Bloomstaxonomyfinal 130903085938-

BLOOM’S
TAXONOMY
Jamaica C. Olazo
https://www.facebook.com/ja.maica.393

• comes from the Greek word
“taxis=arrangements” and “nomos=science”
• Science of arrangements
• means 'a set of classification principles', or
'structure', and
• Domain simply means 'category'.
TAXONOMY
2
Jamaica C. Olazo || https://www.facebook.com/ja.maica.393

- was a Jewish-American
educational psychologist.
Contributions:
1. Classification of Educational
Objectives
2. Theory of Mastery-Learning
(Feb. 1913 – Sep. 1999)
Who is BENJAMIN BLOOM?
BENJAMIN SAMUEL BLOOM
3

COGNITIVE
DOMAIN
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
PSYCHOMOTOR
DOMAIN
AFFECTIVE
DOMAIN
Reflex Movements
Basic Fundamental
Movements
Perceptual Abilities
Physical Abilities
Skilled Movements
Non-Discursive
Movements
Receiving
Responding
Valuing
Organization
Characterization
4
Attitude and
emotions domain
Physical tasks such as
the manipulating of objects
Development of critical
thinking skills

THREE DOMAINS OF LEARNING
• Mental Skills (KNOWLEDGE)
Cognitive Domain
(Knowing/Head)
• Manual or physical skills (SKILLS)
Psychomotor Domain (Doing/Hands)
• Growth in feelings or emotional areas (ATTITUDE)
Affective Domain
(Feeling/Heart)
5

Lower-order
Thinking Skills
to
Higher-order
Thinking Skills
6
Evolved function,
High complexity
Basic function, Low
complexity

Bloom’s Taxonomy of Objectives
in the Cognitive Domain
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
The Cognitive Domain
1956
7
Lower-order
Thinking Skills
Higher-order
Thinking Skills

8

9

Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
1956
10
Lower-order
Thinking Skills
Higher-order
Thinking Skills

Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
2001(Revised)
11
Lower-order
Thinking Skills
Higher-order
Thinking Skills

12

13
ORIGINAL TAXONOMY (1956) ---> REVISED TAXONOMY (2001)
• Knowledge
• Comprehension
• Analysis
• Application
• Synthesis
• Evaluation
 Remember (I know)
 Understand (I comprehend)
 Apply (I can use it)
 Analyze (I can be logical)
 Evaluate (I can judge)
 Create ( I can plan)

• REMEMBERING
- Recall previous learned information.
- Recalling relevant knowledge from long
term memory.
- Rote learning or memorization.
Bloom’s Revised Taxonomy
R
E
M
E
M
B
E
R
I
N
G
14

• UNDERSTANDING
- Comprehending the meaning,
translation, interpolation, and interpretation
of instructions and problems. State a problem
in one's own words.
- Construct meaning and explain.
U
N
D
E
R
S
T
A
N
D
I
N
G
15

• APPLYING
- Use a concept in a new situation or
unprompted use of abstraction.
- applies what was learned in the classroom
into novel situations.
- abstract ideas into practical
situations
A
P
P
L
Y
I
N
G
16

• ANALYZING
- Breaking the concept into parts and
understand how each part is related to one
another.
- Illustrate relationships to
one another.
A
N
A
L
Y
Z
I
N
G
17

• EVALUATING
- Making judgments based on a set of
guidelines and the value of ideas or
materials.
- Judge, criticize and assess information
using what you know to make
decisions and support your views.
E
V
A
L
U
A
T
I
N
G
18

• CREATING
- Builds a structure or pattern from
diverse elements. Put parts together to form
a whole, with emphasis on creating a new
meaning or structure.
- Putting information together in an
innovative way.
C
R
E
A
T
I
N
G
19

20

Cognitive Domain: REMEMBER
APPROPRIATE VERBS
Choose, describe, define, identify,
label, list, locate, match,
memorize, name, omit, recite,
recognize, select, state, underline
21
I know

PRODUCTS
Chart, model, worksheet, draw a
map, picture, demonstrate, graphs
22
I know

23
MODEL QUESTIONS
• Who? Where? Which
One? What? How?
• What is the best one?
Why? How much?
When?
• What does it
mean?
INSTRUCTIONAL
STRATEGIES
• Highlighting
• Rehearsal
• Memorizing
• Mnemonics
I know

24
 APPROPRIATE VERBS
Classify, defend,
communicate, demonstrate,
distinguish, explain, express
extend, give example,
illustrate, indicate,
interrelate, report, interpret,
infer, judge, match,
paraphrase, represent,
restate, rewrite, select,
interpret
Cognitive Domain: UNDERSTAND
I comprehend

PRODUCTS
Chart, model,
making a film
strip, worksheet,
draw a map,
picture,
demonstrate,
timeline, diorama,
game, report,
diagram
25
I comprehend

26
MODEL QUESTIONS
• State in your own words.
Which are facts?
• What does this mean? Is
this the same as. . .?
Give an example.
• Select the best
definition.
• State in one word . . .
Explain what is
happening.
INSTRUCTIONAL
STRATEGIES
• Key examples
• Emphasize
connections
• Elaborate concepts
• Summarize
I comprehend

Cognitive Domain: APPLY
27
APPROPRIATE
VERBS
Apply, choose, practice,
solve, illustrate, conduct,
classify, employ,
dramatize, explain,
generalize, judge,
organize, paint, prepare,
produce, select, show,
sketch, solve, use,
construct, investigate,
restructure, manipulate
I can use it

PRODUCTS
Survey, diary, scrapbook,
photograph, cartoon,
learning center, illustration,
construction, sculpture
28
I can use it

29
 MODEL QUESTIONS
• Predict what would happen
if… Choose the best
statements that apply…
• Judge the effects…
• What would result…
• Tell what would happen…
• Tell how, when, where, why
Tell how much change
there would be…
• Identify the results of…
 INSTRUCTIONAL
STRATEGIES
• Modeling
• Cognitive
apprenticeships
“Mindful” practice – NOT
just a “routine” practice
• Part and whole
sequencing
• Authentic situations
“Coached” practice Case
studies Simulations
Algorithms
I can use it

Cognitive Domain: ANALYZE
30
 APPROPRIATE VERBS
• Analyze, categorize, classify,
compare, differentiate,
question, distinguish, identify,
• Infer, point out, select,
subdivide, survey, contrast,
categorize, debate, examine,
deduce
I can be logical

PRODUCTS
Graph, survey, family tree, timeline,
questionnaire, commercial,
diagram, chart, report, fact file
31
I can be logical

32
 MODEL QUESTIONS
• What is the function of . . .?
What's fact? Opinion? What
assumptions. . .?
• What statement is relevant?
What motive is there?
• Related to, extraneous to, not
applicable.
• What conclusions?
• What does the author
believe? What does the
author assume?
• Make a distinction.
 INSTRUCTIONAL
STRATEGIES
• Models of thinking
• Challenging
assumptions
• Retrospective analysis
• Reflection through
journaling Debates
• Discussions and other
collaborating learning
activities Decision-
making situations
I can be logical

Cognitive Domain: EVALUATE
33
APPROPRIATE
VERBS
• Appraise, judge,
criticize, defend,
estimate, compare,
measure, verify,
justify, select, decide,
choose, recommend,
assess, critique,
revise, validate,
standardize, argue,
rate, measure
I can judge

PRODUCTS
Self evaluation, survey, editorial,
experiment, panel evaluation,
recommendation, conclusion,
court trial, essay, letter
34
I can judge

35
MODEL QUESTIONS
• What fallacies,
consistencies,
inconsistencies appear?
• Which is more
important, moral, better,
logical, valid,
appropriate?
• Find the errors.
INSTRUCTIONAL
STRATEGIES
• Challenging
assumptions
• Journaling
• Debates
• Discussions and
other collaborating
learning activities
Decision-making
situations
I can judge

Cognitive Domain: CREATE
36
APPROPRIATE VERBS
• Choose, combine, compose, construct, create,
design, manage, develop, do, improve, formulate,
hypothesize, invent, make up, originate, organize,
plan, imagine, produce, role play, tell
I can plan

PRODUCTS
Story, poem, play, radio show, puppet show, news
article, invention, dance, mural, comic strip,
recipe, pantomime, travelogue
37
I can plan

38
MODEL QUESTIONS
• How would you test…?
• Propose an alternative.
• Solve the following.
• How else would you...?
• State a rule.
 INSTRUCTIONAL
STRATEGIES
• Modeling
• Challenging assumptions
Reflection through
journaling Debates
• Discussions and other
• collaborating learning
activities
• Design
• Decision-making
situations
I can plan

39
HOW CAN WE DEVELOP THE
HABIT OF ASKING HIGHER-ORDER
QUESTIONS?
1. Avoid literal-level questions in favor of those
requiring higher-order thinking.
2. Use questions requiring higher-order
thinking.
Higher-order questions are important for modeling
different ways students can:
- Interpret
- Apply
- Evaluate
- Reflect on what they are learning

40
HOW CAN WE DEVELOP THE
HABIT OF ASKING HIGHER-ORDER
QUESTIONS?
3. Classify questions according to the kinds of
thinking required for students to respond.
– Use of Bloom’s Taxonomy of Thinking
– Questions classified as knowledge or comprehension
should be avoided
– Teachers should make sure their questions can be
classified as APPLICATION, ANALYSIS, SYNTHESIS and/or
EVALUATION.

HOW CAN WE DEVELOP THE HABIT
OF ASKING HIGHER-ORDER
QUESTIONS?
41
4. Use verbs associated with higher-order
thinking tasks.
- Verbs representing cognitive tasks in Bloom’s Taxonomy
5. Consider the learning products associated
with higher-order thinking tasks.
- Task Oriented Question Construction Wheel

42

EFFECTIVE QUESTIONING TECHNIQUES
1. Pose the question first before asking a student
to respond.
2. Allow plenty of “think time” by waiting at
least 7-10 seconds before expecting the student
to respond.
-help students adjust to an extended wait time
43

3. Give all students the opportunity to respond
rather than relying on volunteers.
a. Create a system to help you keep track of
who you call on
b. Allow your student to “pass” when he’s
not ready to respond
c. Give him another opportunity later
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4. Hold students accountable by expecting,
requiring, and facilitating their participation and
contributions.
a. Never answer your own questions.
b. Do NOT accept “I don’t know” for an answer.
c. Offer hints or suggestions to guide students.
d. Offer two or more options and let the student
choose one
45

5. Establish a safe atmosphere for risk
taking by guiding students.
a. Always “dignify” incorrect responses by saying
something positive about students.
b. Build confidence and trust when students make
mistakes.
c. Admit your own mistakes and “think aloud”
examples of a reflection.
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