The document discusses Bloom's taxonomy, which is a classification of learning objectives within education. It provides an overview of the original taxonomy and a revised version. The original taxonomy consisted of six cognitive levels from lowest to highest order: remembering, understanding, applying, analyzing, evaluating, and creating. The revised taxonomy updates the terminology and ordering of the levels based on modern cognitive psychology and focuses on applying knowledge rather than just recalling information.

1. "Think left and think right and think low and think high. Oh, the thinks you can think up if only you try!" (Theodor Seuss Geisel)

2. The New Bloom's

3. The Cognitive Process Dimension Meta-cognitive Knowledge Procedural Knowledge Conceptual Knowledge Factual Knowledge Create Evaluate Analyze Apply Understand Remember The Knowledge Dimension

5. Remembering Recognize, list, describe, identify, retrieve, name … Can you recall information ?

7. Understanding Interpret, exemplify, summarize, infer, paraphrase …. Can you explain ideas or concepts ?

9. Applying Implement, carry out, use …. Can you use the knowledge in another familiar situation ?

11. Analyzing Compare, attribute, organize, deconstruct …. Can you differentiate between constituent parts?

13. Evaluating Check, critique, judge, hypothesize …. Can you justify a decision or course of action ?

15. Creating Design, construct, plan, produce …. Can you generate new products, ideas or ways of viewing things ?

17. Changes Made to Classic Taxonomy Generate, Create Create Evaluation 6 (high) Critique, Check Evaluate Synthesis 5 Differentiate, Organize Analyze Analysis 4 Execute, Implement Apply Application 3 Interpret, Summarize Understand Comprehension 2 Recall, Recognize Remember Knowledge 1 (low) Verbs New Original Level

19. Bloom's Revised Taxonomy Planning Framework Quiz Label Definition List Fact Workbook Worksheet Reproduction Test Recognising Retrieving Listing Naming Describing Locating Identifying Finding Remembering (Recall or recognition of specific information). Recitation Example Summary Quiz Collection List Explanation Label Show and tell Outline Interpreting Paraphrasing Exemplifying Classifying Summarising Comparing Inferring Explaining Understanding (Understanding of given information). Illustration Interview Simulation Performance Sculpture Diary Demonstration Journal Presentation Implementing Using Carrying out Executing Applying (Using strategies, concepts, principles and theories in new situations). Survey Graph Database Spreadsheet Mobile Checklist Abstract Chart Report Outline Comparing Outlining Organising Structuring Deconstructing Integrating Attributing Analysing (Breaking information down into its component elements). Debate Investigation Panel Verdict Report Conclusion Evaluation Persuasive Speech Checking Judging Hypothesising Testing Critiquing Detecting Experimenting Monitoring Evaluating (Judging the value of ideas, materials and methods by developing and applying standards and criteria). Film Song Story Media product Project Advertisement Plan Painting New game Designing Inventing Constructing Devising Planning Making Producing Creating (Putting together ideas or elements to develop an original idea or engage in creative thinking). Products Actions

20. He who learns but does not think is lost (Chinese Proverb)

21. References: http://www.swanhillsc.vic.edu.au/home/midyears/toolbox.htm#Inspiration Teacher's Toolbox by Nicky Ryan 2004 http://interact-ctlt.blogspot.com/2007/06/new-blooms-taxonomy.html The Center for Teaching, Learning, and Technology @ Bowling Green State University Cruz, E. (2003). Bloom's revised taxonomy. In B. Hoffman (Ed.), Encyclopedia of Educational Technology. Retrieved August 27, 2007, from http:// coe.sdsu.edu/eet/Articles/bloomrev/start.htm Kurwongbah State School, Eacham Street, Petrie, Qld, 4502, Australia http:// www.kurwongbss.eq.edu.au/thinking/Bloom/blooms.htm