The document discusses Bloom's revised taxonomy, which is a framework for categorizing levels of thinking and learning. It describes the six cognitive levels - remembering, understanding, applying, analyzing, evaluating, and creating - from simple to more complex thinking skills. The revision changed the categories from nouns to verbs to better reflect thinking as an active process. It also reorganized and modified some categories to make the taxonomy more applicable for teaching, learning, and assessment. The framework helps teachers write learning objectives, plan curriculum, ask effective questions, and align activities with standards at different cognitive levels.

1. Teaching with
the Revised
Bloom’sTaxonomy
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Bloom’s Taxonomy

2. Taxonomy = Classification
Classification of thinking
Six cognitive levels
of complexity
Bloom Public School
Bloom’s Taxonomy

3. Why use Bloom’s taxonomy?
• Write and revise
learning objectives
• Plan curriculum
• Identifies simple to
most difficult skills
• Effectively align
objectives to
assessment
techniques and
standards
• Incorporate
knowledge to be
learned (knowledge
dimension) and
cognitive process to
learn
• Facilitate questioning
(oral language =
important role within
framework)
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Bloom’s Taxonomy

4. Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
Original Revised
Noun Verb
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Bloom’s Taxonomy

5. Cognitive
Domain
Analyzing
Applying
Creating
Evaluating
Remembering
Understanding
Characterizing
by value or
value concept
Organizing &
conceptualizing
Receiving
Responding
Valuing
Affective
Domain
Psychomotor
Domain
Articulating
Imitating
Manipulating
Performing
Precisioning
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Bloom’s Taxonomy

6. Change in Terms
• Categories noun to verb
– Taxonomy reflects different forms of thinking
(thinking is an active process) verbs describe
actions, nouns do not
• Reorganized categories
– Knowledge = product/outcome of thinking
(inappropriate to describe a category of
thinking) now remembering
– Comprehension now understanding
– Synthesis now creating to better reflect nature
of thinking described by each category
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Bloom’s Taxonomy

7. Changes in Structure
• Products of thinking part of taxonomy
• Forms of knowledge = factual, conceptual,
procedural, metacognitive (thinking about
thinking)
• Synthesis (creating) and evaluation
(evaluating) interchanged
– Creative thinking more complex form of
thinking than critical thinking (evaluating)
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Bloom’s Taxonomy

8. Changes in Emphasis
• USE: More authentic tool for curriculum
planning, instructional delivery and
assessment
• Aimed at broader audience
• Easily applied to all levels of education
• Revision emphasizes explanation and
description of subcategories
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Bloom’s Taxonomy

9. Remembering
The learner is able to recall, restate and
remember learned information
–Describing
–Finding
–Identifying
–Listing
–Retrieving
–Naming
–Locating
–Recognizing
Can students recall information?
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Bloom’s Taxonomy

10. Bloom Public School
Bloom’s Taxonomy

11. Bloom Public School
Bloom’s Taxonomy

12. Understanding
Student grasps meaning of information
by interpreting and translating
what has been learned
–Classifying
–Comparing
–Exemplifying
–Explaining
–Inferring
–Interpreting
–Paraphrasing
–Summarizing
Can students explain ideas or concepts?
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Bloom’s Taxonomy

13. Bloom Public School
Bloom’s Taxonomy

14. Bloom Public School
Bloom’s Taxonomy

15. Applying
Student makes use of information in a context
different from the one in which it was learned
–Implementing
–Carrying out
–Using
–Executing
Can students use the information in
another familiar situation?
c =
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Bloom’s Taxonomy

16. Bloom Public School
Bloom’s Taxonomy

17. Bloom Public School
Bloom’s Taxonomy

18. Analyzing
Student breaks learned information into
its parts to best understand that information
–Attributing
–Comparing
–Deconstructing
–Finding
–Integrating
–Organizing
–Outlining
–Structuring
Can students break information into parts to
explore understandings and relationships?
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Bloom’s Taxonomy

19. Bloom Public School
Bloom’s Taxonomy

20. Bloom Public School
Bloom’s Taxonomy

21. Evaluating
Student makes decisions based on in-depth
reflection, criticism and assessment
–Checking
–Critiquing
–Detecting
–Experimenting
–Hypothesising
–Judging
–Monitoring
–Testing
Can students justify a decision or
a course of action?
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Bloom’s Taxonomy

22. Bloom Public School
Bloom’s Taxonomy

23. Bloom Public School
Bloom’s Taxonomy

24. Creating
Student creates new ideas and information
using what previously has been learned
–Constructing
–Designing
–Devising
–Inventing
–Making
–Planning
–Producing
Can students generate new products,
ideas, or ways of viewing things?
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Bloom’s Taxonomy

25. Bloom Public School
Bloom’s Taxonomy

26. Bloom Public School
Bloom’s Taxonomy

27. Questioning . . .
• Lower level questions—remembering,
understanding & lower level applying levels
• Lower level questions
– Evaluate students’ preparation and
comprehension
– Diagnose students’ strengths and weaknesses
– Review and/or summarizing content
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Bloom’s Taxonomy

28. Questioning . . .
• Higher level questions require complex
application, analysis, evaluation or creation
skills
• Higher level questions
– Encourage students to think more deeply and
critically
– Facilitate problem solving
– Encourage discussions
– Stimulate students to seek information on their
own
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29. Summary
Bloom’s revised taxonomy
• Systematic process of thinking & learning
• Assists assessment efforts with easy-to-use
format
• Visual representation of alignment between goals
& objectives with standards, activities, &
outcomes
• Helps form challenging questions to help
students gain knowledge & critical thinking skills
• Assists in development of goals, objectives, &
lesson plans
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Bloom’s Taxonomy

30. QUICK RECAP OF
DR GARDNER’S THEORY OF
MULTIPLE INTELLIGENCE
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31. Bloom Public School
Bloom’s Taxonomy

32. Bloom Public School
Bloom’s Taxonomy

33. Bloom Public School
Bloom’s Taxonomy

34. Bloom Public School
Bloom’s Taxonomy

35. Let’s Practice!
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Bloom’s Taxonomy

36. Thank You!
Thank You!
Thank You!
Thank You!
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Bloom’s Taxonomy

37. References and Resources
Cruz, E. (2003). Bloom's revised taxonomy. In B. Hoffman (Ed.), Encyclopedia of Educational
Technology. http://coe.sdsu.edu/eet/Articles/bloomrev/start.htm
Dalton, J. & Smith, D. (1986) Extending children’s special abilities: Strategies for primary classrooms.
http://www.teachers.ash.org.au/researchskills/dalton.htm
Ferguson, C. (2002). Using the revised Bloom’s Taxonomy to plan and deliver team-taught, integrated,
thematic units. Theory into Practice, 41(4), 239-244.
Forehand, M. (2008). Bloom’s Taxonomy: From emerging perspectives on learning, teaching and
technology. http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy
Mager, R. E. (1997). Making instruction work or skillbloomers: A step-by-step guide to designing and
developing instruction that works, (2nd ed.). Atlanta, GA: The Center for Effective Performance,
Inc.
Mager, R. E. (1997). Preparing instructional objectives: A critical tool in the development of effective
instruction, (3rd ed.). Atlanta, GA: The Center for Effective Performance, Inc.
Pohl, Michael. (2000). Learning to think, thinking to learn: Models and strategies to develop a
classroom culture of thinking. Cheltenham, Vic.: Hawker Brownlow.
Tarlinton (2003). Bloom’s revised taxonomy.
http://www.kurwongbss.qld.edu.au/thinking/Bloom/bloomspres.ppt.
University of Illinois, Center for Teaching Excellence (2006). Bloom’s taxonomy.
www.oir.uiuc.edu/Did/docs/QUESTION/quest1.htm
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Bloom’s Taxonomy