REVISED BLOOM’S TAXONOMY OF EDUCATIONAL OBJECTIVES.pptx

1. REVISED
BLOOM’S
TAXONOMY
OF LEARNING

2. Original Terms New Terms
• Evaluation
• Synthesis
• Analysis
• Application
• Comprehension
• Knowledge
•Creating
•Evaluating
•Analysing
•Applying
•Understanding
•Remembering
(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)

3. Performance Indicators
At the end of the session, the
participants will be able to:
Discuss the basic
principles of revised
Bloom’s taxonomy;
1
Identify behavioral
learning outcomes
for each of the levels
of the Revised
Bloom’s Taxonomy;
2
Identify key phrases
for assessment;
3

4. ACTIVITY: Fact or Bluff
(15 mins.)
Choose your TEAM LEADER and RECORDER.
Choose
Discuss within your group if each statement is FACT OR BLUFF.
Arrive at a consensus.
Discuss
At a given signal, the team will stand if their answer is FACT.
They will remain seated if their response is BLUFF.
Stand
The Team Leader must be ready to justify the group’s answer in 1
minute.
Be

5. FACT OR BLUFF
1.The original Bloom’s
taxonomy has 5 levels
while the revised
taxonomy has 6 levels.

6. FACT OR BLUFF
2. The revised bloom’s
taxonomy levels build in
increasing order of
difficulty and complexity.

7. FACT OR BLUFF
3. The original bloom’s
taxonomy was changed in
terms of:
a.Terminology
b.Structure

8. FACT OR BLUFF
4. The revised bloom’s taxonomy
contains verbs rather than nouns.
The change of terminologies was
done to make the taxonomy more
appealing to educators.

9. FACT OR BLUFF
5. According to the Revised
bloom’s taxonomy, each
level depends on the
one below it.

10. FACT OR BLUFF
6. In order to reach the
higher level of thinking
skills, the lower-order of
thinking skills must be
achieved first.

11. BLOOM’S
TAXONOMY
• For formulating educational
goals and designing the
curriculum
• For providing effective
learning objectives
• For implementing learning
strategies
• For crafting valid assessment
tools

12. Historical
Background
• In 1956, Benjamin Bloom, along
with his collaborators Max
Englehart, Edward Furst, Walter
Hill and David Krathwohl,
devised Bloom’s taxonomy.
Rationale:
To place educational goals into
specific categories, with the belief
that this classification would be
useful to better assess college
student performance

13. Bloom’s taxonomy
THREE DOMAINs of education
HEAD
(Intellectal
skill)
Cognitive
Domain
HEART
Behavioural
skill
(Attitude)
Affective
Domain
HAND
Practical Skill
Psychomotor
Domain

15. To make the model for relevant to
21st Century Learning…

18. Significant
Changes Done
TERMINOLOGY
• Changes from nouns to verbs
Why?
-Thinking is an active engagement.
-Learning is not passive.
-Learning is behavioral and should
be measurable.

19. Significant
Changes Done
STRUCTURE
-The 2 top levels were swapped.
Why?
-A person can evaluate without
being creative.
-the application of knowledge,
which is the end goal of effective
learning

20. Blooms taxonomy is
hierarchical.
• The higher levels of the
pyramid are dependent on
having achieved the skills of
the lower levels.
Implications?
-Develop lower order first.
Provide lower order think skill
opportunities as the foundation
of higher order thinking skills.

21. • A scientifically proven fact is
“The more skillful you are at
Lower Order thinking, the
more capable you become at
Higher Order Thinking”.

22. The learner is able to recall, restate
and remember learned information.
• arrange
• define
• describe
• duplicate
• enumerate
• identify
• label
• list
• match
• memorize
• name
• order
Remembering
Can you recall
information?

23. Understanding
The learner grasps the meaning of
information by interpreting and
translating what has been learned.
• Interpreting
• Exemplifying
• Summarising
• Inferring
• Paraphrasing
• Classifying
• Explaining
Can you explain ideas or concepts?

24. Understanding
The learner can construct meaning from
oral, written, and graphic messages:
• Interpret
• Compare
• Exemplify
• Explain
• Classify
• Paraphrase
• Summarize
• Discuss
• Infer
• Retell

25. Applying
The learner makes use of
information in a context
different from the one in which
it was learned.
• Implementing
• Carrying out
• Using
• Executing
• Calculating
Can you use the information in
another familiar situation?

26. Applying
The learner can use information to
undertake a procedure in familiar situations
or in a new way:
• Execute
• Solve
• Implement
• Use
• Demonstrate
• Illustrate
• Dramatize
• Convert
• Interpret
• Discover

27. The learner breaks learned
information into its parts to
best understand that
information.
• Comparing
• Differentiating
• Organising
• Deconstructing
• Attributing
• Outlining
• Finding
• Structuring
• Integrating
ANALYSIS
Can you break information
into parts to explore
understandings and
relationships?

28. Analysis
The learner can distinguish between
parts and determine how they relate
to one another, and to the overall
structure and purpose:
• Differentiate
• Distinguish
• Attribute
• Compare
• Deconstruct
• Contrast
• Organize

29. The learner makes
decisions based on in-
depth reflection,
criticism and
assessment.
• Checking
• Hypothesising
• Critiquing
• Experimenting
• Judging
• Testing
• Detecting
• Monitoring
EVALUATING
Can you justify a decision
or course of action?

30. EVALUATING
The learner can make judgements
and justify decisions:
• Argue
• Measure
• Debate
• Detect
• Critique
• Defend
• Attribute
• Judge
• Deconstruct

31. Evaluating cont’
• Judge
• Rate
• Validate
• Predict
• Assess
• Score
• Revise
• Infer
• Determine
• Prioritise
• Tell why
• Compare
• Evaluate
• Defend
• Select
• Measure
• Choose
• Conclude
• Deduce
• Debate
• Justify
• Recommend
• Discriminate
• Appraise
• Value
• Probe
• Argue
• Decide
• Criticise
• Rank
• Reject
Judging the value of
ideas, materials and
methods by developing
and applying standards
and criteria.
Products include:
• Debate
• Panel
• Report
• Evaluation
• Investigation
• Verdict
• Conclusion
•Persuasive
speech

32. The learner creates new
ideas and information
using what has been
previously learned.
• Designing
• Constructing
• Planning
• Producing
• Inventing
• Devising
• Making
CREATING
Can you generate new
products, ideas, or ways of
viewing things?

33. CREATING
The learner can put elements together
to form a functional whole, create a
new product or point of view:
• Generate
• Produce
• Device
• Hypothesize
• Construct
• Plan
• Formulate
• Design
• Assemble
• Develop
• Design

34. Creating cont’
• Compose
• Assemble
• Organise
• Invent
• Compile
• Forecast
• Devise
• Propose
• Construct
• Plan
• Prepare
• Develop
• Originate
• Imagine
• Generate
• Formulate
• Improve
• Act
• Predict
• Produce
• Blend
• Set up
• Devise
• Concoct
• Compile
Putting together ideas
or elements to develop
a original idea or
engage in creative
thinking.
Products include:
• Film
• Story
• Project
• Plan
• New game
• Song
• Newspaper
• Media product
• Advertisement
• Painting

36. Activity: Identify what levels do these tasks
belong and arrange them accordingly? Justify
your answer.
1. Describe Newton’s three laws of motion in your
own words.
2. Differentiate between potential and kinetic
energy.
3. Calculate the kinetic energy of a projectile.
4. Design an original homework problem dealing
with the principle of conservation of energy.
5. Determine whether using conservation of energy
or conservation of momentum would be more
appropriate for solving a dynamics problem.
6. Recite Newton’s three laws of motion.

37. Activity: Identify what levels do these tasks
belong and arrange them accordingly? Justify
your answer.
1. Describe Newton’s three laws
of motion to in your own
words.
2. Differentiate between
potential and kinetic energy.
3. Calculate the kinetic energy of
a projectile.
4. Design an original homework
problem dealing with the
principle of conservation of
energy.
5. Determine whether using
conservation of energy or
conservation of momentum
would be more appropriate for
solving a dynamics problem.
6. recite Newton’s three laws of
motion
UNDERSTANDING
ANALYSING
APPLYING
CREATING
EVALUATING
REMEMBERING

38. Activity: Identify what levels do these
tasks belong and arrange them
accordingly? Justify your answer.
1. Design an original homework
problem dealing with the
principle of conservation of
energy.
2. Determine whether using
conservation of energy or
conservation of momentum
would be more appropriate for
solving a dynamics problem
3. Differentiate between
potential and kinetic energy.
4. Calculate the kinetic energy of
a projectile.
5. Describe Newton’s three laws
of motion to in your own
words.
6. recite Newton’s three laws of
motion
UNDERSTANDING
ANALYSING
APPLYING
CREATING
EVALUATING
REMEMBERING

39. Activity: Create Assessment Tasks
based on the topic “Fruits.”
Levels Assessment Tasks
REMEMBERING List different types of fruits.
UNDERSTANDING
APPLYING
ANALYSING
EVALUATING
CREATING

40. If time permits:
•Each group will think of a topic and
formulate assessment tasks for the
students considering the revised
bloom’s taxonomy.
•A representative shall present the
output.
•Justify why the task belongs to the level
as indicated.

41. Activity: Example of Moving from
the Lowest to Highest Levels
Levels Tasks
REMEMBERING List different types of fruits.
UNDERSTANDING Explain why they are called fruits.
APPLYING Diagram the parts of your favorite fruit.
ANALYSING Compare each fruit finding out the
characteristics that make it different
from the others.
EVALUATING Determine and justify which fruits are
the healthiest
CREATING Create a fruit drink using 3 fruits that
would be considered extremely
healthy.

42. Practical Bloom’s
(Implications for Struggling Learners)
• Emphasis on certain levels for different children.
• Extend children’s thinking skills through emphasis on higher
levels of the taxonomy (analysis, evaluation, creation).
• Possible approaches with a class could be:
• All children work through the remembering and
understanding stages and then select at least one activity
from each other level.
• All children work through first two levels and then select
activities from any other level.
• Some children work at lower level while others work at
higher levels.

43. Practical Bloom’s
(Implications for Struggling Learners)
continuation
• All children select activities from any level
• Some activities are tagged “essential” while others
are “optional”.
• Some children work through the lower levels and
then design their own activities at the higher
levels.
(Black, 1988, p. 23).

44. Criticism of Bloom’s Taxonomy
Some people claim that “learning is
not a hierarchy” and that the
taxonomy tries to claim that some
levels of skill hold more importance
than other levels.

48. • To climb a mountain, start
from the mountain’s foothills
first. Same way, if you like to
build good critical thinking
skills, you need to improve
your Lower Order Thinking
Skills. And then move on to
HOTS.

49. References
• Anderson, L. W. & Krathwohl, D. R. (2001). A taxonomy
for learning, teaching, and assessing. New York:
Longman
• Bloom, B.S., (Ed.). 1956. Taxonomy of educational
objectives: The classification of educational goals:
Handbook I, cognitive domain. New York: Longman.
• Costa, A. L. (Ed). (2000). Developing minds: A recourse
book for teaching thinking. Alexandra VA: ASCD
• Marzano, R. J. (2000). Designing a new taxonomy of
educational objectives. Thousand Oaks, CA: Corwin
Press.
• From the PowerPoint presentation done by Denise
Tarlinton