Bloom's Taxonomy is a framework for classifying educational goals and objectives into levels of complexity and specificity. It was created in 1956 by education psychologist Benjamin Bloom and revised in 2001. The taxonomy categorizes learning objectives into three domains: cognitive, affective, and psychomotor. The cognitive domain involves knowledge and intellectual skills and has six levels - remembering, understanding, applying, analyzing, evaluating, and creating. The affective domain deals with attitudes, values, and emotions and also has five levels. The psychomotor domain involves physical skills and manipulations and its levels range from perception to complex overt responses. Bloom's Taxonomy provides a useful guide for designing instructional objectives and assessments across different learning types and depths

2. Prepared By
Rupinder Kaur Bajwa

3. What is it???
• Bloom’s Taxonomy is a chart of ideas
Named after
the creator,
Benjamin
Bloom
A Taxonomy is an
arrangement of
ideas
or a way to
group things
together

4. The Three DOMAINS

5. COGNITIVE DOMAIN
• RATIONAL LEARNING: THINKING-
Emphasis upon knowledge, using
the mind, and intellectual abilities.

6. AFFECTIVE DOMIAN
• EMOTIONAL LEARNING: FEELING –
Concerned with attitudes,
appreciations, interests, values
and adjustments.

7. PSYCHOMOTOR DOMAIN
• PHYSICAL LEARNING: DOING -
Emphasizes speed, accuracy,
dexterity, and physical skills.

8. COGNITIVE DOMAIN
• Bloom’s
Taxonomy is an
order of learning
with six levels.
Knowledge
Evaluation
Synthesis
Analysis
Application
Comprehension

9. Bloom’s Taxonomy
You may see the levels organized differently
in other charts

10. Who is Dr. Benjamin Bloom??
• He was a teacher,
thinker, & inventor
• He worked at a
college
• He created a list
about how we think
about thinking… you
may want to read that
again!
1913-1999

11. Taxonomy means 'a set of classification
principles', or 'structure',
and Domain simply means 'category‘.
The most well known description of learning
domains was developed by Benjamin Bloom.
It is known as :
“Bloom’s Taxonomy

13. A taxonomy classifies information into a
hierarchy of levels.
Domain taxonomies reveal that what
educators want students to accomplish
(expressed by educational objectives) can be
arranged into levels of complexity, and
that those levels are best fulfilled
sequentially.
Domain Taxonomies

15. The levels of thinking
• There are six levels of
learning according to Dr.
Bloom
• The levels build on one
another. The six levels all
have to do with thinking.
• Level one is the lowest
level of thinking of
thinking
• Level six is the highest
level of thinking
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation

16. New names??
• Some people have
renamed these levels
to make them easier
to remember
• Some people even
switch the last two
levels around
Knowledge- Remembering
Comprehension- Understanding
Application- Applying
Analysis- Analyzing
Synthesis- Creating
Evaluation- Evaluation

17. • 1KNOWLEDGE of specifics
• knowledge of terminology
• knowledge of specific facts
• 2.Knowledge of ways and means dealing with specifics
• knowledge of conventions
• Knowledge of trends and sequences
• Knowledge of criteria
• Knowledge of methodology
• Knowledge of classifications and categories
• 3. Knowledge of universals and abstractions
• Knowledge of principles and generalisations
• Knowledge of Theories and structures
• Key words:
list, define, tell, describe, identify, show, label, collect,
examine, tabulate, quote, name, who, when, where, etc.

18. 1. KNOWLEDGE
• Recalling, Remembering, and
Recognizing.
• Emphasizing facts, information, and
specifics. Involves remembering material
in form very close to how it was originally
presented.
• Depends upon memorizing or identifying
facts without asking beyond.

19. Knowledge/Remembering- Do it…
• Write a list of
vegetables.

20. Comprehension or
Understanding
• understanding information
• grasp meaning
• translate knowledge into new
context
• interpret facts, compare,
contrast
• order, group, infer causes
• predict consequences
• Key words:
summarize, describe, interpret,
contrast, predict, associate,
distinguish, estimate,
differentiate, discuss, extend

21. 2. COMPREHENSION
• Describing and Explaining
• Grasping the meaning and intent of
the material.
• Deals with content and involves ability
to understand what is being
communicated.

22. COMPREHENSION

23. Comprehension/ Understanding-
Do it…
• Retell the story of the
“Three Little Pigs” in
your own words.

24. Application or Applying
• use information
• use methods, concepts,
theories in new situations
• solve problems using
required skills or
knowledge
• Key words:
apply, demonstrate,
calculate, complete,
illustrate, show, solve,
examine, modify, relate,
change, classify,
experiment, discover

25. 3. APPLICATION
• Applying Information
• Using what is remembered and
comprehended.
• Applies learning to real life, new,
and/or concrete situations.
• It is ability to use knowledge and
learned material in meaningful ways.

26. Application/Applying- Do it…
• Make a model of a
swing set with paper
and explain how it
works.

27. APPLICATION
• GENERALISATION OF FACTS,LAWS,
PRINCIPLES & THEORIES
• DIAGNOSIS OF PUPILS WEAKNESSES
• APPLICATION OF CONTENTS OR
TERMS & LAWS BY PUPILS

28. Analysis or Analyzing
• seeing patterns
• organization of parts
• recognition of hidden
meanings
• identification of
components
• Key words:
analyze, separate, order,
explain, connect, classify,
arrange, divide, compare,
select, explain, infer

29. 4. ANALYSIS
• Reasoning
• Breaking material into parts and
determining the relationships of these
parts to each other and to the whole.

30. Analysis/ Analyzing
• Make a family tree
showing relationships.
1. ANALYSIS OF
ELEMENTS
• 2.ANALYSIS OF
RELATIONSHIPS
• 3.ANALYSIS OF
ORGANISATIONAL
PRINCIPLES

31. Synthesis or Creating
• use old ideas to create new
ones
• generalize from given facts
• relate knowledge from several
areas
• predict, draw conclusions
• Key words:
combine, integrate, modify,
rearrange, substitute, plan,
create, design, invent, what if?,
compose, formulate, prepare,
generalize, rewrite

32. Synthesis/Creating- Do it…
• Design a magazine
cover that would
appeal to kids in your
class.

33. 5. SYNTHESIS
• Creating
• Putting together parts and elements into a
new form.
• Organizing ideas into new patterns and
putting materials together in a structure
which was not there before.

34. SYNTHESIS
• PRODUCTION OF A UNIQUE
COMMUNICATION
• PRODUCTION OF APLAN OR
PROPOSED SET OF OPERATIONS
• DERIVATION OF A SET OF ABSTRACT
RELATION

35. Evaluation or Evaluating
• compare and discriminate
between ideas
• assess value of theories,
presentations
• make choices based on
reasoned argument
• verify value of evidence
• recognize subjectivity
• Key words
assess, decide, rank, grade,
test, measure, recommend,
convince, select, judge,
explain, discriminate, support,
conclude, compare,
summarize

36. Evaluation/Evaluating- Do it…
• Make a booklet about
5 rules you see as
important. Convince
others.
• 1.INTERNAL
JUDGEMENT
• 2. EXTERNAL
JUDGEMENT

37. 6. EVALUATION
• Evaluating
• Judging the values of ideas, methods,
materials, procedures, and solutions
by developing and/or using
appropriate criteria.

39. Bloom’s Taxonomy and Research
• When doing research you should
always start with the lower levels
of thinking
– You must have basic knowledge
before you can advance to deeper
ideas
– One great way to improve your
knowledge is to READ, READ,
READ about your research topic
• When doing research, always be
sure to stretch your thinking to the
higher levels of thinking
– After you’ve explored your basic
knowledge base, challenge your
self to new ideas
– Always keep a Bloom’s Taxonomy
“cheat” sheet with you to help you
hit the higher levels of thinking

40. 2. Affective domain
• An individual’s emotions,
attitudes, appreciations, interests,
and/or values about “something”
or someone

41. 2. Affective domain
Affective: growth in feelings or emotional areas
(Attitude)
(feelings, emotions and behaviour, ie., attitude, or 'feel')

44. (1)Receiving :
(2) 1.AWARNESS OF THE PHENONENON
2.WILLINGNESS TO RECEIVE PHENOMENON
3.CONTROLLED AND SELECTED ATTENTION
(2) Responding :
1. OBEDIENCE FOR RESPONDING
2. WILLINGNESS TO RESPOND
3. SATISFACTION IN RESPONSE

45. VALUING
• (3) Valuing :
• 1.ACCEPTANCE OF A VALUE
• 2.PREFERENCE FOR A VALUE
• 3.COMMITMENT TO SA VALUE

46. (4) Organization :
1.CONCEPTUALISATION OF A VALUE
2. ORGANISATION OF A VALUE SYSTEM

47. Characterization :
(5) Characterization :
1.GENERALISED SET
2.CHARACTERISATION

48. Psychomotor domain
• Physical activities involving gross
and/or fine motor skills, such as
coordination, dexterity, strength,
manipulation, and speed

49. Cognitive Domain Levels
Level Description Verbs
Knowledge To recall or recognize information in
some pre-arranged form.
Define
List
Comprehen-
sion
To understand meaning of information
based on prior learning.
Describe
Explain
Interpret
Application To utilize information to complete a
task with limited direction.
Compute
Solve
Use
Analysis To classify and relate assumptions or
evidence.
Contrast
Examine
Synthesis To integrate or combine ideas into a
new product or plan.
Design
Develop
Organize
Evaluation Critique idea based on specific
standards and criteria.
Appraise
Judge
Justify

50. Affective Domain Levels
Level Description Verbs
Receiving Being aware of, or attending to
something in the environment.
Listen
Notice
Tolerate
Responding Showing some new behavior as a
result of experience.
Comply Enjoy
Follow
Valuing Showing some definite involvement
or commitment.
Carry out,
Express
Organization Integrating a new value into one's
general set of values relative to other
priorities.
Choose
Consider Prefer
Characterizatio
n
Acting consistently with the new
value; person is known by the value.
Act on Depict
Exemplify

51. ffective Domain
The affective domain may be
the least understood, and in
many ways, the most
important of the learning
domains. A similar system
for specifying attitudinal
objectives has been
developed by D.R.
Krathwohl. Like the Bloom
taxonomy, Krathwohl's
hierarchy attempts to
arrange these objectives in
an order of difficulty.
Since the affective domain is
concerned with a student's
attitudes, personal beliefs,
and values, measuring
educational objectives in this
domain is not easy. For
example, how is a positive
attitude toward safety
evaluated? Observable
safety-related behavior
indicates a positive attitude,
but this is not like a simple
pass/fail test that can be
used to evaluate cognitive
educational objective levels.
Although a number of
techniques are available for
evaluation of achievement in
the affective domain, most
rely on indirect inferences.

52. Psychomotor Domain Levels
Level Description Verbs
Perceiving Recognizing movement position or pattern. Listen Observe
Patterning (SET) Reproducing movement position or pattern. Imitate
Practice
GUIDED
RESPONSE
Using or modifying movement position or
pattern.
Adjust Modify
MECHANISM Demonstrating efficient control in performing
pattern.
Improve
Master
COMPLEX
OVERT
RESPONSE
Performing movement pattern in different ways. Design
Develop
ADAPTATION Originating novel movement or movement
combinations.
Construct
Invent
ORIGINATION Creating unique movement pattern. Create Invent

53. Psychomotor Domain
• There are several
taxonomies which deal
with the psychomotor
domain (physical skills),
but none are as
popularly recognized as
the Bloom and
Krathwohl taxonomies.
However, the taxonomy
developed by E.J.
Simpson also is
generally acceptable.
• Psychomotor or
physical skills always
have been important in
aviation. Typical
activities involving these
skills include learning to
fly a precision
instrument approach
procedure,
programming a GPS
receiver, or using
sophisticated
maintenance
equipment. As physical
tasks and equipment
become more complex,
the requirement for
integration of cognitive
and physical skills

54. Conclusion
It can be said that an educational process
without objectives would be like a
rudderless ship with neither the teacher nor
the learner having any control and final
destination may be quite different from the
intended.