The document discusses Bloom's taxonomy, focusing on its cognitive domain from 1956 and its revised understanding in 2007. It outlines various levels of cognitive skills, including knowledge retrieval, comprehension, application, analysis, synthesis, evaluation, and creation. The summary includes references to related educational literature and methods of implementing the taxonomy in teaching practices.

1. The New Bloom Folwell Dunbar, 2007

2. BLOOM 1956 Knowledge Comprehension Application Analysis Synthesis Evaluation

3. Creating Evaluating Remembering Understanding Applying Analyzing BLOOM 2007

4. Retrieving, recognizing, and recalling relevant knowledge from long-term memory.

5. Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining.

6. Carrying out or using a procedure through executing, or implementing.

7. Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing.

8. Making judgments based on criteria and standards through checking and critiquing.

9. Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing.

11. Bibliography Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom's Taxonomy of educational objectives: Complete edition, New York : Longman. Bloom, Benjamin S. & David R. Krathwohl. (1956). Taxonomy of Educational Objectives: The Classification of Educational Goals by a Committee of College and University Examiners. Handbook 1: Cognitive Domain. New York, Longmans. Ferguson , C. (2002). Using the Revised Taxonomy to Plan and Deliver Team- Taught, Integrated, Thematic Units. Theory into Practice, 41 (4).