The document provides an overview of Bloom's Taxonomy, a framework for categorizing levels of thinking skills created by Benjamin Bloom. It explains the original and revised taxonomy, which arranges thinking skills into six main categories from basic recall to more complex levels of critical thinking. For each level, common question prompts are provided along with cognitive processes and examples of activities teachers might use to help students practice skills at that level. The taxonomy offers a way to structure learning outcomes, assessments, and lessons to promote higher-order thinking.

1. Learning outcomes, learning
experiences, and evaluation subject.
Topic: Bloom’s Taxonomy
Compiled by Sonia Basantes

2. 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

3. 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

4. Original and revised

5. Remembering
This stage of learning is about memorizing
basic facts, dates, events, persons, places,
concepts, and patterns.
Educators might ask learners simple questions like:
What are the most spoken languages of Latin
America?
Who was the first president of Ecuador?
The cognitive processes are:
• Recognizing means locating knowledge in long-
term memory related to presented material (e.g.,
recognizing the dates of important historical
events).
• Recalling is retrieving knowledge from long-term
memory (e.g., recalling the dates of important
historical events).

6. Remembering- Do it…
• Write a list of
vegetables.

7. Understanding
Learners might be asked to explain a concept in their own words,
describe a mathematical graph, or clarify a metaphor.
Process
• Interpreting implies changing from one form of representation to another. A
person uses some body language to communicate.
• Exemplifying is finding a specific illustration of a concept or principle. It
may be giving several examples of that topic.
• Classifying is determining a category of something. An example is the
classification of sports.
• Summarizing means retrieving a general theme of significant points. E.g.,
writing a short summary of a story.
• Inferring is drawing a logical conclusion from given information. It may be
formulating grammatical principles of a foreign language from the presented
examples. E.g., recognizing plural forms.
• Comparing is finding correspondences between two ideas or objects . E.g.,
comparing historical events.
• Explaining is constructing a cause-and-effect model of a system, for
example, explaining the causes of the Indigenous strike.

8. Understanding- Do it…
• Retell the story of the
“Three Little Pigs” in
your own words.
• https://youtu.be/__8wt
cbbpvU

9. Applying
• it’s time to use learned facts and
abstractions in new contexts and particular
situations.
• For example, students might be asked to
discuss phenomena described in one
scientific paper using the
• terms and concepts of another paper.
• The processes of cognition corresponding to
this stage are:
• Executing is applying a procedure to a
familiar task (e.g., calculating the root of a
number).
• Implementing is about applying a
procedure to an unfamiliar task (e.g., using
Newton’s Second Law in a new situation).

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

11. Analyzing
Students are supposed to break down concepts and
examine their relationships.
Example
They might describe the leading causes of unhappy people.
• The three processes are:
• Differentiating means distinguishing important from
unimportant parts of presented material (e.g.,
distinguishing between relevant and irrelevant numbers in
a mathematical word problem).
• Organizing involves identifying how elements fit or
function within a structure (e.g., finding the hypothesis,
method, data, and conclusion in a research report).
• Attributing means determining a point of view, bias,
values, or intent underlying presented material. An
example would be to identify the author's point of view of
an essay.

12. Analysis/ Analyzing- Do it…
• Make a family tree
showing relationships.

13. Evaluating
Learners are expected to use their
knowledge and skills to appraise a
situation, justify their stand or criticize
others’ opinions.
For example:
• In your opinion, is online piracy ethical?
• Do you consider jazz music to be high art?
Evaluating is divided into:
• Checking means detecting inconsistencies in
a process or product. For example, it’s
determining if a scientist’s conclusions follow
from observed data.
• Critiquing involves finding inconsistencies
between a product and external criteria. For
instance, it’s judging which of two methods is
the best for learning on an online program.

14. Evaluating- Do it…
• Make a booklet about
5 rules you see as
important. Convince
others.

15. Creating
Learners combine known patterns,
ideas, and facts to create original work
or formulate their solution to a problem.
• They might be asked to compose a song,
rewrite a story in another setting, or formulate
a hypothesis and propose a way of testing it.
The three cognitive processes are:
• Generating involves coming up with
alternative hypotheses based on criteria. An
example might be devising multiple solutions
for a social problem.
• Planning is about coming up with a
procedure for completing a task (e.g.,
preparing an outline of a biography).
• Producing means inventing a product (e.g.,
writing a short story that takes place during
Ecuadorian independence).

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

17. 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

18. BLOOM’S
REVISED
TAXONOMY
Creating
Generating
new
ideas,
products,
or
ways
of
viewing
things
Designing,
constructing,
planning,
producing,
inventing.
Evaluating
Justifying
a
decision
or
course
of
action
Checking,
hypothesising,
critiquing,
experimenting,
judging
Analysing
Breaking
information
into
parts
to
explore
understandings
and
relationships
Comparing,
organising,
deconstructing,
interrogating,
finding
Applying
Using
information
in
another
familiar
situation
Implementing,
carrying
out,
using,
executing
Understanding
Explaining
ideas
or
concepts
Interpreting,
summarising,
paraphrasing,
classifying,
explaining
Remembering
Recalling
information
Recognising,
listing,
describing,
retrieving,
naming,
finding
Source: http://www.kurwongbss.eq.edu.au/thinking/Bloom/BLOOM%20(one%20page%20poster).doc

19. Sources
• http://www.coun.uvic.ca/learn/program/hndouts/bloom.html
• http://www.teachers.ash.org.au/researchskills/dalton.htm
• http://oaks.nvg.org/taxonomy-bloom.html
• http://en.wikipedia.org/wiki/Image:Bloom%27s_Rose.png
• https://www.valamis.com/hub/blooms-taxonomy