36-7

climate.
 Active/Passive Learning and
Bloom’s Taxonomy
Can be achieved through Active or Can only be achieved through Active Learning
Passive Learning
Knowing Understanding Applying Analyzing Synthesizing Evaluating

define translate interpret distinguish compose judge

repea restate apply analyze plan evaluat
t discuss use differentiat propose e rate
record describe demonstra e calculate design compar
list recogniz te experiment formulat e revise
recall e dramatize compare e assess
name explain practice contrast assemble estimate
relate express illustrate criticize construct
underli identify operate inspect create
ne locate schedule debate organize
report sketch question manage
review solve prepare
examine
categorize

Active Learning: The Approach to Learning https://www.youtube.com/watch?v=dwxmPrBdIcQ

Well!
 1990’s
BLO O M’S
Benjamin Bloom created a taxonomy of measurable verbs to help us describe and classify observable

1956
knowledge, skills, attitudes, behaviors and abilities. The theory is based upon the idea that there are levels of
observable actions that indicate something is happening in the brain (cognitive activity.) By creating learning
1956 objectives using measurable verbs, you indicate explicitly what the student must do in order to demonstrate
learning.
Bloom’s Taxonomy in 1956
T A X O N http://www.llcc.edu/celt/FacultyDevelopment/Handouts/tabid/3938/Default.aspx
OMY
and the revised taxonomy.

Bloom’s Taxonomy and the

revision by Lorin Anderson (a
former student of Bloom’s)
addresses the cognitive domain of
learning. The value of the this
work, in part, lies in writing
learning goals, objectives or
targets that address what it is the
student will be able to do. Using the
appropriate verb in a learning target
clarifies the order of thinking the
student is expected to obtain.
Additionally, certain products are
better associated with each
category.

Assembled by Hans Ott - Center for Instruction and Professional Development

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