The document outlines Bloom's Taxonomy of the Cognitive Domain, which categorizes different levels of thinking and learning. It presents the six main categories - Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation - and provides examples of verbs and thinking skills associated with each level. The taxonomy is intended to help educators develop lessons and assessments that engage students at higher levels of thinking.

1. BLOOM’S
TAXONOMY
OF THE COGNITIVE
DOMAIN

2. BLOOM’S TAXONOMY
Competence Skills Demonstrated
Knowledge The recall of specific information
Comprehension Understanding of what was read
Application Converting abstract content to concrete
situations
Analysis Comparison and contrast of the content to
personal experiences
Synthesis Organization of thoughts, ideas, and information
from the content
Evaluation Judgment and evaluation of characters, actions,
outcomes, etc., for personal reflection and
understanding

3. KNOWLEDGE
Memorization
 Observation and recall of information
 Knowledge of dates, events, places
 Knowledge of major ideas
 Mastery of subject matter

4. KNOWLEDGE
Memorization
 Arrange
 Define
 Describe
 Duplicate
 Identify
 Label
 List
 Memorize
 Name
 Order
 Quote
 Recall
 Recognize
 Relate
 Repeat
 Reproduce

5. COMPREHENSION
Understanding
 Understand information
 Grasp meaning
 Translate knowledge into new content
 Interpret facts, compare, contrast
 Order, group, infer causes
 Predict consequences

6. COMPREHENSION
Understanding
 Classify
 Describe
 Discuss
 Explain
 Express
 Identify
 Indicate
 Locate
 Recognize
 Report
 Restate
 Review
 Select
 Translate

7. APPLICATION Using
 Use information
 Use methods, concepts, theories in new
situations
 Solve problems using required skills or
knowledge

8. APPLICATION Using
 Apply
 Choose
 Demonstrate
 Dramatize
 Employ
 Illustrate
 Interpret
 Operate
 Practice
 Schedule
 Sketch
 Solve
 Use
 Write

9. ANALYSIS Taking apart
 Recognition of patterns
 Organization of parts
 Discovery of hidden meanings
 Identification of components

10. ANALYSIS Taking apart
 Analyze
 Appraise
 Calculate
 Categorize
 Compare
 Contrast
 Criticize
 Differentiate
 Discriminate
 Distinguish
 Examine
 Experiment
 Question
 Test

11. SYNTHESIS Putting together
 Use old ideas to create new ones
 Generalize from given facts
 Relate knowledge from several areas
 Predict, draw conclusions

12. SYNTHESIS Putting together
 Arrange
 Assemble
 Collect
 Compose
 Construct
 Create
 Design
 Develop
 Formulate
 Manage
 Organize
 Plan
 Prepare
 Propose
 Set up
 Write

13. EVALUATION Judging
 Compare and discriminate between ideas
 Assess value of theories, presentations
 Make choices based on reasoned argument
 Verify value of evidence
 Recognize subjectivity

14. EVALUATION Judging
 Appraise
 Argue
 Assess
 Attach
 Choose
 Compare
 Defend
 Estimate
 Judge
 Predict
 Rate
 Select
 Support
 Value
 Evaluate
 Explain

15. REFERENCES
 Bloom, B., Englehart M., Furst, E., Hill,
W.,& Krathwohl, D. (1956). Taxonomy of
educational objectives: The classification of
educational goals. Handbook I: Cognitive
Domain. New York: Longmans Green.

16. Web resources
 http://www.che.wsu.edu/~millerre/bloom.html
 http://www.coun.uvic.ca/learn/program/hndouts/blo
om.html
 http://www.kent.wednet.edu/KSD/MA/resources/blo
oms/teachers_blooms.html
 http://www.tecweb.org/eddevel/blooms.html
 http://www.valdosta.peachnet.edu/~whuitt/psy702/c
ogsys/critthnk.html

17. BLOOM’S
TAXONOMY
applied to
GOLDILOCKS AND THE THREE
BEARS

18. KNOWLEDGE
the recall of specific information
 Who was Goldilocks?
 Where did she live? With whom?
 What did she do in the forest?

19. COMPREHENSION
an understanding of what was read
 This story is about ___________ (topic).
 This story tells us _________(main idea).
 What did Goldilocks look like?

20. APPLICATION
the converting of abstract content to concrete situations
 How were the bears like real people?
 Why did Goldilocks go into the little house?
 Draw a picture of what the bears’ house
looked like.
 Draw a map showing Goldilocks’ house, the
path in the forest, the bears’ house, etc.

21. ANALYSIS
the comparison and contrast of the content to personal
experience
 How did each bear react to what Goldilocks
did?
 How would you react?
 Compare Goldilocks to any of your friends.
 Do you know any animals (pets) that act
human?

22. SYNTHESIS
the organization of thoughts, ideas, and information from the
content
 List the events of the story in sequence.
 Do you know any other stories about little girls or
boys who escaped from danger?
 Make a diorama of the bears’ house and the forest.
 Make a puppet out of one of the characters. Using
the puppet, act out his/her part of the story.

23. EVALUATION
the judgment and evaluation of characters, actions, outcomes,
etc., for personal reflection and understanding
 Why were the bears angry with Goldilocks?
 Do you think Goldilocks was happy to get
home? Explain your answer.
 Do you think she learned anything by going into
the bears’ house? Explain your answer.
 Would you have gone into the bears’ house?
Why or why not?

24. EVALUATION CON’T.
 Do parents have more experience and background
than their children? Give an example from your own
history.
 Do you think this really happened to Goldilocks?
Why or why not?
 Why would a grown-up write this story for children
to read?
 Why has the story of Goldilocks been told to
children for many, many years?

25. References
 http://www.ops.org/reading/bloo
ms_taxonomy.html