4. 1. Revised Blooms Taxonomy Introduction
2. History
3. Comparison
4. Changes in Terminologies
5. Uses in Classroom
6. Levels of RBT
7. ICT in Education
8. Uses
9. SAMR Model
10. Relation of SAMR Model with RBT.
5. “The mind is not a
vessel to be filled, but
a fire to be ignited”.
(Plutarch)
6. History
• 1950s- developed by Benjamin Bloom
• Means of expressing qualitatively different
kinds of thinking
• Adapted for classroom use as a planning tool
• Classifies thinking skills into six levels, from
the most basic to the higher order levels of
thinking
• 1990s- a team lead by Lorin Anderson
(former student of Bloom) revised the
taxonomy
7.
8. Change in Terminology
• The names of six major categories were changed from noun to
verb forms.
• The taxonomy stresses that thinking is an active process.
• The subcategories of the six major categories were also
replaced by verbs.
• Some subcategories were reorganized.
• Since “knowledge” is a category not a process, in the revised
taxonomy this category was replaced with the word
remembering.
• Following the same reasoning: Comprehension became
understanding and synthesis was renamed creating in order to
better reflect the active nature of the thinking process.
9. Uses of Bloom Taxonomy IN CLASSROOM
• Teaching - learning -
assessment loop
• Mapping out student learning
outcome objectives
• Mapping out assessment
methods for each objective
• Evaluating the outcomes and
revising the course objectives
Assessment
Teaching Learning
10. Remembering
The learner is able to recall,
restate and remember the
learned information
Sub-categories
Recalling, Recognizing,
describing, retrieving, naming,
finding
Understanding
Determining the meaning of
instructional messages, including oral,
written and graphical
communication.
Sub-categories
Interpreting, inferring, classifying,
exemplifying, comparing, explaining
11. Applying
Application refers to the ability to
use learned material in new and
concrete situations
Sub-categories
Carrying out, Using, Implementing,
Executing
Analyze
Breaking material into its constituent
parts and determining how the parts are
related to each other and to an overall
structure.
Sub-categories
Differentiating, organizing, attributing
12. Creating
Putting elements together to form a
coherent, or functional whole reorganizing
elements into a new pattern or making an
original product.
Sub categories
Generating new ideas, products, or ways of
viewing things Designing, constructing,
planning, producing, inventing.
Evaluating
Making judgement based on some
criteria or standards.
Sub-categories
Checking, Critiquing
13.
14. Definition
• Information and Communication
Technologies (ICTs) is a broader term
for Information Technology (IT), which
refers to all communication
technologies, including the internet,
wireless networks, cell phones,
computers, software, middleware, video-
conferencing, social networking, and
other media applications and services
18. Substitution
No Technology
Write a report
Technology
Type a report
A classroom product you could have done with pen and paper is
created with technology.
19. Augmenta tion
No Technology
Write a report
Technology
Word processor’s Spell
Check, Grammar
Check, & Electronic
Dictionary
A classroom product you could have done with pen and paper is
created with technology, AND using technology is a functional
improvement over doing it by hand.
20. Modification
No Technology
Write a report
Technology
Newsletter using digital
images
Technology allows the assignment to be
redesigned. A lot of work is done using
technology.
21. Redefinition
Technology
No Technology
Write a report
Technology transforms the assignment. It allows students to
create products that were previously inconceivable.
Create an animation, or
Write, film, and publish a
cartoon
