Bloom's Taxonomy is a descriptive hierarchy which defines different learning levels which student or any child goes through. It's a very important tool for teachers who want their classes interesting & innovative.

1. Presentation By :-
Siddha Bijay Jain

3. What is taxonomy ?
1. A classification into ordered categories
2. The science or technique of classification

4. • Set of three hierarchical models
Cognitive
Affective
Psychomotor
• Used to classify educational learning objectives
• A logical framework for teaching and learning goals.

5. Cognitive :- Mental skills (Knowledge)
Affective :- Growth in feelings or emotional areas (Attitude or
Self)
Psychomotor :- Manual or Physical skills

6. • Published in 1956 at the University of Chicago
• Named after Benjamin Bloom who chaired the committee
of educators that devised the taxonomy

7. Bloom’s Taxonomy
Cognitive
Remember
Understand
Apply
Analyze
Evaluate
Create
Affective
Receiving
Responding
Valuing
Organizing
Characterizing
Psychomotor
Perception
Set
Guided
Response
Mechanism
Adaptation
Origination

8. Create
Evaluate
Analyze
Apply
Understand
Remember
Higher order thinking
Lower order thinking

9. Remember
Remembering or recognizing facts, terms , basic concepts without necessarily understanding
what they mean.
Characteristics
Behavioral Learning Outcome
 Ability to recall appropriate, learned information on command.
Cognitive Learning Outcome
 Lowest level of learning outcomes.

10. Understand
 Understanding of facts and ideas
Characteristics
Behavioral Learning Outcome
 Being able to translate materials from one form or format to another by
explaining or summarizing and predicting consequences or effects.
Cognitive Learning Outcome
 Represents the lowest level of understanding and interpretation of rote
factual information

11. Apply
 Applying involves using acquired knowledge
for solving problems in new situations
Characteristics
Behavioral Learning Outcome
 Applying learned material such as rules, methods, concepts, principles,
laws, and theories.
Cognitive Learning Outcome
 Learning outcomes demonstrate a higher level of understanding of the
mechanics of employing information to a purpose than comprehension.

12. Analysing
 Involves examining and breaking information into
component parts
Identifying motives or causes
Determining how the parts relate to one another
Characteristics
Behavioral Learning Outcome
 The student is able to develop multiple conclusions concerning the
motives, causes, inferences and generalizations
Cognitive Learning Outcome
 Learning outcomes involve a comprehension and understanding of the
content and structure of the material

13. Evaluating
Evaluating involves
Presenting and defending opinions by making judgments about
• Information
• The validity of ideas
• Quality of work
based on a set of criteria
Characteristics
Behavioral Learning Outcome
 Student is able to produce an end product that fulfills a given purpose rather
than being right/wrong.
Cognitive Learning Outcome
 Learning outcomes highest because it contains all other categories and includes
value judgments based on clearly defined criteria.

14. Create
 Using new and creative applications of prior knowledge and skills
Characteristics
Behavioral Learning Outcome
 The student’s ability to produce a new or original end product.
Cognitive Learning Outcome
 Learning outcomes emphasize creativity and the creation of unique
patterns or structures.

16.  The way people react emotionally and their ability to feel other living things'
pain or joy.
Targets the awareness and growth in attitudes, emotion, and feelings.

17. Receiving
Responding
Valuing
Organizing
Characterizing

18. Receiving
Involves passively paying attention and being aware of the existence of
certain ideas, material, or phenomena.
Keywords:
Asks, chooses, describes, follows, gives, holds,
identifies, locates, names, points to, selects, sits,
erects, replies

19. Responding
Actively participating in the learning process. You are not only aware of a
stimulus, but reacting to it in some way.
Keywords:
Answers, assists, aids, complies,
conforms, discusses, greets, helps,
labels, performs, practices, presents,
reads, recites, reports, selects, tells,
writes.

20. Valuing
Ability to see the value or worth of something and express it.
Keywords:
Completes, demonstrates, differentiates, explains, follows, forms,
initiates, invites, joins, justifies, proposes, reads, reports, selects,
shares, studies, works

21. Organizing
Putting together different values, information, and ideas then
relating them to already held beliefs to create your own unique
value system.
Keywords:
Adheres, alters, arranges, combines, compares, completes, defends,
explains, formulates, generalizes, identifies, integrates, modifies, orders,
organizes, prepares, relates,

22. Characterizing
Acting consistently in accordance with the values you have
internalized.
Keywords:
Acts, discriminâtes, displays,
influences, listens, modifies,
performs, practices,
proposes, qualifies,
questions, révises, serves,
solves, verifies.

24. Origination
Adaptation
Mechanism
Set
Guided Response
Perception

25. Perception
The ability to use sensory cues to guide motor activity. This
ranges from sensory stimulation, through cue selection, to
translation.
Example :
Estimate where a ball will land after it
is thrown and then moving to the
correct location to catch the ball

26. The early stages in learning a complex skill that includes imitation
and trial and error.
Guided Response
Examples:
Performs a mathematical equation as demonstrated.
Follows instructions to build a model

27. Readiness to act. These sets are dispositions that predetermine a
person's response to different situations
Set
Examples:
Knows and acts upon a
sequence of steps in a
manufacturing process.

28. Mechanism
This is the intermediate stage in learning a complex skill. Learned
responses have become habitual and the movements can be performed
with some confidence and proficiency.
Examples:

29. Adaptation
Skills are well developed and the individual can modify movement
patterns to fit special requirements.
Examples:
Responds effectively to unexpected experiences.

30. Origination
Creating new movement patterns to fit a particular situation or
specific problem
Examples:
Constructs a new theory.
Develops a new and comprehensive training programming