Bloom's Taxonomy is a classification of thinking organized by levels of complexity that was created in 1956 by Benjamin Bloom to improve student learning and thinking. It defines three domains of learning - cognitive, affective, and psychomotor. The cognitive domain involves knowledge and intellectual skills development and includes six categories of increasing difficulty from remembering to creating. The taxonomy was revised in the 1990s changing some terms to better reflect active thinking processes.

1. Bloom Taxonomy
Instructor: Tanzela Bashir

2. What is Bloom's Taxonomy
 In 1956, Benjamin Bloom led a group of
educational experts who created a way of thinking
about planning and structuring teaching/learning.
 Bloom defined three "domains" of learning –
cognitive, affective, and psychomotor domain.
 First we tend to focus on the cognitive domain.

3. “Bloom’s Taxonomy is a
classification of thinking organized
by levels of complexity.
It gives teachers and students an
opportunity to learn and practice a
range of thinking .
The main focus of Bloom’s
Taxonomy is to improve student
learning and thinking.

4. Bloom's Taxonomy
• Cognitive: Mental skills (Knowledge)
•Affective: Growth in feelings or emotional areas
(Attitude)
•Psychomotor: Emotional or physical skills

5. Why is it called a "taxonomy"?
 A "taxonomy" is a classification system and
the principles that form its framework.
Most images of Bloom's Taxonomy for the
Cognitive Domain carry a particular meaning:
that it is a hierarchy, a ranking of items from
lowest to highest. Here's a key point: A
learner MUST progress from lowest to
highest. It simply doesn't work any other way.

6. Cognitive Domain
It involves knowledge and the development of
intellectual skills.
This includes the recall or recognition of specific
facts, procedural patterns, and concepts that
serve in the development of intellectual abilities
and skills.
Six major categories, which are listed in order
below, starting from the simplest behavior to the
most complex. The categories can be thought of as
degrees of difficulties. That is, the first one must be
mastered before the next one can take place.

8. Revised Bloom Taxonomy
1990s- Lorin Anderson (former
student of Bloom) revisited the
cognitive level in the taxonomy
As a result, a number of
changes were made.
 (Pohl, 2000, Learning to Think, Thinking to Learn

11. Noun to Verb
Thinking is an active process
therefore verbs are more accurate.
KNOWLEDGE is a product of
thinking and was inappropriate to
describe a category of thinking and
was replaced with the word
REMEMBERING.

12. COMPREHENSION
became
UNDERSTANDING and
SYNTHESIS was renamed
CREATING in order to
better reflect the nature of
the thinking described by
each category.

13. Level One :
Remembering The learner is able
to recall, restate and remember
learned information.
Recognizing – Listing –
Describing – Identifying –
Retrieving – Naming – Locating –
Finding.
 Can you recall information?

15. The learner is able
to recall, restate
and remember
information.

16. Level Two
 Understanding The learner holds the
meaning of information by interpreting
and translating what has been learned.
 Interpreting – Exemplifying –
Summarizing – Inferring –
Paraphrasing – Classifying –
Comparing – Explaining
 Can you explain ideas or concepts?

18. The learner grasps the
meaning of
information by
interpreting and
extrapolating what has
been learned.

19. Level Three
Applying The learner makes use of
information in a context different from
the one in which it was learned.
Implementing – Carrying out – Using
– Executing
Can you use the information in another
familiar situation?

21. The learner make use
of the acquired
knowledge, facts,
techniques and rules in
a different way.

22. Level Four
 Analyzing The learner breaks learned
information into its parts to best
understand that information.
 Comparing – Organizing – Deconstructing
– Attributing – Outlining – Finding –
Structuring – Integrating.
 Can you break information into parts to
explore understandings and relationships?

24. The learner breaks learned
information into its parts
determining how the parts relate
to interrelate to one another to
an overall structure or purpose
through differentiating,
organizing and attributing.

25. Level Five
 Evaluating The learner makes decisions
based on in-depth reflection, criticism
and assessment.
 Checking – Hypothesizing – Critiquing
– Experimenting – Judging – Testing –
Detecting – Monitoring.
 Can you justify a decision or course of
action?

27. The learner makes
decisions based on in-
depth reflection, criticism
and assessment through
checking and critiquing.

28. Level Six
 Creating The learner creates new ideas
and information using what has been
previously learned.
 Designing – Constructing – Planning –
Producing – Inventing – Devising –
Making.
 Can you generate new products, ideas,
or ways of viewing things?

30. CREATING(combining
statement into a pattern not
clearly there before).
The learner creates new ideas
and information using what
have been previously learned.