This document discusses Bloom's Taxonomy, a classification of learning objectives proposed in 1956 by Benjamin Bloom and a committee of educators. The taxonomy divides educational objectives into three domains: cognitive, affective, and psychomotor. The cognitive domain involves knowledge and intellectual skills and is broken down into six levels - remembering, understanding, applying, analyzing, evaluating, and creating. The document provides examples of questions and verbs for each level of Bloom's Taxonomy to illustrate how it can be used to promote higher-order thinking in education beyond just remembering facts.

1. Prepared by:
Mia Ruth L. Barroga
BSE English 2-1

2. ►Is a classification of learning
objectives within education proposed
in 1956 by a committee of educators
chaired by Benjamin Bloom
► Created in order to promote higher
forms of thinking in education, such
as analyzing and evaluating, rather
than just remembering facts.

3. ►Bloom’s taxonomy divides educational
objectives into three types:
Cognitive(knowing/head),
Affective(Feeling/heart) and
Psychomotor(doing/hands)
►Bloom's Taxonomy is considered to be a
foundational and essential element within
the education community as evidenced in
the 1981 survey Significant writings that
have influenced the curriculum: 1906-
1981, by H.G. Shane and the 1994
yearbook of the National Society for the
Study of Education

4. comes in different
levels which are
knowledge, application,
analysis, synthesis and
evaluation.

6. The students must recall or recognize information:
facts, definitions, memorized rules, generalizations,
values and skills.
Verbs/Keyword:
Remember
Recognize
Recall
List
State
Identify
Sample question stems:
-Who?
-What?
-Where?
-When?
-How?
-Who are the…?
-What is?
Sample Question: Who wrote the Noli Me Tangere?

7. The students understand the meaning, translation,
interpolation, and interpretation of instructions and
problems. State a problem and information in one's own
words.
Verbs/Keyword:
Interpret
Translate
Summarize
Tell
Sample question stems:
-What do you think
could happened next?
-Can you provide a
definition for…?
-In your own words
what is …?
Sample Question: Based from the article, what is the
meaning of the peace?

8. The students use a concept in a new situation or
unprompted use of an abstraction. Applies what was
learned in the classroom into novel situations in the
work place.
Verbs/Keyword:
Apply
Use
Show
Use of facts and
principles
Problem Solving.
Sample question
stems:
-How is… related to..?
-Would this
information be useful
if…?
-Why is.. Significant
…?
Sample Question: In what events of life can you apply
this kind of method?

9. The students separate material or concepts into
component parts so that its organizational structure
may be understood, distinguish between facts and
inferences.
Verbs/Keyword:
Analyze
Separate
Distinguish,
Subdivide
Discriminate
Point out
Compare
Sample question stems:
-Can you distinguish
between…?
-Classify … according to …
-Make an outline for …
-How does
…compare/contrast with..?
-What are the parts or
features of …?
Sample Question: What are the comparisons
of these two things?

10. The students build a structure or pattern from diverse
elements. Put parts together to form a whole, with
emphasis on creating a new meaning or structure.
Creating a unique or original product or proposing
alternative solutions.
Verbs/Keyword:
Combine
Compose
Construct
Revise
Synthesize
Design
Plan
Sample question stems:
-How many ways can
you ….?
-What might happen if
you combine…?
-Can you write a new…?
Sample Question: By combining the problems you gathered,
can you give a possible solutions to the problem?

11.  The students make judgments about the value of ideas
or materials. Development of opinions or decisions.
Verbs/Keyword:
Criticize
Defend
Assess
Justify
Judge
Evaluate
Sample question stems:
Can you defend your …?
What is the most
important…?
Do you agree…?
What do you think
about…?
Sample Question: Do you think Mrs. Janet
Lim-Napoles can be used as state witness?
Why or why not?

12. As teachers we tend to
ask questions in the
"knowledge" category
80% to 90% of the
time. These questions
are not bad, but using
them all the time is.
Try to utilize higher
order level of
questions. These
questions require much
more "brain power" and
a more extensive and
elaborate answer.