This document discusses Bloom's Taxonomy and its relevance in classroom instruction. Bloom's Taxonomy classifies learning objectives into cognitive, affective, and psychomotor domains. It helps teachers develop learning objectives at different levels, form appropriate questions, design relevant learning activities, and assess students across various levels of learning. Using Bloom's Taxonomy, teachers can effectively plan lessons, engage students, and evaluate student understanding.

1. RELATION BETWEEN BLOOM’S TAXONOMY
AND CLASSROOM TRANSACTION
DR. KAVITA BATRA
ASSISTANT PROFESSOR
M.M. COLLEGE OF EDUCATION
FATEHABAD, HARYANA

2. I D E N T I F Y I N G C A P A C I T I E S A N D P O T E N T I A L O F
S T U D E N T S
PROCESS OF BRINGING DESIRABLE
CHANGES

3. BLOOM’S TAXONOMY
Given by Benjamin Bloom in 1956
• TAXONOMY- word derived from Greek word
‘taxis’ which means systemic classification.
it is scientific process of arranging things
into groups .
• It means “ law of arrangement”.

4. EDUCATION IS LIFE LONG LEARNING
PROCESS

5. ASPECTS OF HUMAN
BEHAVIOR
3 aspects of human behavior
• Cognitive Domain: Knowledge (think)
• Affective Domain: Attitude (feel)
• Psychomotor Domain: Skill (do)

6. COGNITIVE DOMAIN
• It deals with the development of intellectual abilities
and skills such as thinking , problem-solving, creativity
etc.

7. AFFECTIVE DOMAIN
It is concerned with the interests, emotions,
appereciation, attitudes, mental tendencies, and
value of pupils.

8. PSYCHOMOTOR DOMAIN
It is concerned with the training of the students
physical activities and the development of the
skills.

9. BLOOM’S REVISED TAXONOMY
•1990s – Lorin Anderson , a former
student of Bloom revisited the
cognitive level in the taxonomy.
•As a result , a number of changes
were made.

10. CHANGE IN TERMS
•Changing the names in the six
categories from noun to verb
form.

11. REVISED TAXONOMY

13. NEED OF BLOOM’S TAXONOMY IN
CLASSROOM TRANSECTION
Lesson Planning
Questioning
Activities
Assessment

14. LESSON PLANNING
• Bloom’s Taxonomy helps in developing learning objectives which
explains the process of learning.
Bloom’s Level
• Remember
• Understanding
• Application
• Analysing
• Evaluation
• Creating
Action Verbs
• List, recite, define,
recall, recognise etc.
• Describe, explain,
example, discuss
• Apply ,illustrate, use,
perform
• Classify, simply,
criticize, analyse
• Judge, select, grade,
compare
• Design, create, modify,
develop
Examples of learning
objectives
• By the end of this
lesson, the students
will be able to
• By the end of this
lesson, the students
will be able to
• By the end of this
session students will
be able to
• By the end of this
session students will
be able to
• By the end of this
session students will
be able to
• By the end of this
session students will
be able to

15. QUESTIONING
Each level skill is associated with a verb as
learning is an action. So the question asked in
class or in written assignment should cover all
the levels of taxonomy pyramid.
• Objective Assessments: MCQ, matching , fill
in the blanks type questions tend to focus only
on the two lowest levels of Bloom’s Taxonomy
– Remembering and understanding.
• Subjective Assessments: Essay responses,
experiments, portfolio, performance tend to

16. CREATING LEARNING ACTIVITIES
Bloom’s taxonomy helps educators create appropriate
learning activities for the level of learning that is taking
place. For example, on a course focused at the lower
levels of learning, an activity that involves analysis or
creation may be unsuitable. Bloom’s taxonomy helps
instructions set the activities at the right level.
Remembering: Include relevant examples, interesting
videos & visuals can help learners to remember
content.
Understanding: Use checkpoint questions and
assessments can test learner’s understanding of what
they have read or watched.
And so on………

17. ASSESSMENT
It is important to use the right type of
assessment at the right time. In order
to ensure accurate measurement of
student achievement, it is important to
access the student across each of the
six levels. It will help the teacher to
know the achievement of learning
objectives.