Bloom's Taxonomy: A Guide to Cognitive Levels
Chapter 10: Bloom’s Taxonomy
Benjamin Bloom 1913-1999
Bloom's Taxonomy is a multi-tiered
model of classifying thinking according to
six cognitive levels of complexity.
It is often depicted as a stairway, leading teachers
to encourage their students to climb to a higher
level of thought.
The lowest three levels were: knowledge,
comprehension, and application.
The highest three levels were: analysis,
synthesis, and evaluation.
The taxonomy was and is hierarchical so each
level is subsumed by the higher levels.
For example, a student functioning at the
application level has also mastered the
material at the knowledge and comprehension
levels.
Original Bloom Taxonomy
Revised Bloom Taxonomy
In the revised version, Bloom's six major categories
were changed from noun to verb forms. Additionally,
the lowest level of the original, knowledge, was
renamed and became remembering.
Levels of Bloom’s Taxonomy from
Bottom to Top
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.
Levels of Bloom’s Taxonomy
Continued….
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.
Reasons for Using Bloom’s Taxonomy
It provides educators with a systematic classification
of the processes of thinking and learning.
Measuring student learning requires a classification
of levels of intellectual behavior important in
learning.
It provides a clear, concise visual representation of
the alignment between standards and educational
goals, objectives, products, and activities.
Example of How Bloom’s Taxonomy
Could Be Used in the Classroom
A lesson objective based upon the story of
Goldilocks and the Three Bears.
Using Bloom’s Taxonomy to
Teach the Story of Goldilocks
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.
Reference
Forehand, M. (2005). Bloom's taxonomy: Original and
revised. In M.
Orey (Ed.),
Emerging
perspectives on learning, teaching, and
technology.
Retrieved from
http://epltt.coe.uga.edu/
Blooms Taxonomy, developed by Benjamin Bloom, categorizes thinking into six cognitive levels, from remembering to creating. The original taxonomy includes knowledge, comprehension, and application as lower levels, and analysis, synthesis, and evaluation as higher levels. In the revised version, the categories were changed to verb forms. Understanding and applying the taxonomy can enhance teaching methods and student learning outcomes.
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Presentation Transcript
Chapter 10: Blooms Taxonomy Benjamin Bloom 1913-1999
Bloom's Taxonomy is a multi-tiered model of classifying thinking according to six cognitive levels of complexity. It is often depicted as a stairway, leading teachers to encourage their students to climb to a higher level of thought.
Original Bloom Taxonomy The lowest three levels were: knowledge, comprehension, and application. The highest three levels were: analysis, synthesis, and evaluation. The taxonomy was and is hierarchical so each level is subsumed by the higher levels. For example, a student functioning at the application level has also mastered the material at the knowledge and comprehension levels.
Revised Bloom Taxonomy http://epltt.coe.uga.edu/images/1/1e/Bloom_1.jpg In the revised version, Bloom's six major categories were changed from noun to verb forms. Additionally, the lowest level of the original, knowledge, was renamed and became remembering.
Levels of Blooms Taxonomy from Bottom to Top 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.
Levels of Blooms Taxonomy Continued . 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.
Reasons for Using Blooms Taxonomy It provides educators with a systematic classification of the processes of thinking and learning. Measuring student learning requires a classification of levels of intellectual behavior important in learning. It provides a clear, concise visual representation of the alignment between standards and educational goals, objectives, products, and activities.
Example of How Blooms Taxonomy Could Be Used in the Classroom A lesson objective based upon the story of Goldilocks and the Three Bears.
Using Blooms Taxonomy to Teach the Story of Goldilocks 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.
Reference Forehand, M. (2005). Bloom's taxonomy: Original and revised. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://epltt.coe.uga.edu/
