Blooms Taxonomy


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Uploaded as part of the PBL workshop at Jefferson West USD 340 on November 17, 2009

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Blooms Taxonomy

  1. 1. A Hierarchical Model of the Cognitive Domain (Based on Bloom, et al, 1956 as revised by Anderson & Krathwohl et al, eds., 2001) Bloom developed a similar model for the affective domain, and other researchers have created psychomotor taxonomies (see Dave, R. H. [1975] and Harrow, A. [1972].) 1
  2. 2. References Anderson, L., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., Raths, J., and Wittrock, M. C., Eds. (2001). A Taxonomy for Learning, Teaching, and Assessing — A Revision of Bloom's Taxonomy of Educational Objectives; Addison Wesley Longman, Inc. Bloom B. S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. David McKay Co Inc. Dave, R. H. (1975). Developing and Writing Behavioural Objectives. (R J Armstrong, ed.) Educational Innovators Press. Harrow, A. (1972) A taxonomy of psychomotor domain: a guide for developing behavioral objectives. New York: David McKay. 2
  3. 3. Remember (Knowledge) Description Question/Statement Verbs Remembering procedures, terms, methods, Arrange Pick facts, concepts, specific items of Choose Point to information Define Recall Find Recite Recalling information Group Repeat Identify Say Listing or reciting learned information Label Show List Sort Recognizing facts Locate Spell Match Tell Name Underline Outline Write Student Learning Examples Sample Questions/Activities Remember an idea or fact in Label the parts of a plant approximately the same form in which it was learned Group together all of the four-syllable words Question and answer sessions in which there are clear right/wrong answers List the Freedoms included in the Bill of Rights Programmed instruction Identify the food group each of these Information searches foods belong to Drill and practice Match definitions to the following words Finding definitions Locate different examples of capitalization in the following story Memory games Standard quizzes 3
  4. 4. Understand (Comprehension) Description Question/Statement Verbs Understanding concepts and principles Account for Calculate Summarizing material Change Contemplate Explaining ideas Demonstrate Describe Interpreting material Explain Offer Understand the meaning of material Project Propose Seeing relationships among ideas/concepts Student Learning Examples Sample Questions/Activities Communicating an idea in a new or Give reasons for the energy crisis different form Explain why we have bus safety rules Forming relationships (analogies, similes) Outline the steps necessary for an idea to become a law Giving examples Restate the reasons for weather changes Paraphrasing Define the relationships you see between Show and Tell politics today and in the early 1800s Estimating Interpret the chart showing the rate of inflation over the past ten years Giving reasons Summarize the story 4
  5. 5. Apply (Application) Description Question/Statement Verbs Making use of what is known Apply Operate Collect Organize Using concepts and principles in new Construct Put to use situations Employ Relate Exercise Sort Solving problems using a learned Handle Solve process Make use of Try Manipulate Use Demonstrating correct usage of a method or procedure Using rules, methods, concepts, laws, principles, theories Student Learning Examples Sample Questions/Activities Using knowledge from various ideas to Collect examples of private citizens find solutions to problems influencing government Applying ideas to new or unusual Use the principle of estimation to decide situations how much carpet this room needs Simulation activities Properly clean and put away all lab equipment. Role playing/Role reversal Build a birdhouse based on the Group presentations suggested design for the bird you chose during the nature hike. Conducting experiments If super-strong graphite material were Classifying objects available cheaply to anyone, what would you make with it? Practical application of learned knowledge Suggest application of new ideas 5
  6. 6. Analyze (Analysis) Description Question/Statement Verbs Breaking concepts down into Breakdown Reason component parts Check Screen Compare Search Understanding organizational structure Contrast Separate Diagram Simplify Analyzing relationship between parts Differentiate Study Dissect Survey Recognizing organizational principles Include Take apart involved Inspect Test for Look into Uncover Student Learning Examples Sample Questions/Activities Uncovering unique characteristics Simplify the ballet to its basic movements Distinguishing between facts and inferences Inspect a house for poor workmanship Evaluating the relevance of data Uncover as many principles of art as possible in a collection Recognizing logical fallacies in reasoning Read a non-fiction book. Divide the book into its parts. Describe a new Recognizing unstated assumptions logical order for the parts. Explain why the parts are in the order you have placed Analyzing the organizational structure them. of a work (art, music, writing) Examine two presidential addresses. Comparing and contrasting Compare and contrast them for specific qualities Outlining written material Think of a major concern facing our country. Identify several specific problems that contribute to this concern 6
  7. 7. Evaluate (Evaluation) Description Question/Statement Verbs Using criteria to make a decision Argue Judge Appraise Justify Determining how closely an idea or Conclude Measure work meets predefined standards Critique Predict Debate Rank Judging the outcome Decide Rate Defend Recommend Estimate Score Evaluate Weigh Student Learning Examples Sample Questions/Activities Develop assessment criteria Critique an experiment Determine relative value Compare Communism and Capitalism Justify decisions Assess two books on the same topic Compare alternatives Evaluate the efficiency of the school’s fire drill procedure Appraise data Identify dangerous consumer products Assess the correctness of conclusions Debate school policy and its relationship Evaluate strengths and weaknesses of to the First Amendment various problem solutions Write an editorial Create a peer review rubric for a class project Participate in a mock trial Conduct a self-evaluation 7
  8. 8. Create (Synthesis) Description Question/Statement Verbs Putting parts together in a new way Blend Invent Build Make Formulating new patterns and Cause Make up structures Combine Modify Compose Originate Working with abstract relationships Create Plan Design Produce Communicating an idea in a unique Develop Reorganize way Form Revise Developing a set of operations Creating new or original things Patterning items, ideas or concepts in a new way Student Learning Examples Sample Questions/Activities Developing an original plan Create a new song to the melody of “Mary Had a Little Lamb” Hypothesizing Develop a plan for your class to earn Creating an original story, poem, song money Formulating a new schema for Create a new game that includes classifying objects memory, luck, and teamwork Finding new combinations Fine a new way to communicate the plot of a book you have read Showing how an idea or product might be changed or improved Given the preferences of a species of bird, design the optimum birdhouse for it Write a new ending for one of the fairy tales we read this month 8