The document discusses Benjamin Bloom and his influential taxonomy of educational objectives, including his initial work developing the cognitive domain with Ralph Tyler. It describes revisions to Bloom's Taxonomy led by Lorin Anderson in the 1990s that updated the terminology to verb forms and restructured it for 21st century use in curriculum, instruction, and assessment.

3. - orderly classification of
items according to a
systematic relationship
(low to high, small to big,
or simple to complex)

4. He was one of the greatest minds to
influence the field of education. He was
born on February 21, 1913 in Lansford,
Pennsylvania. As a young man, he was
already an avid reader and curious
researcher.

5. Bloom’s most recognized and highly
regarded initial work spawned from his
collaboration with his mentor and
fellow examiner Ralph W. Tyler and
came to be known as Bloom’s
Taxonomy.
These ideas are highlighted in his third publication, Taxonomy
of Educational Objectives: Handbook I, The Cognitive Domain.
He later wrote a second handbook for the taxonomy in 1964,
which focuses on the affective domain. Bloom’s research in
early childhood education, published in his 1964 Stability and
Change in Human Characteristics sparked widespread interest
in children and learning and eventually and directly led to the
formation of the Head Start program in America. In all, Bloom
wrote or collaborated on eighteen publications from 1948-1993.

7. Fire Alarm
Observations of both
elementary and secondary
classrooms has shown that
teachers significantly overuse
knowledge questions. In fact,
during the course of an

8. Analysis is the
ability to break
down material into
its component
parts.
To analyze requires students to
identify reasons, causes or
motives and reach conclusions
and generalization.

9. analyze
distinguish
examine
compare categorize
contrast identify
investigate explain
separate
advertise

10. What are some of the factors that
cause rust?
Why did the United States go to war
with England?
What literary devices did the writer
use to make the selection
interesting to the readers?

11. Conduct an investigation Make a flow chart to
to produce information show the critical stages
to support a view. of human development.
Write a commercial to sell a new
product.
Review a work of art in Construct a bar graph to
terms of form, color and illustrate selected
texture. information.

12. Synthesis questions challenge
students to engage in creative and
original thinking.
These questions invite students
to produce original ideas and
solve problems.

14. • How would your life be different if
1 you could breathe under water?
• How would you assemble these
2 items to create a windmill?
• What other things can you save
3 in order to economize?

15. Create a new
product. Give Compose a Make up a
it a name and rhythm or put new language
plan a new words to code and
marketing a known write material
campaign. melody. using it.

16. Evaluation requires
an individual to
make a judgment
about something.
Evaluation questions do not
have single right answers.

17. judge choose verify
select justify argue
decide debate recommend
assess
discuss
rate
determine
prioritize

18. Prove that the ant did right in
storing food for the rainy day.
Did the grasshopper deserve to go
hungry? Cite reasons for your answer.
What can you say about people who
recklessly spend their salary without
thinking of saving a portion of it for future
use? What advice can you give them?

19. Conduct a debate about an
issue of special interest.
Write a letter to ... advising on
changes needed at...
Prepare a list of criteria to judge a ... show.
Indicate priority and ratings.

20. Expert Opinion
Never end a presentation by
asking, “Are there any
questions?” This is the surest way
to turn off students. Instead, say
something like, “Take five
minutes and write down two
questions you have about the
lesson. Share those questions
and discuss possible answers
with a partner.”

21. *** Knowledge ***
Who are in the picture?
Where was this picture taken?

22. *** Comprehension ***
What is happening in this picture?
Why are these children dressed like this?

23. *** Application ***
How would you describe the photograph to
others?
What caption would you write for this
photograph?

24. *** Analysis ***
Why are these children here and not in
school?
What do you know about their lives based
on this photo?

25. *** Synthesis ***
What might these children say about their
work in an interview setting?
What might they say about their future?

26. *** Evaluation ***
What is the significance of this photo
for the time period depicted?
Compare this photo with one of the
children in a subdivision of the same
age. How are their lives similar? How
are they different?

27. During the 1990's, a former student of
Bloom's, Lorin Anderson, led a new
assembly which met for the purpose of
updating the taxonomy, hoping to add
relevance for 21st century students and
teachers.
The changes occur in three broad
categories: terminology, structure, and
emphasis.

28. Bloom's six major categories were
changed from noun to verb forms.

30. The new terms are defined as:
Remembering: Retrieving, recognizing,
and recalling relevant knowledge from
long-term memory.
Understanding: Constructing meaning
from oral, written, and graphic messages
through interpreting, exemplifying,
classifying, summarizing, inferring,
comparing, and explaining.

31. Applying: Carrying
out or using a
procedure through
executing, or
implementing.
Analyzing: Breaking material into
constituent parts, determining how
the parts relate to one another and to
an overall structure or purpose
through differentiating, organizing,
and attributing.

32. Evaluating: Making judgments
based on criteria and standards
through checking and critiquing.
Creating: Putting elements
together to form a coherent or
functional whole; reorganizing
elements into a new pattern or
structure through generating,
planning, or producing.

33. STRUCTURAL CHANGES
The The Cognitive Process Dimension
Knowledge
Dimension Remember Understand Apply Analyze Evaluate Create
Factual
List Summarize Classify Order Rank Combine
Knowledge
Conceptual
Describe Interpret Experiment Explain Assess Plan
Knowledge
Procedural
Tabulate Predict Calculate Differentiate Conclude Compose
Knowledge
Meta-
Appropriate
Cognitive Execute Construct Achieve Action Actualize
Use
Knowledge

34. Changes in Emphasis
The revised version of the taxonomy is
intended for a much broader audience.
Emphasis is placed upon its use as a
"more authentic tool for curriculum
planning, instructional delivery and
assessment“.

35. Reporter:
MISS FLORABEL M. BIASONG
ABUYOD NATIONAL HIGH SCHOOL