blooms taxonomy

1. REVISED BLOOM’S
TAXONOMY
How to Use Higher Order Thinking Skills in the
Classroom
By: Laura Davis
June 5, 2011

2. Table of Contents
 Higher Order Thinking
 What is Bloom’s Taxonomy?
 Old vs. New
 Who uses Bloom’s?
 Remembering
 Understanding
 Applying
 Analyzing
 Evaluating
 Creating
 Other Visualizations of Bloom’s
 Digital Revised Bloom’s Taxonomy

3. Thinking is the hardest work there is, which
is probably the reason why so few engage
in it.
-Henry Ford
Higher Order Thinking

4. Quick Facts about Higher Order
Thinking
H: Higher
O: Order
T: Thinking
 No one thinks perfectly or poorly all the time.
 Memorizing something is not the same as
thinking about it.
 You can memorize something without
understanding it.
 Thinking is done in both words and pictures.
 There are three main types of intelligence and
thinking: analytical, creative and practical.
 All three intelligences and ways of thinking are
useful in our everyday lives.
 You can improve your thinking skills by
understanding the processes involved in thinking.
 Metacognition-thinking about thinking-is part of
higher order thinking.
http://www.cdl.org/resource-library/articles/highorderthinking.php

5. Higher Order Thinking
(HOT)
 HOT does not include memorization.
 HOT requires that we do something with the facts.
 We must understand them, connect them to each
other, categorize them, manipulate them, put them
together in new or novel ways, and apply them as we
seek new solutions to new problems.
 Higher Order Thinking involves metacognition.
 Metacognition is thinking about your thinking. When a
learner uses metacognition they are contemplating and
revising their thoughts continuously to make sure they
truly understand the information.

6. What is it and where did it come from?
Bloom’s Taxonomy

7. Bloom’s Timeline
 1948: Benjamin Bloom and a group of
psychologists studied classroom activities and
goals teachers has while planning these
activities.
 Through this study three domains were
concluded:
 Cognitive Domain
 Affective Domain
 Psychomotor Domain
 Cognitive Domain was split into a hierarchy of
6 thinking skills:
knowledge, comprehension, application, analysis, synthesis, and
evaluation.
http://learngen.org/Resources/lgend101_norm1/3000/3100_4/3130/3131alias2.html

8. Original Bloom’s Taxonomy
 According to the
original Bloom’s
Taxonomy, the lowest
order of thinking is
knowledge
(remembering
something) and
comprehension
(knowing what
something use).
 These tiers were used
as building blocks to
help teachers scaffold
their lessons and build
students up to the top
tier of thinking.

9. Bloom’s Timeline Continued
 1995: Lorin Anderson, a former student of
Benjamin Bloom, led another team of
psychologists in revising the original Bloom’s
Taxonomy to represent the 21st century.
 Changes occurred in
terminology, structure, and emphasis. See the
next slide for more information on the
changes.
 2001: The final revision of Bloom’s Taxonomy
was published.

10. Old vs. New Bloom’s
Notice the terminology changes in the comparison above.

11. What’s the Difference?
 Terminology: Used nouns
to describe the levels of
thinking.
 Structure: One
dimensional using the
Cognitive Process.
 Emphasis was originally
for educators and
psychologists. Bloom’s
taxonomy was used by
many other audiences.
 Terminology: Uses verbs to
describe the levels of
thinking.
 Structure: Two dimensional
using the Knowledge
Dimension and how it
interacts with the Cognitive
Process. See next slide for an
interactive grid.
 Emphasis is placed upon its
use as a more authentic tool
for curriculum
planning, instructional
delivery and assessment.
Original Bloom’s Taxonomy Revised Bloom’s Taxonomy
http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy#Revised_Bloo
m.27s_Taxonomy_.28RBT.29

12. Procedural Knowledge: How to do something, methods of inquiry, and
criteria for using a skill, algorithm, technique or method.
Meta-Cognitive Knowledge: The awareness of one’s own cognition.
Two Dimensional Blooms Taxonomy
The
Knowledg
e
Dimensio
n
Remembe
r
The
Understa
nd
Cognitive
Apply
Process
Evaluate
Dimensio
n
Create
Factual
Knowledg
e
List
Summariz
e
Classify Rank Combine
Conceptua
l
Knowledg
e
Describe Interpret
Experimen
t
Assess Plan
Procedural
Knowledg
e
Tabulate Predict Calculate Conclude Compose
Meta-
Cognitive
Knowledg
e
Appropriat
e Use
Execute Construct Action Actualize
http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy#Revised_Bloo
m.27s_Taxonomy_.28RBT.29
Factual
Knowledge:
The basic
elements that
must be
known within
a discipline.
Conceptual
Knowledge:
The
interrelations
hips among
the factual
knowledge.

13. Those who know how to think need no
teachers.
-Mahatma Gandhi
Who uses Bloom’s?

14. We all think…but are we using HOT
skills?

15. Using Bloom’s in the
Classroom
Using questions
from all levels of
Bloom’s will help
you scaffold
learning and
differentiate
instruction the
easy way!
Teacher
s can
impleme
nt
Bloom’s
Taxono
my by
using
HOT
Question
s!
Creating: How
would you
adapt the plot
to create a
different story?
Evaluating: What
choice would you
have made if you
were in the story?
Analyzing: How is this story
related to your life?
Applying: What questions would you
ask in an interview with the main
character?
Understanding: What is the main idea of the
story?
Remembering: Who was the main character?

16. Tiers of Revised Bloom’s
Taxonomy

17. Lower Order Thinking Skill:
Remembering

18. Remembering Questions
 What is …?
 Where is …?
 How did ___ happen?
 Why did …?
 When did …?
 How would you show
…?
 Who were the main
…?
 Which one …?
 How is …?
 When did ___
happen?
 How would you
explain …?
 How would you
describe ..?
 Can you recall …?
 Can you select …?
 Can you list the three
…?
 Who was …?

19. Using Remembering in a
Lesson
 Make a list of the main
events.
 Make a timeline of
events.
 Make a facts chart.
 Write a list of any
pieces of information
you can remember.
 List all the …in the
story.
 Make a chart
showing…
 Make an acrostic.
 Websites to help
scaffold with this tier:
 www.Spellingcity.com
 www.Thatquiz.org
 www.Aplusclick.com
 www.Dictionary.com
 www.socialstudiesforkid
s.com/subjects/timelines
.htm

20. Lower Order Thinking Skill:
Understanding

21. Understanding Questions
 How would you classify
the type of …?
 How would you
compare …? contrast
…?
 Will you state or
interpret in your own
words …?
 How would you
rephrase the meaning
…?
 What facts or ideas
show …?
 How would you
summarize …?
 What is the main idea
of …?
 Which statements
support …?
 Can you explain what is
happening …? what is
meant …?
 What can you say
about …?
 Which is the best
answer …?

22. Using Understanding in a
Lesson
 Cut out or draw pictures to
show a particular event.
 Illustrate what you think the
main idea was.
 Make a cartoon strip showing
the sequence of events.
 Retell the story in your own
words.
 Paint a picture of some
aspect you like.
 Write a summary report of an
event.
 Prepare a flow chart to
illustrate the sequence of
events.
 Make a colouring book.
 Websites to help you
scaffold with this tier:
 www.Tagxedo.com
 www.Wordle.net
 www.makebeliefscomix.
com
 www.prezi.com
 www.bitstrips.com/creat
e/comic/
 www.toondoo.com/
 www.netrover.com/~king
skid/anchors/anchors_m
ain.htm

23. Moving up to Applying

24. Applying Questions
 How would you use …?
 What examples can you
find to …?
 How would you solve ___
using what you’ve learned
…?
 How would you organize
___ to show …?
 How would you show your
understanding of …?
 What approach would you
use to …?
 How would you apply what
you learned to develop …?
 What other way would you
plan to …?
 What would result if …?
 Can you make use of the
facts to …?
 What elements would you
choose to change …?
 What facts would you
select to show …?
 What questions would you
ask in an interview with
…?

25. Using Applying in a Lesson
 Construct a model to demonstrate how
it will work.
 Make a diorama to illustrate an
important event.
 Make a scrapbook about the areas of
study.
 Make a papier-mache map to include
relevant information about an event.
 Take a collection of photographs to
demonstrate a particular point.
 Make up a puzzle game showing the
ideas from an area of study.
 Make a clay model of an item in the
area.
 Design a market strategy for your
product.
 Dress a doll in costume.
 Paint a mural.
 Websites to help you
scaffold with this tier:
 www.animoto.com
 www.cropmom.com
 www.discoveryeducation
.com/free-puzzlemaker/
 www.teachingkidsbusine
ss.com/just-for-clicks-
business-game.htm
 http://marvel.com/game
s/cyos

26. Higher Order Thinking Skill:
Analyzing

27. Analyzing Questions
 What are the parts or
features of …?
 How is ___ related to …?
 Why do you think …?
 What is the theme …?
 What motive is there …?
 Can you list the parts …?
 What inference can you
make …?
 What conclusions can you
draw …?
 How would you classify...?
 How would you
categorize...?
 Can you identify the
different parts …?
 What evidence can you
find …?
 What is the relationship
between …?
 Can you distinguish
between …?
 What is the function of …?
 What ideas justify …?

28. Using Analyzing in a Lesson
 Design a questionnaire to gather
information.
 Write a commercial to sell a new
product.
 Conduct an investigation to produce
information to support a point of view.
 Construct a graph to illustrate
selected information.
 Make a jigsaw puzzle.
 Make a family tree showing
relationships.
 Put on a play about the study area.
 Write a biography of the study
person.
 Prepare a report.
 Arrange a party and record as a
procedure.
 Websites to help you
scaffold with this tier:
 http://dissect.froguts.com/
 www.zunal.com
 www.polleverywhere.com
 http://nces.ed.gov/nceskids
/createagraph/
 http://kids.familytreemagaz
ine.com/kids/
 www.kidsturncentral.com/t
opics/hobbies/genforms.ht
m
 www.timeforkids.com/TFK/
kids/hh/writeideas/articles/
0,28372,634428,00.html

29. Higher Order Thinking Skill:
Evaluating

30. Evaluating Questions
 Do you agree with the actions…?
with the outcome…?
 What is your opinion of …?
 How would you prove …?
Disprove…?
 Can you assess the value or
importance of …?
 Would it be better if …?
 Why did they (the character)
choose …?
 What would you recommend…?
 How would you rate the …?
 What would you cite to defend
the actions …?
 How could you determine…?
 What choice would you have
made …?
 How would you prioritize …?
 What judgment would you make
about …?
 Based on what you know, how
would you explain …?
 What information would you use
to support the view…?
 How would you justify …?
 What data was used to make the
conclusion…?
 What was it better that …?
 How would you compare the
ideas …? people …?

31. Using Evaluating in a Lesson
 Prepare a list of criteria to
judge a ……..show?
Remember to indicate
priorities and ratings.
 Conduct a debate about a
special issue.
 Make a booklet about 5
rules you see as important
to convince others.
 Form a panel to discuss
views.
 Write a letter to ....
advising on changes
needed at …
 Write a half yearly report.
 Present your point of view.
 Websites to help you
scaffold with this tier:
 www.rubistar.com
 www.funenglishgames.c
om/writinggames/debate
.html
 www.idebate.org/debata
base/search.php?junior
=yes
 www.bubblesnaps.com/
 www.fodey.com

32. Higher Order Thinking Skill: Creating

33. Creating Questions
 What changes would you make
to solve …?
 How would you improve …?
 What would happen if …?
 Can you elaborate on the reason
…?
 Can you propose an
alternative…?
 Can you invent …?
 How would you adapt ___ to
create a different …?
 How could you change (modify)
the plot (plan) …?
 What could be done to minimize
(maximize) …?
 What way would you design …?
 What could be combined to
improve (change) …?
 Suppose you could ___ what
would you do …?
 How would you test …?
 Can you formulate a theory for
…?
 Can you predict the outcome if
…?
 How would you estimate the
results for …?
 What facts can you compile …?
 Can you construct a model that
would change …?
 Can you think of an original way
for the …?

34. Using Creating in a Lesson
 Invent a machine to do a
specific task.
 Design a building to house
your study.
 Create a new product, give it
a name and then devise a
marketing strategy.
 Write about your feelings in
relation to …
 Design a record, book or
magazine cover.
 Sell an idea.
 Devise a way to …
 Compose a rhythm or put
new words to an old song.
 Websites to help you
scaffold with this tier:
 www.fantasticcontraptio
n.net
 www.magmypic.com/
 www.fakemagazinecove
r.com/
 www.createspace.com/T
ools/CoverCreator.jsp
 www.blogger.com
 www.wikispaces.com

35. Thought is the blossom; language the bud;
action the fruit behind it.
-Ralph Waldo Emerson
Other Visualizations of
Bloom’s

36. Blooming Orange

37. This is
based on
the
original
Bloom’s
but I
thought it
was a
great
illustration.
http://fisheggs.typepad.
com/forty-
fisheggs/2010/06/fisheg
g-129-blooms-
taxonomy-levels-of-
thinking.html

38. Blooming Butterfly

39. Technology is integrated in almost every
part of lesson preparation and presentation.
Scholars have now come up with a digital
Bloom’s Taxonomy. Check it out!!
DIGITAL Revised Bloom’s
Taxonomy

40. What do you use everyday? Are
you using your HOT skills?
There is a whole
website dedicated
to digital Bloom’s!
Check it out here:
http://visualblooms.
wikispaces.com/

41. Bibliography
EduPress. (n.d.). Questions for the Revised Bloom's Taxonomy.
Retrieved June 5, 2011, from EduPress Inc.:
http://www.highsmith.com/edupress/Quick-Flip-Questions-for-the-
Revised-Blooms-Taxonomy-c_23506705/EP729/
Lee, V. S. (1999). Creating a Blueprint for the Constructivist Classroom.
National Teaching & Learning Forum , 8 (4).
Thomas, A., & Thorne, G. (n.d.). Higher Order Thinking. Retrieved June
5, 2011, from Center for Development and Learning:
http://www.cdl.org/resource-library/articles/highorderthinking.php
University of Kansas. (2002). Reporting. Retrieved June 5, 2011, from
University of Kansas:
http://learngen.org/Resources/lgend101_norm1/3000/3100_4/3130/3131
alias2.html
Western Carolina University. (n.d.). Revised Bloom's Taxonomy Matrix.