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Bloom's Taxonomy Infographics

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In education, most of the curricula developed for students take Bloom's taxonomy as a basis. This taxonomy classifies learning objectives according to complexity and divides them into three domains: cognitive, affective and psychomotor. The taxonomy has been revised since its inception, so how about you bring this concept up during a speech and use these infographics to illustrate this concept and explain what these levels of complexity are?

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Center for Teaching

Bloom’s taxonomy.

Background Information | The Original Taxonomy | The Revised Taxonomy | Why Use Bloom’s Taxonomy? | Further Information

The above graphic is released under a Creative Commons Attribution license. You’re free to share, reproduce, or otherwise use it, as long as you attribute it to the Vanderbilt University Center for Teaching. For a higher resolution version, visit our Flickr account and look for the “Download this photo” icon.

Background Information

In 1956, Benjamin Bloom with collaborators Max Englehart, Edward Furst, Walter Hill, and David Krathwohl published a framework for categorizing educational goals: Taxonomy of Educational Objectives . Familiarly known as Bloom’s Taxonomy , this framework has been applied by generations of K-12 teachers and college instructors in their teaching.

The framework elaborated by Bloom and his collaborators consisted of six major categories: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. The categories after Knowledge were presented as “skills and abilities,” with the understanding that knowledge was the necessary precondition for putting these skills and abilities into practice.

While each category contained subcategories, all lying along a continuum from simple to complex and concrete to abstract, the taxonomy is popularly remembered according to the six main categories.

The Original Taxonomy (1956)

Here are the authors’ brief explanations of these main categories in from the appendix of Taxonomy of Educational Objectives ( Handbook One , pp. 201-207):

• Knowledge “involves the recall of specifics and universals, the recall of methods and processes, or the recall of a pattern, structure, or setting.”
• Comprehension “refers to a type of understanding or apprehension such that the individual knows what is being communicated and can make use of the material or idea being communicated without necessarily relating it to other material or seeing its fullest implications.”
• Application refers to the “use of abstractions in particular and concrete situations.”
• Analysis represents the “breakdown of a communication into its constituent elements or parts such that the relative hierarchy of ideas is made clear and/or the relations between ideas expressed are made explicit.”
• Synthesis involves the “putting together of elements and parts so as to form a whole.”
• Evaluation engenders “judgments about the value of material and methods for given purposes.”

The 1984 edition of Handbook One is available in the CFT Library in Calhoun 116. See its ACORN record for call number and availability.

Barbara Gross Davis, in the “Asking Questions” chapter of Tools for Teaching , also provides examples of questions corresponding to the six categories. This chapter is not available in the online version of the book, but Tools for Teaching is available in the CFT Library. See its ACORN record for call number and availability.

The Revised Taxonomy (2001)

A group of cognitive psychologists, curriculum theorists and instructional researchers, and testing and assessment specialists published in 2001 a revision of Bloom’s Taxonomy with the title A Taxonomy for Teaching, Learning, and Assessment . This title draws attention away from the somewhat static notion of “educational objectives” (in Bloom’s original title) and points to a more dynamic conception of classification.

The authors of the revised taxonomy underscore this dynamism, using verbs and gerunds to label their categories and subcategories (rather than the nouns of the original taxonomy). These “action words” describe the cognitive processes by which thinkers encounter and work with knowledge:

• Recognizing
• Interpreting
• Exemplifying
• Classifying
• Summarizing
• Implementing
• Differentiating
• Attributing

In the revised taxonomy, knowledge is at the basis of these six cognitive processes, but its authors created a separate taxonomy of the types of knowledge used in cognition:

• Knowledge of terminology
• Knowledge of specific details and elements
• Knowledge of classifications and categories
• Knowledge of principles and generalizations
• Knowledge of theories, models, and structures
• Knowledge of subject-specific skills and algorithms
• Knowledge of subject-specific techniques and methods
• Knowledge of criteria for determining when to use appropriate procedures
• Strategic Knowledge
• Knowledge about cognitive tasks, including appropriate contextual and conditional knowledge
• Self-knowledge

Mary Forehand from the University of Georgia provides a guide to the revised version giving a brief summary of the revised taxonomy and a helpful table of the six cognitive processes and four types of knowledge.

Why Use Bloom’s Taxonomy?

The authors of the revised taxonomy suggest a multi-layered answer to this question, to which the author of this teaching guide has added some clarifying points:

• Objectives (learning goals) are important to establish in a pedagogical interchange so that teachers and students alike understand the purpose of that interchange.
• Organizing objectives helps to clarify objectives for themselves and for students.
• “plan and deliver appropriate instruction”;
• “design valid assessment tasks and strategies”;and
• “ensure that instruction and assessment are aligned with the objectives.”

Citations are from A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives .

Further Information

Section III of A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives , entitled “The Taxonomy in Use,” provides over 150 pages of examples of applications of the taxonomy. Although these examples are from the K-12 setting, they are easily adaptable to the university setting.

Section IV, “The Taxonomy in Perspective,” provides information about 19 alternative frameworks to Bloom’s Taxonomy, and discusses the relationship of these alternative frameworks to the revised Bloom’s Taxonomy.

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Home PowerPoint Templates Models Blooms Taxonomy PowerPoint Diagram

Blooms Taxonomy PowerPoint Diagram

The Blooms Taxonomy PowerPoint Diagram is a visual diagram presentation for learning concepts. It is a hierarchy model to classify learning objectives in an educational environment. The PowerPoint template shows three slides to describe this concept in different visually appealing diagram designs. These diagrams include a 6 level pyramid, multi-process cycle, and button-shape segments. Further, these diagrams display levels of complexity and specification in learning objectives. It is a presentation of systematic framework by Bloom containing 6 categories from simple to complex learning strategies. This taxonomy is widely used and remembered for accumulating concrete to abstract levels into one hierarchy.

The Blooms Taxonomy PowerPoint Diagram shows 6 categories i.e. C reate, E valuate, A nalyze, A pply, U nderstand, and R emember. These categories are also known as skills and abilities to implement knowledge into practice. Not only in academia, but this template can also benefit business professionals to present different levels of training. For example, determining the level of learning required to achieve business objectives and plan for success. Therefore, training professionals can use Bloom’s Taxonomy to first create a foundation and move towards more complex levels.

The PowerPoint diagrams for Blooms Taxonomy display gradient effects for infographic outlook. Moreover, these slides have textual content that can help users to understand and explain activities of Bloom’s taxonomy in detail. They can simply download this template and present it as it is. Especially the circular process cycle diagram which consist of sub-processes in three additional levels. The users can also change its text according to presentation requirements as it is an editable PowerPoint. Similarly, changing colors, backgrounds and inserting more elements is made easy with customization features of PowerPoint.

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A Teacher’s Guide to Bloom’s Taxonomy

The purpose of this article is to develop a clear understanding of what Bloom’s Taxonomy is, and how you can apply it in your own teaching and learning. Towards the end of the article, you will find some free Bloom’s resources and teaching resources, which will help get you started.

If you have been teaching for any length of time, you are extremely likely to have come across Bloom’s taxonomy at one point or another. Maybe you are very familiar with it already and use it daily to inform your teaching and assessment.

For many of us, however, our familiarity with Bloom’s taxonomy may be limited to catching a passing reference to it at a teaching conference or a staff training.

If this describes your situation, then this article is designed to take you from a limited knowledge to a functional understanding. It will help enable you to implement Bloom’s core concepts for the benefit of your students.

What is Bloom’s Taxonomy?

Taxonomy Definition

As it isn’t a word we use every day, let’s start by getting to grips with what we mean by the term ‘taxonomy.’ Put simply, taxonomy is the science of organizing things and classifying them according to various criteria.

Bloom’s Taxonomy

In brief, Bloom’s taxonomy is a series of cognitive skills and learning objectives arranged in a hierarchical model.

Originally, Bloom’s taxonomy was designed as a way of gauging competence by placing a student’s knowledge on one of 6 levels which are often represented visually in the form of a pyramid.

Each step of the pyramid from bottom to top represents a move from a lower-order thinking skill to a higher-order one; from straightforward concrete cognition to a more abstract, conceptual understanding.

This taxonomy of educational objectives gets its name from its creator, Benjamin Bloom. Bloom was an American educational psychologist who is best remembered for his significant contributions to the theory of mastery learning, as well as this renowned and widely used taxonomy.

Back in the 1940’s, Bloom and his colleagues devised his taxonomy by categorizing a range of educational goals and arranging them into a hierarchy. Bloom believed that by classifying goals in this manner, it would make it easier for educators to more accurately assess student performance.

This work went through countless revisions and reviews before a finalized version was published in 1956 as The Taxonomy of Educational Objectives . The document described a path towards educational attainment that passed through 6 orders of learning.

While Bloom’s taxonomy can be divided into 3 domains of educational objectives cognitive, psycho motor, and effective, it is the cognitive domain where our 6 levels are focused.

The Application of Bloom’s Taxonomy

Though the original intention of the taxonomy was to serve as an assessment tool, it’s use quickly spread into other areas of teaching. It became a very effective tool to help educators identify clear learning objectives, build curricula, as well as to create purposeful learning activities in the classroom.

Despite its dry, academic-sounding title, Bloom’s taxonomy has had concrete and measurable positive impact in classrooms worldwide, from kindergarten to college and beyond.

Revised Bloom’s Taxonomy

As educators became more experienced in using the taxonomy, they utilized it with ever-increasing flexibility. It became apparent that some revision of the original tool would be beneficial. So, in 2001 a group of stakeholders collaborated to revise the original tool to make it better suited for modern demands.

The group was made up of educators, psychologists, assessment specialists, and researchers, and they achieved a number of important improvements.

They worked to make the tool more dynamic conceptually, moving away from the one dimensional levels of educational objectives. They did this primarily through a change in language.

  Bloom’s Taxonomy Levels

As any good copywriter will tell you, verbs are more powerful than nouns. Those charged with revising Bloom’s Taxonomy were well aware of this fact and it is apparent in the many nouns in the old version were subsequently substituted by verbs. Nouns were replaced by much more action-oriented verbs to reflect the idea that learning is not just passive acquisition, but an engaged, active participation.

For example, where the original version talked of Knowledge , the revised Bloom’s taxonomy referred to the much more active Remember . It is helpful here to take a look at the full list of 6 levels in the above table for ease of comparison.

Why Should Teachers Use Bloom’s Taxonomy?

Bloom’s taxonomy is a great tool for helping teachers to develop higher order critical thinking abilities in students. Referring to the taxonomy’s concepts during the planning process helps teachers to focus in on appropriate objectives for groups and individuals and to plan for their progression in the short, medium, and longer term.

The taxonomy provides a clear framework or system of organization for classifying lesson objectives, as well as a coherent starting point to build lessons from.

How Can Teachers Use Bloom’s Taxonomy?

The starting point of any planning process should be the consideration of the level of the students. Luckily, Bloom’s provides a very convenient framework to begin this process.

When creating objectives, you can move from the simple to complex, the concrete to abstract, according to your students’ ability through reference to the taxonomy.

For example, knowing that Remember refers to the lowest level of cognitive rigor means you can design your objectives with this in mind.

Likewise, Create references the highest level of cognitive rigor and this will inform the objectives you create for the most sophisticated of your students.

Bloom’s Taxonomy Verbs

The knowledge above provides a good starting point, but it doesn’t mean that every objective you write for Level 1 students must begin with the word ‘remember’.

Conveniently, Bloom’s Taxonomy provides lots of related verbs that provide a helpful way for educators to plan lessons. Verb tables have been created to align with each of these levels.

Now, let’s take a look at these levels and some corresponding verbs.

Bloom’s Taxonomy Levels and Corresponding Verb Lists

Level 1: Remember – To recall facts and ideas

At this level, students are challenged to recall and remember the basic facts and information of the story or text.

Verb List: Cite, Define, Describe, Draw, Identify, Label, List, Match, Memorize, Name, Record, Repeat, State, Write

Level 2: Understand – To comprehend information and grasp its meaning

Level 2 gives the student a chance to show a fundamental understanding of the story or text.

Verb List: Add, Clarify, Compare, Contrast, Explain, Give, Infer, Observe, Predict, Summarize, Translate

Level 3: Apply – To use information, theories, concepts and skills to solve problems

Here, students gain an opportunity to demonstrate their ability to use the information in a new way.

Verb List: Adapt, Assign, Calculate, Construct, Employ, Express, Illustrate, Modify, Show, Solve, Use

Level 4: Analyze – To make connections; recognize patterns and deeper meanings

At this level, students can deconstruct the story into its component parts to better understand it.

Verb List: Break down, Characterize, Classify, Contrast, Distinguish, Explore, Identify, Investigate, Order, Prioritize

Level 5: Evaluate – To make and justify a judgement

This level gives students an opportunity to develop an opinion and back it up with reasoning and evidence.

Verb List: Appraise, Assess, Critique, Defend, Determine, Estimate, Explain, Grade, Justify, Rank, Rate

Level 6: Create – To combine elements of learning to create new or original work

This level affords an opportunity for students to take what they have learned and make something new from it.

Verb List: Abstract, Assemble, Combine, Compose, Construct, Correspond, Design, Develop, Generate, Integrate, Portray, Produce

Clearly, the verbs listed above do not represent a comprehensive list of all the possibilities of verbs and verbal phrases available at each level, but they certainly provide a good starting point.

You may also note that some verbs and phrases will work at more than one level, just be sure to refer to the stated aim of each level to assess what the purpose is in that particular context.

A useful way to employ verb lists such as those above is to incorporate them into your learning objectives for lessons or for longer-range planning such as term plans or writing a curriculum or scheme of work.

You can easily differentiate the learning objectives you set by moving up and down levels and by using simpler verb synonyms in those objectives. Using a thesaurus is a great way to achieve this quickly.

FREE BLOOMS SPELLING RESOURCE

Level 1: Remember

Suggested Questions

●     How many…?

●     Who was it that… ?

What happened after…?

●     Can you name the person who…?

●     Who said that…?

●     What does this mean…?

●     Why did…?

●     Describe what happened when…?

●     Which is true and which is false…?

Suggested Activities

●     Match character names and profiles

●     Arrange scrambled story scenes in sequence

●     Identify most important attributes of main characters

●     Create a chart / picture / diagram of the information

Level 2: Understand

●     Can you write in your own words…?

●     What do you think will happen next…?

●     Can you provide a short outline…?

●     Who was the main character…?

●     Who do you think…?

●     What was the main idea…?

●     Can you distinguish between…?

●     What were the differences between…?

●     Write a summary of the main events

●     Retell the story in your own words

●     Explain what you think the main idea of the piece was

●     Predict what could happen next in the story

Level 3: Apply

●     Have you experienced anything like this in your own life…?

●     What questions would you ask…?

●     Could this have happened in…?

●     How could you use this …?

●     What would happen if…?

●     Make a model to show how it works

●     Rewrite the scene according to how you would react

●     Transfer the main character to a different setting

●     Produce examples from real life based on the central problem in the story

Level 4: Analyze

●     What is the underlying theme…?

●     Can you identify the main idea / character / events…?

●     What other possible outcomes could work here…?

●     Select the parts of the story that were the most exciting, happiest, saddest, believable, fantastic etc

●     Differentiate fact from opinion in the text

●     Distinguish between events in the story that are credible and fantastical

●     Compare and contrast two important characters

  Level 5: Evaluate

●     What is your position on the text and can you defend it…?

●     Determine the most important points of the text and rank them in order…?

●     What would you have done…?

●     How effective was…?

●     Write a review of the text expressing your personal opinion on it

●     Assess the value of the story

●     Compare and contrast this story with another you have read

●     Judge the main character and their actions from a moral or ethical point of view

Level 6: Create

●     Can compose a song about…?

●     Can you see another solution to…?

●     How many ways can you…?

●     Compose an internal monologue for the main character during a pivotal moment

●     Imagine you are one of the characters and write a diary entry

●     Create a new character and explain how they would fit into the story

●     Changing the setting and the characters, retell the story in your own words

A great Bloom’s Taxonomy video for teachers and Students

In Conclusion

The great value of Bloom’s taxonomy is in its flexibility as a tool across diverse fields of learning.

Its comprehensive scope provides a useful framework to organize and plan learning experiences designed to cover a broad range of cognitive abilities without being too prescriptive.

Just as Bloom’s taxonomy ranks Create as its highest level, when approaching planning and/or assessment using this taxonomy, be creative in its use to get the most benefit from it in your classroom.

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Bloom’s Taxonomy.

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Bloom’s Taxonomy explained with examples for educators

• January 10, 2024

Gabrielle Schock

• Lessons and Ideas

There are many approaches, strategies, and schools of thought (pun intended!) associated with education, learning, and student success. One framework, Bloom’s taxonomy, is a keystone for many educators who want to build higher-order thinking skills while developing student confidence. In fact, it was developed to provide a common language for teachers and educators to discuss and exchange learning and assessment methods.

Keep reading to learn more about Bloom’s taxonomy and how Flocabulary lessons are crafted to follow this tried-and-true method for engaging and empowering students.

What is Bloom’s taxonomy?

In 1956, a group of educators, including psychologist Benjamin Bloom , came together to develop a framework and approach for categorizing educational goals.

Originally called the Taxonomy of Educational Objectives, the framework familiarly known as Bloom’s taxonomy (or simply, “Bloom’s”) has been applied to all levels of education, from K-12 to college and universities, and across numerous subjects and curricula.

The goal of Bloom’s taxonomy is to encourage higher-order thinking in students by first building up from lower-level cognitive skills. Though it is most commonly used to assess learning at various levels, specific outcomes can be derived from the taxonomy. 

How effective is Bloom’s taxonomy?

As noted in an article by Nancy Adams, Bloom’s taxonomy approach to cognitive learning objectives can lead to “in-depth learning and transfer of knowledge and skills to various tasks and contexts.” An example of this transference of rote skills to deeper comprehension and understanding can be seen in this study from a graduate student studying education at Oakland University. Assuming the role of an educator, she structured her semester-long course specifically around Bloom’s taxonomy.

The result: students developed a better understanding of the curriculum concepts. Even better, the study showed an increase in engagement.

In summary, Bloom’s taxonomy has proven to be an effective aid and reference for teaching, assessing, and strengthening students’ skills, while keeping them engaged and motivated.

What are the different levels of Bloom’s taxonomy?

Often shaped like a pyramid (recent iterations are shown as a wheel), Bloom’s taxonomy begins with a solid base of critical, lower-level cognitive skills. As the levels build, so does higher-order thinking.

Let’s take a quick trip through each level and how it relates to the learning journey:

1. Knowledge

Knowledge, also known as Remember, is the foundation of Bloom’s Taxonomy. It is the ability to recall learned information on command. This is where rote factual knowledge of specific terminology lives, and from here, we’ll build up our skills and higher-order thinking.

2. Comprehension

At the Comprehension level, also known as Understand, students should be able to understand the meaning of information and materials and be able to translate those materials from one form or format to another.

3. Application

Working our way up, we continue building on previous learnings with Application, also known as Apply. Now, students are capable of applying learned rules, methods, concepts, principles, laws, and theories to solve new problems or respond to concrete situations or prompts that have a single (or best) answer.

4. A nalysis

After applying knowledge, it’s time to break it down! Analysis, or Analyze, consists of the multiple components and causes that make up a concept’s full structure and is a critical part of the learning journey, prompting students to dive deeper into the puzzle pieces that make up the bigger picture.

5. Synthesize

Capping off the top of the Bloom’s taxonomy pyramid, we focus on synthesizing, also known as create, to show previously learned skills and knowledge in a new and creative production. By pulling from, utilizing, tapping into, and harnessing everything they’ve built up, students are challenged to think creatively, critically, and curiously to produce new and original work. 

Curious how Bloom’s taxonomy comes to life in the classroom? You’re in luck! 

We’ve compiled a list of activities that align with each level and included specific Flocabulary features that make it a breeze to engage students and improve outcomes.

Even better: features within Flocabulary can apply to different levels of Bloom’s and can be used in any order, no matter the teacher’s expectations, curriculum outlines, or other considerations.

Designed with Bloom’s in mind, Flocabulary accelerates student learning by building academic vocabulary and comprehension. Engaging, standards-aligned lessons and activities for grades K-12 leverage the power of hip-hop music, storytelling, and emotional connections to cultivate literacy.

Read on to learn more about Bloom’s and see how Flocabulary supports the learning journey.

Captivate students and make learning experiences memorable and interesting through Flocabulary. Teachers can sign up below to access the activities and lessons shared in this blog post. Administrators can contact us below to learn more about the power of Flocabulary Plus.

1. “Remember ” examples

For students to begin building their knowledge, it all starts at the basic “Remember” level. It, therefore, makes sense that some of the most commonly used classroom activities and assessments make up the foundation of Bloom’s taxonomy; these include lectures, memorization, readings, videos, and Q&As.

It’s with videos that Flocabulary kicks off the lesson sequence within Bloom’s taxonomy with a video that uses hip-hop to engage learners in standards-aligned concepts and skills.

The music, repetition, and visual reinforcements provide students with much-needed context and make key vocabulary and lesson content memorable .

All other activities build off this initial video, and students might even return to it to support higher-order thinking as they work their way up.

2. “Understand” examples

Discussions, short assessments such as quizzes, or “check-in”-type prompts are all activities typically found when moving up after initial learnings or the “Remember” level. 

One Flocabulary feature that supports the “Understand” level is the Vocab Games . These activities assess vocabulary understanding and test students’ word knowledge through a variety of interactive exposures. 

Using a drag-and-drop activity, Students show their understanding by matching each lesson’s vocabulary to images, definitions, the hip-hop lyrics from the lesson’s video, and more! 

3. “Apply” examples

Students have been introduced to, and assessed on, lesson concepts—now it’s time to begin applying what they’ve learned! Activities might include demonstrations or group presentations; illustrating or acting out key lesson concepts; completing a graphic organizer; and problem sets. These activities allow students to practice applying what they’ve learned in new contexts.

Flocabulary supports this level with activities that build context and allow students to illustrate knowledge.

The Vocab Cards activity builds students’ word knowledge as they write sentences and draw illustrations to represent key terms from the lesson. The ability to “build context” and “illustrate knowledge” is applied and assessed as learners work to create their own sentences and drawings. This requires a higher level of thinking; the potential for more than one correct answer provides an extra challenge, too.

Educators can also assess lesson comprehension through Flocabulary’s 10-question auto-graded quiz. Quizzes are opportunities for students to apply what they’ve learned and, in turn, opportunities for teachers to gain insight into where extra practice or attention might be needed.

4. “Analyze” examples

At this stage of Bloom’s taxonomy, it’s important to provide students with opportunities to not only begin demonstrating what they’ve learned, but feel empowered to ask questions, think critically, and even propose alternative solutions or answers.

Simulations or role-playing activities, including labs, situations, debates,,, and essays, can be ways to achieve the “Analyze” level of Bloom’s.

Flocabulary’s lesson sequence includes opportunities for students to analyze text and video, practice close reading, and gather evidence. Two activities that bring the “Analyze” level of Bloom’s to life are Read & Respond and Break It Down.

Read & Respond is an activity that includes short reading passages, followed by text-dependent questions. The questions require students to read closely, look for explicit details, make inferences, and analyze an author’s point of view or argument.

The Break It Down activities ask students to find evidence to support their answers. By finding a video clip that provides a key detail or fact, students go beyond simply applying knowledge to a new context and thinking critically about a text. After finding their evidence, they justify why they chose their answer and analyze how it relates to the prompt. 

5. “Create” examples

From artwork and creative writing, and acting to creating media such as videos or music, the “Create” level of Bloom’s serves as a stage for student voices to shine.

The “Create” level is an integral part of assessing student comprehension; here is where they put everything they’ve learned into practice to demonstrate a concept as they develop, plan, prepare, and construct in the creation of something new and original.

Flocabulary’s Lyric Lab activity is the ultimate way for students to foster creativity and demonstrate mastery of content. Here, they draw from everything they’ve done and learned in the lesson sequence as they create an original rap or rhyme of their own.

This scaffolded writing experience encourages students to ground their rhymes and music lyrics by creating their own rap using the academic vocabulary covered in the lesson. A built-in rhyming dictionary and beats library help students practice rapping their own rhymes over a beat. There’s always the option for students to download and share what they’ve learned or created with a broader audience beyond their teacher, too.

The best way to learn more about this beloved-by-all feature is to see it in action!

Bring the power of Bloom’s taxonomy into your classroom or school

Feel like a Bloom’s taxonomy expert? We hope you’re more familiar with this effective, scalable educational framework! 

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Revised Bloom’s Taxonomy

Aug 02, 2014

310 likes | 699 Views

Revised Bloom’s Taxonomy. From Bloom and Back to Bloo m. History. 1950’s Benjamin Bloom created Bloom’s Taxonomy Hierarchy of six uni -dimensional cognitive levels Developed so instruction and assessment were congruent. History Continued….

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• epltt index php title
• content area knowledge
• table assessments instructional activities
• instructional activities
• cognitive process dimension

Presentation Transcript

Revised Bloom’s Taxonomy From Bloom and Back to Bloom

History • 1950’s Benjamin Bloom created Bloom’s Taxonomy • Hierarchy of six uni-dimensional cognitive levels • Developed so instruction and assessment were congruent

History Continued… • 1980’s Robert Marzano created Dimensions of Thinking • Components • Content Area Knowledge • Metacognition • Critical and Creative Thinking • Currently used for the state curriculum and testing program

History Continued… • 1990’s Lorin Anderson revisited Bloom and made it two-dimensional • Low and High Level Thinking Skills but not necessarily a hierarchy • Verbs replaced nouns because thinking skills indicate action • Revised Bloom's Taxonomy Table clarifies the fit of each lesson plan's purpose, "essential question," goal or objective; not just a thinking skill • Has Four Dimensions • Factual Knowledge • Conceptual Knowledge • Procedural Knowledge • Meta-Cognitive Knowledge

Comparison Chart

Cognitive Process Dimension • Remembering: Retrieving, recognizing, and recalling relevant knowledge from long-term memory. • Understanding: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining. • Applying: Carrying out or using a procedure through executing, or implementing. • Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing. • Evaluating: Making judgments based on criteria and standards through checking and critiquing. • Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing.

Example • Remember: Describe where Goldilocks lived. • Understand: Summarize what the Goldilocks story was about. • Apply: Construct a theory as to why Goldilocks went into the house. • Analyze: Differentiate between how Goldilocks reacted and how you would react in each story event. • Evaluate: Assess whether or not you think this really happened to Goldilocks. • Create: Compose a song, skit, poem, or rap to convey the Goldilocks story in a new form.

What are Differences Between Content and Knowledge? • Content is subject-matter specific. If you focused on content, then, you would need as many taxonomies as there are subject matters (e.g., one for science, one for history, etc.). • Content exists outside the student. A major problem, then, is how to get the content inside the student. When content gets inside the student, it becomes knowledge. This transformation of content to knowledge takes place through the cognitive processes used by the student.

Four Types of Knowledge • Factual Knowledge • Conceptual Knowledge • Procedural Knowledge • Metacognitive Knowledge

THE TAXONOMY TABLE COGNITIVE PROCESS DIMENSION KNOWLEDGE DIMENSION 1. REMEMBER Recognizing Recalling 2. UNDERSTAND Interpreting Exemplifying Classifying Summarizing Inferring Comparing Explaining 3. APPLY Executing Implementing 4. ANALYZE Differentiating Organizing Attributing 5. EVALUATE Checking Critiquing 6. CREATE Generating Planning Producing FACTUAL KNOWLEDGE CONCEPTUAL KNOWLEDGE PROCEDURAL KNOWLEDGE METACOGNITIVE KNOWLEDGE

Recipe Activity In your group, decide what Cognitive Process Dimension your recipe matches. Why that dimension? What additional knowledge does the cook need to have

The Common Format of Objectives Subject Verb Object S V O

* Objects of the standards are subject- specific (e.g., math, science, social studies). * The objects specify the CONTENT of the standard. For several reasons, CONTENT was replaced by KNOWLEDGE.* Content exists outside the student. A major problem, then, is how to get the content inside the student. * When content gets inside the student, it becomes knowledge and requires cognitive processes.

How it Works

Explain the political alliances and policies that impacted the United States in the latter part of the 20th Century, including NATO, the UN, and OPEC

Verb = Explain Object = the political alliances and policies that impacted the United States in the latter part of the 20th Century including NATO, the UN, and OPEC [Extraneous information]

Verb = Explain = Understand Object = the political alliances and policies that impacted the United States in the latter part of the 20th Century = Conceptual Knowledge

The SVO format of standards in combination with the two-dimensional structure of the Taxonomy Table allows us to classify standards so we better understand their intent and meaning in terms of student learning.

Additional Benefits • Increase curriculum alignment • Improve validity of assessments • Improve quality of instruction

Curriculum Alignment Curriculum Alignment Assessments Objectives Instructional Activities/ Materials

Why is Alignment Important? • Increases validity of assessment • Increases students’ opportunity to learn • Provides more accurate estimates of teaching effectiveness • Permits better instructional decisions to be made

Traditional Alignment • What content is included in the objective? • What content is included on the assessment(s)? • Is the content included in the objective and/or on the assessment included in the instructional materials? • If the content is the same, there is a high level of alignment.

Objectives ALIGNMENT USING THE TAXONOMY TABLE Assessments Instructional Activities

Curriculum Alignment Activity • Group yourselves with your department. • Identify the Cognitive Process Dimension for the Objectives • Answer the following • What dimension do most of your objectives align • How will this change you instruction? • How will this change your assessment?

Implication in the Classroom • Teachers must familiarize themselves with RBT terminology • Teachers must plan instruction to match assessment • Formative assessment must happen

References • http://www.hsc.unt.edu/SACS/ComplianceReport/IMAGES/SOURCEA498.PDF?id=502a5cd8-eb93-de11-ada2-0024e84f6678 • http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy#end • Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom's Taxonomy of educational objectives: Complete edition, New York : Longman.

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