This document discusses revisions to Bloom's Taxonomy of cognitive skills. It outlines Anderson and Krathwohl's 2001 revision of Bloom's Taxonomy, including the hierarchical and linear nature of the model. It also notes criticisms of the taxonomy, such as that thinking is a non-linear process and the categories overlap. The document explores testing and critiquing the revised model, examining its usefulness for lesson planning, materials design, and curriculum design, as well as implications for assessing task complexity based on content, strategies used, and environmental factors.

1. Transforming Thinking about
Thinking Skills:
Reimagining Bloom’s
Taxonomy
Alan S. Mackenzie
Eaquals Prague, April 2018

3. Where we work

5. Anderson &
Krathwohl 2001
Revised Bloom’s Taxonomy of
the Cognitive Domain
LOTS
HOTS Analyse Evaluate
Remember
Understand
Apply
Create

6. Criticisms
• Hierarchical
• Linear
• Discrete
• Increasingly more difficult
Responses
• We need to flatten the
pyramid.
• Thinking is a non-linear
dynamic process.
• There is overlap between the
categories.
• Not necessarily…

13. Critical vs. Creative

16. Testing the model

18. Critiquing the model
• Usefulness?
• Lesson planning
• Materials design
• Curriculum design
• Implications for judging task complexity:
• Content
• Strategy use
• Environmental factors:
• Task setter expectations
• Previous learning
• Resource availability

19. Thank you!
amackenzie@transformelt.com