- 1. Blooms Taxonomy a map for designing effective learning
objectives and student outcomesChoose a level from the pyramid to
learn more about it or start with the IntroductionWhen you have
completed this module, check out theAdditional Resourcesfor
more.navigation map?
2. The Basics Summarized nicely by Mary Forehand (2005):Bloom's
Taxonomy is a multi-tiered model of classifying thinking according
to six cognitive levels of complexity. Throughout the years, the
levels have often been depicted as a stairway, leading many
teachers to encourage their students to "climb to a higher (level
of) thought." The lowest three levels are: knowledge,
comprehension, and application. The highest three levels are:
analysis, synthesis, and evaluation. "The taxonomy is hierarchical;
[in that] each level is subsumed by the higher levels. In other
words, a student functioning at the 'application' level has also
mastered the material at the 'knowledge' and 'comprehension'
levels." (UW Teaching Academy, 2003). One can easily see how this
arrangement led to natural divisions of lower and higher level
thinking. Clearly, Bloom's Taxonomy has stood the test of time. Due
to its long history and popularity, it has been condensed,
expanded, and reinterpreted in a variety of ways. Research findings
have led to the discovery of a veritable smorgasbord of
interpretations and applications falling on a continuum ranging
from tight overviews to expanded explanations. Most recently,
Bloom's six major categories were changed from noun to verb forms
to reflect the active nature of the cognitive processes in the
learner. 3D ModelbackExpert VideoWho was Benjamin Bloom?start over?
3. Screen capture of architecture by Kevin Jarrett in Second Life
(2008).3D Modelback next expert videostart over? 4. Expert
Videoback next Who was Benjamin Bloom?start over? 5. Who was
Benjamin Bloom? Dr. Bloom was an educational psychologist who
studied the development of talent, achievement, and learning. His
work remains some of the most influential in educational theory and
the psychology of teaching and learning. In 1956, as a result of a
result of discussions with colleagues in the American Psychological
Association, he edited the first volume ofTaxonomy of educational
objectives: the classification of educational goals in which he
outlined the hierarchical levels of learning which became known as
Blooms Taxonomy. view the 3D modelbackstart over? 6. Remembering,
aka Knowledge Recall of facts, terms, basic concepts Knowledge of
specifics: terminology methodology conventions principlesRote
memory is classified as the lowest level of learning in Blooms
TaxonomyClick to view examples of activities utilizing the
Remembering cognitive process:Example 1 Example 2 backstart over?
7. Remembering: Example 1 Ask your students to write out the
quadratic formula Negative b plus or minus the square root of
b-squared plus four ac, all divided by 2aand you get a standard,
right-or-wrong answer. Thats Remembering. back nextstart over? 8.
Remembering: Example 2 Ask your students to recite Hamlets
soliloquyTo be or not to be--that is the question: Whether tis
nobler in the mind to sufferThe slings and arrows of outrageous
fortune Or to take arms against a sea of troubles And by opposing
end them. To dieto sleep, No moreand by a sleep to say we endand
you get a standard, right-or-wrong answer. Thats Remembering. back
next sectionstart over? 9. Understanding, aka Comprehension Ability
to interpret and relate information and concepts Demonstrated by:
description comparison extrapolation organization
interpretationClick to view examples of activities utilizing the
Understanding cognitive process:Example 1 Example 2 backstart over?
10. Understanding: Example 1 You ask: What is the main idea of the
essay you read for class yesterday? I think the main idea of the
essay wasand you get the students interpretation as an answer.
Thats Understanding. back nextstart over? 11. Understanding:
Example 2 Ask your students to summarize a conceptMy understanding
of that idea isand you get an individual take on the answer. Thats
Understanding. back next sectionstart over? 12. Applying Using new
knowledge for problem solving. Demonstrated by: Utilizing acquired
information or skills in novel ways or contextsClick to view
examples of activities designed to develop the Applying cognitive
process:Example 1 Example 2 backstart over? 13. Applying: Example 1
Based on what you know about this system, what would happen if you
eliminated feedback loop A? Removing feedback loop A would cause
changes tothe response will demonstrate the students ability to
Apply acquired knowledge in novel situations. back nextstart over?
14. Applying: Example 2 How would you treat a patient displaying
the following symptoms? Based on these symptoms, I would suggest a
treatment consisting ofthe response will demonstrate the students
ability to Apply acquired knowledge in novel situations. back next
sectionstart over? 15. Analyzing Examination and dissection of
information to determine underlying causes; making and supporting
inferences. Exploration of: components relationships organizing
principlesClick to view examples of activities utilizing the
Analyzing cognitive process:Example 1 Example 2 backstart over? 16.
Analyzing: Example 1 Ask your students to describe the relationship
between two elements of a concept.The depth of color in a finchs
beak is an indicator of immune system function due to increased
levels of carotinoids in the dietand the response will display
their ability to Analyze information. back nextstart over? 17.
Analyzing: Example 2 What were the societal motives behind accusing
women of witchcraft in the 1690s? The context of the Salem witch
trials was a cluster of tension related to both social and
politicaland the response will display their ability to Analyze
information (and situations). back next sectionstart over? 18.
Evaluating Making and defending judgments based on evidence and/or
criteria. Evaluation of : information ideas proficiencyClick to
view examples of activities which demonstration the Evaluating
cognitive process:Example 1 Example 2 backstart over? 19.
Evaluating: Example 1 Ask What are the priorities in this case and
how would you rank them?Most importantly, we should pay attention
toand the response will induce students to Evaluate the
information. back nextstart over? 20. Evaluating: Example 2 Ask
students to make a decision and defend their choice I believe the
best option is to implement a prescribed fire to control the
invasive speciesand the response will induce students to Evaluate
the information. back next sectionstart over? 21. Creating, aka
Synthesis Formation of original ideas or concepts; reinterpretation
of existing information in new ways. Demonstrated through: design
production adaptation derivationCreating or synthesizing is
classified as the highest level of learning in Blooms TaxonomyClick
to view examples of activities utilizing the Creating cognitive
process:Example 1 Example 2 backstart over? 22. Creating: Example 1
Ask your students to formulate a novel solution to a problemOne way
to address global climate change might be to cultivate plants on
the sides of all high-rise buildingsand they will Create new ideas
and synthesize learning in the process. back nextstart over? 23.
Creating: Example 2 Have students write a research paper defending
a thesis and include references My theory is that and the research
shows thereforeand they will Create new ideas and synthesize
learning in the process. back next sectionstart over? 24.
Additional Resources New World Encyclopedia Benjamin Bloom
Forehand, M. (2005). Bloom's taxonomy: Original and revised. In M.
Orey (Ed.), Emerging perspectives on learning, teaching, and
technology. Emerging Perspectives on Learning, Teaching, and
Technology. Seddon, G. M. (1978). The properties of Bloom's
taxonomy of educational objectives for the cognitive domain. Review
of Educational Research, 48(2), 303-323. Noble, T. (2004).
Integrating the revised Bloom's taxonomy with multiple
intelligences: A planning tool for curriculum differentiation. The
Teachers College Record, 106(1), 193-211.backcreditsstart over? 25.
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