In this workshop Bloom's Taxonomy is reconstructed through the templates scaffolding such thinking skills as categorization, comparison, description, cause-and-effect and discussing advantages and disadvantages.

1. Applying Bloom’s
Taxonomy in the EFL
Classroom
Maryna Tsehelska
Kryvyi Rih Pedagogical University
Educational Centre “Interclass”
Kryvyi Rih

2. Key Points:
1. Bloom’s Taxonomy – an overview.
2. Bloom’s Taxonomy verbs.
3. Bloom’s Taxonomy activities.
4. Levels of questions in Bloom’s Taxonomy.

3. Bloom’s Taxonomy = levels of thinking

4. What is it???
• Bloom’s Taxonomy is a chart of ideas
Named after the
creator, Benjamin
Bloom
A Taxonomy is an
arrangement of ideas
or a way to group
things together

5. Who is Dr. Benjamin Bloom??
• He was a teacher, thinker, &
inventor
• He worked at a college
• He created a list about how we
think about thinking…
1913-1999

6. The levels of thinking
• There are six levels of learning
according to Dr. Bloom
• The levels build on one another. The six
levels all have to do with thinking.
• Level one is the lowest level of thinking
of thinking
• Level six is the highest level of thinking
Knowledge/ Remembering
Comprehension/ Understanding
Application
Analysis
Synthesis/ Evaluation

7. Revised Bloom’s Taxonomy
• These levels are often renamed to
make them easier to remember
• Recently the last two levels were
switched around (“Revised
Bloom’s Taxonomy”)
Knowledge- Remembering
Comprehension- Understanding
Application- Applying
Analysis- Analyzing
Synthesis- Creating
Evaluation- Evaluation

8. 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)

9. Cognitive operations to organize the material
HOTS
Categorized
Description
Building a
sentence

10. Bloom’s Taxonomy coincides with the main models
of speech and even with the types of academic
essays:
- Description/ Chronology
- Categorization
- Comparison/ Contrast
- Cause and Effect
- Opinion
- Advantages and Disadvantages

11. Thinking Skills
Description
Chronology
Classify
…is divided into…
consists of….
belong to….
Compare/ Contrast
Categories
1.
2.
3.
Both… …..and……..
…….. like………….
Likewise…………..
Also ……………..
Unlike ……….
However, ………..
But……………..
In comparison with…
Cause/ Effect
firstly
secondly
thirdly
then
finally
Different
Same Different
?__________________
1_______ 2_______ 3_______
If……
When…….
In case………..
So……
As a result….
Then…….
Actually…
Moreover/ Furthermore
For example….
In conclusion/ To sum up
because

12. But what do we start with?
Scientists discovered how our brains
categorize and map everything we see.
After that point the researchers translated
the model to a visual form. Using principal
component analysis — a mathematical
procedure used to provide a synopsis for a
large amount of data — the scientists were
able to visualize those 1,700 categories and
how they related to one another, creating
the chart shown to the right.
https://www.extremetech.com/extreme/14
3816-scientists-discover-how-our-brains-
categorize-map

13. Categories to teach:
• Start with the most general – they are displayed in the order of
adjectives:
O S Sh A C O M P

14. Opinion
Size
Shape
Age
Colour
Origin
Material
Purpose

15. So, we need to teach by categories from the
earliest age:
Speaking Card to describe a toy:

16. The number of categories growths with the
advancements in learning:
To describe appearance we’ll
need:

17. You’ll need many
more categories in
the real world:

19. Description and Categorization are closely
connected:
Me may use
the
characteristics
for description
of categorize
clothes by
them (e.g.
clothes made
of leather,
etc.)

20. Classification/
Division
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
? ________________________________ system/ group/ process
? _________consists of/ comprises ___ parts/subgroups/ components/stages/
is divided into/arranged in kinds/ types/ sorts/ classes/
Each ____________ has its ___________ characteristics/ elements/features
Above all _________________. __________especially
________________significantly
Most/ Mostly__________
?__________________
1_______
________
2_______
________
3_______
________
Category +
Paraphrase
Prioritize
Emphasize
Above all…
Especially
Most….
link link
Categories:
Consists of…
Belong to…
Categorization
Table:

21. Comparison Tools

22. How can we make it more comprehensible?
Category
1: ___Sponge Bob_
both
2: Cheese
colour yellow
material sponge cheese
structure soft have holes tough or soft
shape square shaped square shaped or round
Actions
and clothes
can act and wear
clothes
can’t act and wear
clothes

23. Speaking strategies
for young learners: I want to compare _______________ and
______________________
We can compare them by such categories as
…………
They are the same in _________________,
they both are _________
They differ in _________, one is
___________and the other is______
They have ____ differences and _____
similarities, so they are
(more/ less) similar than different.

24. Two objects have similar characteristics: Two objects have different characteristics:
Both __1__ and ____2___ are/ have, etc.
Neither __1__ nor ____2___ are/ have, etc.
1 is _________ and 2 is ___________ too.
1 is/has/does________, but 2______________
Whereas/While 1_________, 2____________
Although/While 1_________, 2____________
1 ________________. Similarly, 2 ___________
1 and 2 are similar in _____________________
1 is similar to 2 in _______________________
There are some similarities between 1 and 2: …..
1 ________________. However, 2 ___________
1 and 2 are different/dissimilar in ___________
1 is different from 2 because ________________
There is a difference between 1 and 2 in (terms of)…..
1__________, (just) like 2 ____
Like 1, 2 is/has/does ______
1 is ______________. Likewise, 2 is __________
1 and 2 are alike.
Unlike 1 that_______________ 2 ___________
Contrary to 1, 2 ___________
In contrast to 1 that_______________ 2 ___________
1 and 2 are equally _______________________
1 ______ (does/ works) in the same way as 2.
1 and 2 both__________ (work/ do) in the same way.
1 is _____________ compared to/with 2
In comparison to/with 1, 2 _______________
1 is __________, in comparison, 2 ________
Two objects have similar and different characteristics
Despite different (differences in……) ______________, 1 and 2 both ____________________.
Although/Even though 1_________and 2____________, they both __________________
Though both 1 and 2 _______________, one ____________________ and the other __________________

25. Cause and Effect:

26. Cause and Effect speaking strategies:
Intro I want to give the reason / to explain why………
In the essay we’ll analyze the causes/ reasons/ factors that bring the following effect
The reasons for …………. are ……………………………
The effects of ……………..are…………………………….
Cause/
Effect
Because of ___________________(cause), we can observe such effect as __________
Due to…………../ Owing to ……………………
Since………………………..
C ________________________ leads to/ explains why E__________________
The result/ source of C ________________ is E_________________
Consequen
ces
For this reason / Therefore ____________________________
As a consequence/ Consequently ___________________
As a result/ Hence, _______________________________
Thus/ So __________________________

27. Opinion
– choose
a point

28. Advantages and
Disadvantages:
categories and
point of view:

29. Conclusion: _________________ has
advantage over _____________ in
________________________________
______________________,
however __________________ is better
in _____________________ .
I would choose ________________
because of _______________ (rate the
advantages).
Categories
1. Country 2.City
Population
pattern
Scarcely populated,
people own spacious houses
Densely populated,
people live in multi-story
buildings
Transport Of great necessity – a family
may own several vehicles
Public transportation
Car-pooling
Traffic congestions
Opportunities
Pollution
+ --

33. References and Sources
1.Карпенко М.П. (2008) Телеобучение. М.: СГА.
2. Zhabotynska, S.A. (2002). Shorts, breeches, and bloomers: Plurality in blends. In
A.Hougaard & S.N. Lund (eds.). The Way We Think. Odense Working Papers in
Language and Communication. Odense: University of Southern Denmark, 127-142.
• http://www.coun.uvic.ca/learn/program/hndouts/bloom.html
• http://www.teachers.ash.org.au/researchskills/dalton.htm
• http://oaks.nvg.org/taxonomy-bloom.html
• http://en.wikipedia.org/wiki/Image:Bloom%27s_Rose.png