3. Original Terms New Terms
• Evaluation •Creating
• Synthesis •Evaluating
• Analysis •Analyzing
• Application •Applying
• Comprehension •Understanding
• Knowledge •Remembering
(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)
4. Changes in Terminology
• As depicted in the previous table, the names of six major
categories were changed from noun to verb forms. The
reasoning behind this is that the taxonomy reflects
different forms of thinking and thinking is an active
process. Verbs describe actions, not nouns, hence the
change.
• The subcategories of the six major categories were also
replaced by verbs and some subcategories were
reorganized.
• The knowledge category was renamed. Knowledge is an
outcome or product of thinking not a form of thinking per
se. Consequently, the word knowledge was
inappropriate to describe a category of thinking and was
replaced with the word remembering instead.
• Comprehension and synthesis were retitled to
understanding and creating respectively, in order to
better reflect the nature of the thinking defined in each
5. Changes in Structure
The one- dimensional form of the original taxonomy
becomes a two-dimensional table with the addition of the
products of thinking ( i.e. various forms of knowledge).
Forms of knowledge are listed in the revised taxonomy as
factual, conceptual, procedural and metacognitive.
The major categories were ordered in terms of increased
complexity. As a result, the order of synthesis (create) and
evaluation (evaluate) have been interchanged. This is in
deference to the popularly held notion that if one considers
the taxonomy as a hierarchy reflecting increasing
complexity, then creative thinking (i.e creating level of the
revised taxonomy) is a more complex form of thinking than
critical thinking (i.e. evaluating level of the new taxonomy).
6. Changes in emphasis
•The revision's primary focus is on the taxonomy in use. Essentially,
this means that the revised taxonomy is a more authentic tool for
curriculum planning, instructional delivery and assessment.
•The revision is aimed at a broader audience. Bloom's Taxonomy was
traditionally viewed as a tool best applied in the earlier years of
schooling (i.e. primary and junior primary years). The revised
taxonomy is more universal and easily applicable at elementary,
secondary and even tertiary levels.
•The revision emphasizes explanation and description of
subcategories.
For example, sub-categories at the Remembering level of the
taxonomy include :
Recognizing / Identifying - Locating knowledge in memory
that is consistent with presented material.
Recalling / Retrieving / Naming – Retrieving relevant
knowledge from long-term memory.
7. BLOOM’S REVISED TAXONOMY
Creating
Generating new ideas, products, or ways of viewing things
Designing, constructing, planning, producing, inventing.
Evaluating
Justifying a decision or course of action
Checking, hypothesizing, critiquing, experimenting, judging
Analyzing
Breaking information into parts to explore understandings and relationships
Comparing, organizing, deconstructing, interrogating, finding
Applying
Using information in another familiar situation
Implementing, carrying out, using, executing
Understanding
Explaining ideas or concepts
Interpreting, summarizing, paraphrasing, classifying, explaining
Remembering
8. Remembering
The learner is able to recall, restate and
remember learned information.
– Recognizing
– Listing
– Describing
– Identifying
– Retrieving
– Naming
– Locating
– Finding
Can you recall information?
9. Remembering
cont’ Recall or
• List recognition of
• Memorize • Listen
specific
information
• Relate • Group
• Show
• Locate • Choose
• Distinguish • Recite
• Give example • Review Products include:
• Reproduce • Quote • Quiz Label
• Quote • Record • Definition • List
• Repeat • Match • Fact • Workbook
• Label
• • Select • Worksheet • Reproduction
Recall
• Know • Underline • Test •Vocabulary
• Group • Cite
• Read • Sort
• Write
11. Remembering: Potential Activities
and Products
• Make a story map showing the main events of
the story.
• Make a time line of your typical day.
• Make a concept map of the topic.
• Write a list of keywords you know about….
• What characters were in the story?
• Make a chart showing…
• Make an acrostic poem about…
• Recite a poem you have learnt.
12. Remember – In a Nutshell
Recognizing Questions Tasks
Locating knowledge in What happened after...? Make a list of the main
memory that is How many...? events of the story.
consistent with What is...? Make a time line of
presented material. Who was it that...? events.
Synonyms: Identifying... Can you name ...? Make a facts chart .
Recalling Find the meaning of… Write a list of any
Retrieving relevant Describe what happened pieces of information
knowledge from after… you can remember.
long-term memory. Who spoke to...? What animals were in
Synonyms : Which is true or false...? the story.
Retrieving…. Identify who…. Make a chart showing…
Naming…... Name all the….. Make an acrostic.
Recite a poem.
13. Understanding
The learner grasps the meaning of information by
interpreting and translating what has been
learned.
– Interpreting
– Exemplifying
– Summarizing
– Inferring
– Paraphrasing
– Classifying
– Comparing
– Explaining
14. Understanding cont’
Understanding
• Restate of given
• Describe information
• Identify
• Report
• Discuss • Recognize
• Retell • Review
• Observe
• Research Products include:
• Outline
• Annotate • Account for • Recitation • Example
• Summary • Quiz
• Translate • Interpret
• Give main idea • Collection • List
• Give examples of
• Estimate • Explanation • Label
• Paraphrase • Define • Show and tell • Outline
• Reorganize
• Associate
16. Understanding: Potential Activities
•
and Products
Write in your own words…
• Cut out, or draw pictures to illustrate a particular event in the story.
• Report to the class…
• Illustrate what you think the main idea may have been.
• Make a cartoon strip showing the sequence of events in the story.
• Write and perform a play based on the story.
• Write a brief outline to explain this story to someone else
• Explain why the character solved the problem in this particular way
• Write a summary report of the event.
• Prepare a flow chart to illustrate the sequence of events.
• Make a colouring book.
• Paraphrase this chapter in the book.
• Retell in your own words.
• Outline the main points.
17. Understand—In a Nutshell
Interpreting Questions Tasks Cut out, or draw pictures to
Changing from one form of representation to another Can you write in your show a
Synonyms: own words? particular event.
• Paraphrasing…Translating,...Representing,… How would you Illustrate what you think the main idea
Clarifying... explain…? may have been.
Exemplifying Can you write a brief Make a cartoon strip showing the
sequence
• Finding a specific example or illustration of a outline...?
of events.
concept or principle What do you think Write and perform a play based on the
Synonyms : Instantiating… Illustrating... could have story.
Classifying happened Retell the story in your own words.
• Determining that something belongs to a next...? Write a summary report of the event
category (e.g., concept or principle). Who do you think...? Prepare a flow chart to illustrate the
Synonyms : Categorizing...Subsuming... What was the main sequence of events.
Summarizing idea...? Make a coloring book.
• Drawing a logical conclusion from presented Clarify why…. Cut out, or draw pictures to show a
information. Illustrate the ……… particular event. Illustrate what
Synonyms : Abstracting… Generalizing... Does everyone act in you think the main idea was.
Inferring the way that Make a cartoon strip showing the
sequence of events.
• Abstracting a general theme or major point …….. does?
Write and perform a play based on the
Synonyms : Extrapolating… Interpolating.. Draw a story map. story.
Predicting… Concluding…. Explain why a Retell the story in your own words.
Comparing character acted Write a summary report of the event
• Detecting correspondences between two ideas, in the way that Prepare a flow chart to illustrate the
objects, etc they did. sequence of events.
Synonyms : Contrasting… Matching ...Mapping... Cut out, or draw pictures to show a
Explaining particular event. Illustrate what
• Constructing a cause-and-effect model of a you think the main idea was.
system. Make a cartoon strip showing the
Synonyms : Constructing models... sequence of events.
Write and perform a play based on the
story
18. Applying
The learner makes use of information in a context
different from the one in which it was learned.
– Implementing
– Carrying out
– Using
– Executing
Can you use the information in another
familiar situation?
20. Classroom Roles for Applying
Teacher roles in Student roles in
assessing assessment
• Shows • Solves problems
• Facilitates • Demonstrates use of
• Observes knowledge
• Evaluates • Calculates
• Organizes • Compiles
• Questions • Completes
• Illustrates
• Constructs
21. Applying: Potential Activities and
Products
• Construct a model to demonstrate how it looks or
works
• Practice a play and perform it for the class
• Make a diorama to illustrate an event
• Write a diary entry
• Make a scrapbook about the area of study.
• Prepare invitations for a character’s birthday party
• Make a topographic map
• Take and display a collection of photographs on a
particular topic.
• Make up a puzzle or a game about the topic.
• Write an explanation about this topic for others.
• Dress a doll in national costume.
• Make a clay model…
22. Apply—In a Nutshell
APPLY Questions Tasks
Construct a model to
Executing Can you write in your own
demonstrate how it
Applying knowledge words?
How would you explain…? works
(often procedural) Can you write a brief Make a diorama to illustrate
to a routine task. outline...? an event
Synonyms : What do you think could have Make a scrapbook about the
happened next...? areas of study.
Carrying out…. Make a papier-mâché map /
Who do you think...?
Implementing What was the main idea...?
clay model to include
Applying knowledge relevant information
Clarify why…. about an event.
(often procedural) Illustrate the ……… Take a collection of
to a non-routine Does everyone act in the way photographs to
task. that …….. does? demonstrate a particular
Draw a story map. point.
Synonyms : Explain why a character acted Make up a puzzle game.
Using….. in the way that they did. Write a textbook about this
topic for others.
23. Analyzing
The learner breaks learned information into its
parts to best understand that information.
– Comparing
– Organizing
– Deconstructing
– Attributing
– Outlining
– Finding
– Structuring
– Integrating
Can you break information into parts to explore
understandings and relationships?
24. Analyzing cont’ Breaking
information down
into its component
• Distinguish • Compare elements
• Question • Contrast
• Appraise • Survey
• Experiment • Detect
• Inspect • Group
• Examine • Products include:
Order
• Probe • Sequence • Graph • Survey
• Separate • Test • Spreadsheet • Database
• Inquire • Debate • Mobile
• Checklist
• Arrange • Analyze
• Chart • Abstract
• Investigate • Diagram
• Sift • Relate • Outline • Report
• Research • Dissect
• Calculate • Categorize
• Criticize • Discriminate
26. Analyzing: Potential
Activities and Products
• Use a Venn Diagram to show how two topics are the same and
different
• Design a questionnaire to gather information.
• Survey classmates to find out what they think about a particular
topic. Analyse the results.
• Make a flow chart to show the critical stages.
• Classify the actions of the characters in the book
• Create a sociogram from the narrative
• Construct a graph to illustrate selected information.
• Make a family tree showing relationships.
• Devise a role-play about the study area.
• Write a biography of a person studied.
• Prepare a report about the area of study.
• Conduct an investigation to produce information to support a
view.
• Review a work of art in terms of form, colour and texture.
• Draw a graph
• Complete a Decision Making Matrix to help you decide which
27. Analyze—In a Nutshell
ANALYZE Questions
Differentiating Which events could not have
Distinguishing relevant from happened? Tasks
irrelevant parts or important
from unimportant parts of If. ..happened, what might the Design a questionnaire to
presented material. ending have been? gather information.
Synonyms : Discriminating, How is...similar to...? Write a commercial to sell a
Selecting, Focusing, What do you see as other new product
Distinguishing, possible outcomes? Make flow chart to show the
Organizing Why did...changes occur? critical stages.
Determining how elements fit or Can you explain what must Construct a graph to
function within a structure.
Synonyms : Outlining, have happened when...? illustrate selected
Structuring, Integrating, What are some or the information.
Finding coherence problems of...? Make a family tree showing
Attributing Can you distinguish relationships.
Determining the point of view, between...? Devise a play about the
bias, values, or intent What were some of the study area.
underlying presented motives behind..? Write a biography of a
material. Synonyms :
Deconstructing What was the turning point? person studied.
What was the problem Prepare a report about the
with...? area of study.
28. Evaluating
The learner makes decisions based on in-depth
reflection, criticism and assessment.
– Checking
– Hypothesizing
– Critiquing
– Experimenting
– Judging
– Testing
– Detecting
– Monitoring
Can you justify a decision or course of action?
31. Evaluating: Potential Activities and
Products
• Write a letter to the editor
• Prepare and conduct a debate
• Prepare a list of criteria to judge…
• Write a persuasive speech arguing for/against…
• Make a booklet about five rules you see as important.
Convince others.
• Form a panel to discuss viewpoints on….
• Write a letter to. ..advising on changes needed.
• Write a half-yearly report.
• Prepare a case to present your view about...
• Complete a PMI on…
• Evaluate the character’s actions in the story
32. Evaluate—In a Nutshell
Checking Questions Tasks
Detecting inconsistencies or Is there a better solution Conduct a
fallacies within a process to...? debate about an
or product. Judge the value of... What issue of special
Determining whether a do you think about...? interest.
process or product has Can you defend your Make a booklet about
internal consistency. position about...? five rules you see as
Synonyms : Testing, Do you think...is a good or important. Convince
Detecting, Monitoring bad thing? others.
Critiquing How would you have Form a panel to
Detecting the handled...? discuss views.
appropriateness of a What changes to.. would Write a letter to
procedure for a given you recommend? ...advising on
task or problem. Do you believe...? How changes needed.
Synonyms :Judging would you feel if. ..? Write a half-year report.
How effective are. ..? Prepare a case to
present your view
about...
33. Creating
The learner creates new ideas and information using
what has been previously learned.
– Designing
– Constructing
– Planning
– Producing
– Inventing
– Devising
– Making
Can you generate new products, ideas, or ways of viewing
things?
34. Creating cont’
Putting together ideas
or elements to develop
• Compose a original idea or
engage in creative
• Assemble thinking.
• Organise • Formulate
• Invent • Improve
• Compile • Act
• Products include:
Forecast • Predict • Film • Song
• Devise
• Produce • Newspaper
• Propose • Story
• Blend
• Construct • Project • Media product
• Set up
• Plan • Plan • Advertisement
• Prepare • Devise
• New game • Painting
• Develop • Concoct
• Originate • Compile
• Imagine
36. Creating: Potential Activities and
Products
• Use the problem solving strategy to invent a new type of sports shoe
• Invent a machine to do a specific task.
• Design a robot to do your homework.
• Create a new product. Give it a name and plan a marketing campaign.
• Write about your feelings in relation to...
• Write a TV show play, puppet show, role play, song or pantomime about..
• Design a new monetary system
• Develop a menu for a new restaurant using a variety of healthy foods
• Design a record, book or magazine cover for...
• Sell an idea
• Devise a way to...
• Make up a new language and use it in an example
• Write a jingle to advertise a new product.
37. Create—In a Nutshell
CREATE Questions Tasks
Generating Can you design a...to...? Invent a
Coming up with alternatives Can you see a possible machine to do a specific
or hypotheses based on solution to...? task.
criteria If you had access to all Design a building to house
Synonyms: Hypothesizing resources, how would you your study.
Planning deal with...? Create a new product. Give
Devising a procedure for Why don't you devise your it a name and plan a
accomplishing some task. own way to...? marketing campaign.
producing What would happen if ...? Write about your feelings in
Synonyms : Designing How many ways can you...? relation to...
Producing Can you create new and Write a TV show play,
Inventing a product. unusual uses for...? puppet show, role play,
Synonyms: Constructing Can you develop a proposal song or pantomime about..
which would...? Design a record, book or
magazine cover for...
Sell an idea
Devise a way to
