The document discusses Bloom's Taxonomy, which was created in 1956 by Benjamin Bloom to promote higher forms of thinking in education. Bloom's Taxonomy classifies educational objectives into levels of complexity, from lower order thinking skills like remembering to higher order thinking skills like analyzing and evaluating. It includes three domains: cognitive, affective, and psychomotor. The cognitive domain involves knowledge and intellectual skills. Bloom's Taxonomy provides a useful framework for setting learning goals and assessing student understanding at different levels. It has been revised over time but remains influential in educational theory and practice.

1. Bloom’s Taxonomy
Mohammad Ali
Lecturer
Faculty of Business Studies
Bangladesh University of Professionals
1

2. It’s Benjamin Bloom, the
man whose analysis of the
increasing depths of
learning gave us “Bloom’s
Taxonomy”.
Bloom's Taxonomy was created
in 1956 under the leadership of
educational psychologist Dr
Benjamin Bloom in order to
promote higher forms of thinking
in education, such as analyzing
and evaluating rather than just
remembering facts.
Bloom's taxonomy is a set of
three hierarchical models used to
classify educational learning
objectives into levels of
complexity and specificity.
Bloom's taxonomy is a set of
three hierarchical models used to
classify educational learning
objectives into levels of
complexity and specificity. 2

3. The Three Domains of Boom’s
Taxonomy
3

4. The committee identified three domains of educational
activities or learning (Bloom, et al. 1956):
Cognitive: mental skills (knowledge)
Affective: growth in feelings or emotional areas (attitude or
self)
Psychomotor: manual or physical skills (skills).
The Three Domains of Boom’s
Taxonomy
Cognitive Domain “Thinking”
Affective Domain “Feeling”
Psychomotor Domain “Doing”
4

5. The cognitive domain involves knowledge and the
development of intellectual skills (Bloom, 1956). This
includes the recall or recognition of specific facts,
procedural patterns, and concepts that serve in the
development of intellectual abilities and skills.
There are six major categories of cognitive an processes,
starting from the simplest to the most complex.
Cognitive Domain
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6. Cognitive Domain
Bloom’s Taxonomy is an order of
learning with six levels.
6

7. In 2001 Bloom’s taxonomy was revised by a group of
cognitive psychologists, led by Lorin Anderson (a former
student of Bloom).
Bloom's Revised Taxonomy
This new taxonomy
reflects a more active
form of thinking and
is perhaps more
accurate.
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8. The affective domain (Krathwohl, Bloom, Masia, 1973)
includes the manner in which we deal with things
emotionally, such as feelings, values, appreciation,
enthusiasms, motivations, and attitudes.
Affective Domain
Affective: growth in feelings or
emotional areas
8

9. Affective Domain
9

10. Psychomotor Domain
The psychomotor domain (Simpson,
1972) includes physical movement,
coordination, and use of the motor-
skill areas. Development of these
skills requires practice.
Thus, psychomotor skills rage from
manual tasks, such as digging a
ditch or washing a car, to more
complex tasks, such as operating a
complex piece of machinery or
dancing.
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11. Psychomotor Domain
(Dave,1975)
Im
itation
Im
itation
Manipulation
Manipulation
Precision
Precision
Articulation
Articulation
Naturalization
Naturalization
11

12. The Application of Bloom’s
Taxonomy for Active Learning
12

13. The mind is not a vessel to
be filled, but a fire to be
ignited.
Plutarch
Greek Biographer
13

14. Problem
Scenario 1—the instructor’s view
14
You have just given a brilliant lecture
on a very important concept in your
field.
Most of the students simply
did not get the basic concept.
The assignment quality is very
poor.
“What is wrong with the students?”

15. Problem
Scenario 2—the student’s view
15
Maybe it
wasn’t as clear
as I thought it
was.
Maybe it
wasn’t as clear
as I thought it
was.

16. 16
Active learning can be the solution of this
problem.

17. Active Learning
Active learning is a process
whereby students engage in
activities, such as reading,
writing, discussion, or problem
solving that promote analysis,
synthesis, and evaluation of class
content.
17
Active earning

18. Active Learning
“Active learning can be defined as anything that involves
students in doing things and thinking about the things
they are doing”
Bonwell and Eison (1991)
18
“Active learning means students will take greater
responsibility for their own learning and become more
involved in the educational process.”
Graffam (2007)

19. Examples of Active Learning
(Bonwell and Eison, 1991)
19
Class Discussion Debating
Group Discussion
Presentation

20. 20
Solution
Strategy to
achieve the
learning
objectives
Conceptual Framework

21. Bloom’s Taxonomy
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
One useful framework to help
you think about learning goals
is Bloom’s Taxonomy
(1956), which identifies six
dimensions of cognitive
processing ranging from lower
to higher orders of thinking.
21
Bloom's Revised Taxonomy
(led by Lorin Anderson in 2001)
Higher order
thinking skills
Lower order
thinking skills

22. Remembering
• Remembering is defined as
recalling the previously learned
material.
• This may involve the recall of a
wide range of material, from
specific facts to complete
theories.
Bloom’s Taxonomy
22

23. Remembering
• Examples of learning objectives
at this level are:
o know common terms
o know specific facts
o know methods and procedures
o know basic concepts
o know principles
Bloom’s Taxonomy
Exam Question Cues:
 List
 Define
 Tell
 Describe
 Identify
 Show
 Examine
 Tabulate
 Quote
 Name
 Who
 When
 Where
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24. Understanding
• Understanding is defined as the
ability to grasp the meaning of
material.
Bloom’s Taxonomy
24

25. Understanding
• Examples of learning objectives at
this level are:
o understand facts and principles
o interpret charts and graphs
o estimate the future
consequences implied in data
Bloom’s Taxonomy
• Exam Question Cues:
o Summarize
o Describe
o Interpret
o Contrast
o Predict
o Associate
o Distinguish
o Estimate
o Differentiate
o Discuss
25

26. Applying
• Applying refers to the ability to
use learned material in new and
concrete situations.
Bloom’s Taxonomy
26

27. Applying
• Exam Question Cues:
o Apply
o Demonstrate
o Calculate
o Complete
o Illustrate
o Show
o Solve
o Examine
o Modify
o Relate
o Change
o Experiment
o Discover
Bloom’s Taxonomy
• Examples of learning objectives at
this level are:
o apply concepts and principles to
new situations
o apply laws and theories to
practical situations
o solve mathematical problems
o construct graphs and charts
27

28. Analyzing
• Analyzing refers to the ability to
break down material into its
components or parts so that its
organizational structure may be
understood.
• This is the level at which students
start relating concepts to each
other.
Bloom’s Taxonomy
28

29. Analyzing
• Exam Question Cues:
o Analyze
o Separate
o Order
o Explain
o Connect
o Classify
o Arrange
o Divide
o Compare
Bloom’s Taxonomy
• Examples of learning objectives at
this level are:
o recognize unstated assumptions
o distinguish between facts and
inferences
o evaluate the relevancy of data
o Analyze the structure of a work
29

30. Evaluating
• Evaluating is concerned with
the ability to judge the value
of material for a given
purpose.
Bloom’s Taxonomy
30

31. Evaluating
• Exam Question cues:
o Assess
o Decide
o Rank
o Grade
o Test
o Measure
o Recommend
o Select
o Judge
o Discriminate
o Support
o Conclude
o Compare
Bloom’s Taxonomy
• Examples of learning objectives at
this level are:
o judge the logical consistency of
written material,
o judge the adequacy with which
conclusions are supported by
data
o judge the value of a work, such
as: art, music, writing
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32. Creating
• Creating refers to the ability to put
parts together to form a new
whole.
• This is the level where students
put together multiple concepts and
unlock a higher level of thinking
about the concept.
Bloom’s Taxonomy
32

33. Creating
 Exam Question Cues:
o Combine
o Integrate
o Substitute
o Plan
o Create
o Design
o Invent
o Compose
o Formulate
o Prepare
o Rewrite
Bloom’s Taxonomy
• Examples of learning objectives at
this level are:
o gives a well organized speech
o writes a creative short story (or
poem or music)
o propose a plan for an experiment
o formulates a new scheme for
classifying objects (or events, or
ideas)
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34. Exploring Performance Appraisal of Employees
with Bloom’s Taxonomy
• Remembering: Lists the name of the persons who are
responsible for evaluating the performance of the
employees?
• Understanding: How the performance of the
employees can be evaluated?
• Applying: Draw a rough framework illustrating how the
performance of the employees can be evaluated?
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35. Exploring Performance Appraisal of Employees
with Bloom’s Taxonomy
• Analyzing: Analyze the performance appraisal methods
and which one will you use?
• Evaluating: Find out the relationship between training
and employee performance.
• Creating: Invent a new method of evaluating employee
performance using modern technology.
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36. References
Barkley, Elizabeth. 2010. Student Engagement Techniques: A Handbook for College Faculty. San
Francisco: Jossey Bass‐
Anderson, L.W., Krathwohl, D.R., Airasian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R.,
Raths, J., Wittrock, M.C. (2001). A Taxonomy for Learning, Teaching, and Assessing: A revision of
Bloom's Taxonomy of Educational Objectives. New York: Pearson, Allyn & Bacon.
Bloom, B.S. (Ed.). Engelhart, M.D., Furst, E.J., Hill, W.H., Krathwohl, D.R. (1956). Taxonomy of
Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc.
Clark, R., Chopeta, L. (2004). Graphics for Learning : Proven Guidelines for Planning, Designing, and
Evaluating Visuals in Training Materials . San Francisco: Jossey-Bass/Pfeiffer.
Krathwohl, D.R., Bloom, B.S., Masia, B.B. (1973). Taxonomy of Educational Objectives, the
Classification of Educational Goals. Handbook II: Affective Domain.New York: David McKay Co., Inc.
Dave, R.H. (1970). Psychomotor levels in Developing and Writing Behavioral Objectives, pp.20-
21. R.J. Armstrong, ed. Tucson, Arizona: Educational Innovators Press.
Harrow, A. (1972) A Taxonomy of Psychomotor Domain: A Guide for Developing Behavioral
Objectives. New York: David McKay.
Simpson E.J. (1972). The Classification of Educational Objectives in the Psychomotor
Domain. Washington, DC: Gryphon House.
http://www.nwlink.com/~donclark/hrd/Bloom/psychomotor_domain.html
Retrieved on 1/8/16. Active learning in medical education: Strategies for beginning implementation.
Med Teach. 2007 Feb;29(1):38-42.Graffam B http://www.ncbi.nlm.nih.gov/pubmed/17538832
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