Application of Bloom Taxanomy in Teaching

Workshop Programme
Welcome to All
Dr. ZAFAR IQBAL, Ph.D Education

Topic
Application of the Bloom
Taxonomy in our Teaching:
Cognitive Domain

Bloom Taxonomy: An Introduction
Bloom’s taxonomy is a classification system used
to define and distinguish different levels of
human cognition—i.e., thinking, learning, and
understanding.
Educators have typically used Bloom’s taxonomy
to inform or guide the development
of assessments(tests and other evaluations of
student learning), curriculum (units, lessons,
projects, and other learning activities), and
instructional methods such as questioning

Original Taxonomy
 Bloom’s taxonomy was originally published in 1956 by a team of
cognitive psychologists at the University of Chicago. It is named
after the committee’s chairman, Benjamin Bloom (1913–1999).
 The original taxonomy was organized into three domains:
 Cognitive Domain
 Affective Domain
 Psychomotor Domain
 Educators have primarily focused on the Cognitive model,
which includes six different classification levels: Knowledge,
Comprehension, Application, Analysis, Synthesis,
and Evaluation.

Revised Taxonomy

Level 1
KNOWLEDGE (INFORMATION)
How do I know that students have
reached this level?
 I can recall information about the subject,
topic, competency, or competency area; I
can recall the appropriate material at the
appropriate time.
 I have been exposed to and
have received the information about the
subject; thus, I can respond to questions,
Dr. ZAFpAR IeQBALr, Pfh.Do Edurcatmion relevant tasks, etc.

Level 1
 What do I do at this level?
 I read material, listen to lectures, watch
videos, take notes; I pass ‘True/False’,
‘Yes/No’, ‘multiple choice’, or ‘fill in the
blank’ tests which demonstrate
my general knowledge of the subject.
 I learn the vocabulary or terminology as
well as the conventions or rules associated
with the subject. Dr. ZAFAR IQBAL, Ph.D Education

Level 1
How will the teacher know that Student is
at this level?
 The teacher will
provide verbal or written tests on
the subject that can be answered by
simply recalling the material he has
learned about this subject.

Level 1
What does the teacher do at this
level?
The teacher directs, tells, shows,
identifies, examines the subject
or competency area at this level.

Level 1
 What are typical work products?
Answers to Knowledge level quizzes (‘True/False’,
‘Yes/No’, ‘fill in the blank’, or ‘multiple choice’).
Lists of definitions or relevant principles and
generalizations associated with the subject.
Modifications of example problems presented in the
textbook; for example, modest changes in numerical
values or units; i.e., solutions to problems which were
solved using ‘pattern recognition’. Dr. ZAFAR IQBAL, Ph.D Education

Level 1
•What are descriptive ‘process’ verbs?
define label listen list memorize name
read recall record relate repeat view

ACTIVITY 1, (5 Minutes)
 Design a Question Paper of your subject to
evaluate the Level of Knowledge of your
students with the help of following verbs
 define
 label
 Listen
 list
 memorize
 name

Model paper of Pakistan Studies to test
the Knowledge (Level)
 Define the desert and name five deserts in Pakistan. {7 Marks}
 Label the Map. Write the name of provinces. {4}
 List the rivers of Pakistan. {5}
 Name the first five presidents of Pakistan {5}

Level 2
COMPREHENSION (UNDERSTANDING

Level 2
COMPREHENSION (UNDERSTANDING)
 What are typical work products?
 Answers to Comprehension level quizzes and exams (‘multiple choice’
or textbook problems).
 Solutions to textbook problems which include
 (a) a summary of the learning objectives associated with the problem,
 (b) the problem statement in the form of a clearly labeled sketch,
specifications, and what is required,
 (c) a description of the general solution method (techniques and
procedures) used to solve the problem,
 (d) a discussion of the solution.

Level 2
COMPREHENSION (UNDERSTANDING)
What are descriptive ‘process’ verbs?
describe discuss explain Express identify locate
recognize report restate Review solve tell

the Understanding (Level)
 Describe importance of location of Pakistan {7 Marks}
 Explain why did Jinnah produce 14-Points {7}
 Express your views about the economy of Pakistan {5}
 Identify the causes of the Fall of East Pakistan. {10}

Design a Question Paper of your subject
to evaluate the Level of Understanding
of (your) students with the help of
following verbs
describe
discuss
explain
Express
identify
Dr. ZAFlARo IQBcAL, Pah.D tEduecation

Level 3
APPLICATION (INDEPENDENT PROBLEM SOLVING)
 How do I know that I have reached this level?
 I can recognize the need to use an idea, concept, principle, theory,
or general solution methods (techniques and
procedures) without being told and without any specific or
immediate context or clues. For example, I do not need to locate a
similar example in a textbook, nor do I need to know that an
assignment is for a particular course in order to recognize the need
to use a particular idea, etc.
 I also have the ability to recognize when a certain task or project is
beyond my current competency. This level
requires Knowledge and Comprehension.

Level 3
APPLICATION (INDEPENDENT PROBLEM
SOLVING)
I apply ideas, concepts,
principles, theories, or general
solution methods (techniques and
procedures) that I learned at the
Knowledge and Comprehension
level to new situations.

Level 3
SOLVING)
 How will the teacher know I am at this level?
 The teacher will be able to pose general questions
such as
 "How much protection from the sun is enough?"
 I will know how to answer the question by
defining and solving a problem.

Level 3
SOLVING)
 What are descriptive ‘process’ verbs?
apply demonstrate employ illustrate interpret
operate practice recognize solve use

the Application (Level)
 Interpret the relief and hydrology of Upper Indus Plane {7
Marks}
 Explain why did Jinnah produce 14-Points {7}
 By applying your knowledge suggest new economic activities in desert
Thar of Pakistan {5}
 Illustrate the causes of the Fall of East Pakistan. {10}

 Design a Question Paper of your subject to
evaluate the Level of Application of the
students with the help of following verbs;
 apply
 demonstrate
 employ
 illustrate
 interpret

Level 4
ANALYSIS (LOGICAL ORDER, COMPONENTS)
 How do I know I have reached this level?
 I can explain why. I can systematically examine ideas,
concepts, principles, theories, general solution methods
(techniques and procedures), reports, etc. and separate
these into their component parts or basic elements.
 I can use the results of this examination to clarify the
organization of the whole or to gain a global view.
 This level requires Knowledge and Comprehension Levels
of Learning; Application is not required.

Level 4
 What are typical questions I can ask myself that will
demonstrate my Analysis Level of Learning?
 What are the causal relationships between the parts and how the
whole functions?
 Can I explain, from the parts, why the whole does or does not
work?
 Are the conclusions supported by sound reasoning?
 Does the evidence provided support the hypothesis or the
conclusion?
 Are the conclusions supported by facts, opinions, or an analysis of
Dr. ZAFAR IQBAtLh, Peh.D Erdeucsatuionlts?

the Analysis (Level)
 Analyze the 14-Points with Lucknow Pact 1916. {7 Marks}
 Which of the following was the most important cause of the war of
Independence 1857.
Huge Empire
No law of Succession
Arrival of British {14}
Compare the Pothwar Pleatue with Baluchistan Pleatue. {10}

Level 4
analyze appraise break apart break down calculate
compare contrast debate diagram differentiate
examine experiment explain inspect inventory
question relate solve

 Design a Question Paper/ Testing tool of your subject to
evaluate the Level of analytical skills of the students.
 Helping verbs.
 analyze
 compare
 examine
 Question
 debate
 explain
 solve Dr. ZAFAR IQBAL, Ph.D Education

Level 5
SYNTHESIS (CREATE)
 I have the ability to assemble parts and elements into a
unified organization or whole that requires original or
creative thinking.
 I recognize new problems and develop new tools to solve
them.
 I create my own plans, models, hypotheses, etc. for
constructing solutions to problems.
 This Level of Learning requires Knowledge,
Comprehension, Application and Analysis Levels of
Learning. Dr. ZAFAR IQBAL, Ph.D Education

Level 5
SYNTHESIS (CREATE)
 What are the typical questions I can ask myself
that will demonstrate my Synthesis Level of
Learning?
 Can I create a project plan?
 Can I develop a model?
 Can I propose a design?

Level 5
SYNTHESIS (CREATE)
Arrange assemble collect compose construct
create design formulate manage organize

 Design a Question Paper or Testing Instrument
of your subject to evaluate the Level of
Synthesis of the students.
 Arrange
 assemble
 collect
 compose
 construct

Level 6
EVALUATION (APPRECIATION)
 I have the ability to judge and appreciate the
value of ideas, concepts, principles, theories,
or general solution methods (techniques and
procedures) using appropriate criteria.
 This level requires Knowledge,
Comprehension, Application, Analysis, and
Synthesis Levels of Learning.

Level 6
 What are typical statements and questions I can answer to that will demonstrate or show
my appreciation/evaluation?
 I can evaluate an idea in terms of ...
 For what reasons do I favor...?
 Which policy do I think would result in the greatest good for the greatest
number?
 Which of these models or modeling approaches is best for my current needs?
 How does this report demonstrate that the design is feasible?
 How does this report demonstrate the quality of the design?

Level 6
Evaluation level work products are very similar
to Comprehension level work products;
however, documentation will include a more
extensive discussion of the work.
 The content, amount, and depth of the
presentation is what distinguishes Evaluation
level work products from Comprehension level
work products; e.g., see items a through of
above.

Level 6
appraise assess choose compare estimate
(quality)
evaluate judge predict
(quality)
rate
value
select

 Design a Question Paper or Testing Instrument
of your subject to evaluate the Level of
Evaluation of the students with the help of
appraise
 assess
 choose
 compare
 estimate (quality)

Application of Bloom Taxanomy in Teaching

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