Bloom's Taxonomy is a framework for categorizing levels of thinking skills that was originally created in 1956 and revised in 2001. It provides a hierarchical model for skills ranging from basic recall or recognition of facts to more complex skills such as evaluation and creation of new ideas. The taxonomy is useful for informing successful teaching practices by helping educators identify the cognitive level that is expected of students and ask questions that encourage either superficial or deeper learning.

1. Using Bloom's
Taxonomy to Support
Student Success
Fall 2021

2. Bloom's Taxonomy is the most widely used and enduring
framework through which to think about students' learning. It
was originally created by the American educational
psychologist, Benjamin Bloom, in 1956 and provides a
hierarchical ordering of cognitive skills. The original Bloom’s
Taxonomy was revised in 2001 by Lorin Anderson and David
Krathwohl and resulted in the hierarchy that we see today. It is
used worldwide to help inform successful teaching practice.
https://technologyforlearners.com/applying-blooms-taxonomy-
to-the-classroom/
What is it?

4. We memorize information without necessarily having a full
understanding by:
 identifying names, places, dates, definitions.
 answering the "what?"
Remembering

5. We understand information enough to explain it in our
own words by:
 paraphrasing, summarizing.
 Identifying the main idea.
Understanding

6. We find some practical use for the information and use it
to solve problems by:
 examining, modifying, relating, changing.
 transferring concepts to new situations.
Applying

7. We break complex ideas into parts and see how the parts
work together by:
 seeing patterns, organizing parts, connecting,
comparing, inferring.
 recognizing trends and distinctions.
Analyzing

8. We judge something's worth by:
 assessing, ranking, grading, testing, recommending,
explaining, supporting, convincing.
 designing sound viewpoints.
Evaluating

9. We make connections with things we already know by:
 drawing conclusions, making predictions, designing,
inventing, generalizing.
 creating something new.
Creating

10.  Sometimes students do not know what is expected of
them.
 If we can isolate what is expected of the students, we
can ask questions to encourage superficial or deeper
learning.
Why is Bloom's Important
for Tutors?

12. Think of a sample problem for your room's level of Bloom's,
and create questions to encourage this level of learning for
tutees.
Room 1—Remember
Room 2—Understand
Room 3—Apply
Room 4—Analyze
Room 5—Evaluate
Room 6—Create
Breakout rooms