What is the Bloom's taxonomy do in learning and teaching? Image result for bloom's taxonomy of learning lists _____ types of learning goals that teachers should in principle expect from students. write the correct answer in numeric form in the answer box. Bloom's taxonomy was developed to provide a common language for teachers to discuss and exchange learning and assessment methods. Specific learning outcomes can be derived from the taxonomy, though it is most commonly used to assess learning on a variety of cognitive levels

2. Bloom’s Taxonomy |
Contextualizing in the
21st Century
Paula Mae J. Mendoza
Angelo B. Mallari

3. Agenda
What is Bloom’s
Taxonomy?
01
How do we apply Bloom’s
Taxonomy in education?
03
Bloom’s Taxonomy in the
21st-century
02
Open Forum
04

4. What is Bloom’s
Taxonomy?

5. BLOOM’S TAXONOMY
A MODEL that classifies different
levels of human cognition in thinking,
learning, and understanding.
A GUIDE for creating
curriculum, assessments, and
instructional design.

6. BENJAMIN BLOOM
Categorizing Educational Goals
(Taxonomy of Educational Objectives)
“What any person in the world can
learn, almost all persons can learn
if provided with appropriate prior
and current conditions of learning.”

7. BENJAMIN BLOOM
SIX MAJOR CATEGORIES
KNOWLEDGE
COMPREHENSION
APPLICATION
ANALYSIS
SYNTHESIS
EVALUATION

9. LOTS
Lower Order
Thinking Skills
HOTS
Higher Order
Thinking Skills

10. 1990’s UPDATE
David Krathwohl and Lorin Anderson
From Noun to Verbs
(passive to active)
Switch Create and
Evaluate

12. Bloom’s Taxonomy
in the 21st-
Century

13. 21st-Century
+
Digital Age

14. Source: https://elearninginfographics.com/7-different-types-of-learning-styles-infographis/
FACTUAL KNOWLEDGE
Terminology and Details
CONCEPTUAL KNOWLEDGE
Relationships among Concepts/Theories
PROCEDURAL KNOWLEDGE
Processes and Methods of Theories/Problems
METACOGNITIVE KNOWLEDGE
Learning Strategies and Processes

15. 1
Association of other verbs, questions, and instructional
strategies to Bloom’s Taxonomy
Source: https://elearninginfographics.com/7-different-types-of-learning-styles-infographis/

16. 2
Source: https://elearninginfographics.com/7-different-types-of-learning-styles-infographis/
Different iteration
to Bloom’s Taxonomy

17. 3
Source: https://elearninginfographics.com/7-different-types-of-learning-styles-infographis/
Bloom’s
Digital Taxonomy

18. Bloom’s Taxonomy
applied in
Education

20. Types of cognition:
● Factual knowledge
This type of cognition concerns facts and terminology.
● Conceptual knowledge
Characterized by models, theories and principles, this type of cognition involves looking at relationships
between various elements within a larger structure.
● Procedural knowledge
Procedural knowledge is the specific methodology, process or technique required to do something.
● Metacognitive knowledge
This type of knowledge concerns a students’ awareness of their own cognition. Are they able to self-
evaluate their knowledge and ability in different skills and techniques?

22. Bloom’s as a
Learning Process

23. REMEMBER
The lowest level of learning in the
cognitive domain in Bloom's
Taxonomy and typically does not
bring about a change in behavior. It
involves memorization and recall of
information with no evidence of
understanding.
Students must have knowledge of
terminology before they can be
expected to understand it.
Power verbs: Define, Identify, Describe, Recognize, Tell, Explain, Recite,
Memorize, Illustrate, Quote, State, Match, Recognize, Select, Examine, Locate,
Recite, Enumerate, Record, List, Quote, Label

24. UNDERSTAND
Before we can apply the concept, we
must understand it.
Constructing meaning from oral,
written, and graphic messages through
interpreting, exemplifying, classifying,
summarizing, inferring, comparing, and
explaining.
Power verbs: Summarize, Interpret, Classify, Compare, Contrast, Infer, Relate,
Extract, Paraphrase, Cite, Discuss, Distinguish, Delineate, Extend, Predict,
Indicate, Translate, Inquire, Associate, Explore Convert

25. APPLY
Power verbs: Solve, Change, Relate, Complete, Use, Sketch, Teach, Articulate,
Discover, Transfer, Show, Demonstrate, Involve, Dramatize, Produce, Report,
Act, Respond, Administer, Actuate, Prepare, Manipulate
Before we analyse it we must be
able to apply it.
Refers to the ability to use
learned material in new and
concrete situations.
Carrying out or using a
procedure for executing, or
implementing.

26. ANALYZE
Before we can evaluate its
impact, we must have analysed it.
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.
Power verbs: Contrast, Connect, Relate, Devise, Correlate, Illustrate, Distill, Conclude,
Categorize, Take Apart, Problem-Solve, Differentiate, Deduce, Conclude, Devise,
Subdivide, Calculate, Order, Adapt

27. EVALUATE
Before we can create we must
have remembered,
understood, applied, analysed,
and evaluated.
Making judgments based on
criteria and standards through
checking and critiquing.
Power verbs: Criticize, Reframe, Judge, Defend, Appraise, Value, Prioritize
Plan, Grade, Reframe, Revise, Refine, Grade, Argue, Support, Evolve, Decide,
Re-design, Pivot

28. CREATE
Power verbs: Design, Modify, Role-Play, Develop, Rewrite, Pivot, Modify,
Collaborate, Invent, Write, Formulate, Invent, Imagine
Putting elements together to
form a coherent or functional
whole;
reorganizing elements into a new
pattern or structure through
generating, planning, or producing.

29. How to use Bloom’s
Levels of Thinking?
● How to structure the course?
● How quickly to introduce new
concepts?
● When to reinforce concepts?
● How to assess concepts?
Source:
https://kodosurvey.com/blog/ultimate-guide-understanding-blooms-taxonomy

32. A man’s mind, once stretched by a new
idea, never regains it’s original
dimensions.
Oliver Wendell Holmes

33. Open Forum

34. Thank You