The Revised Bloom’s Taxonomy: An Overview. Think about all who are responsible for student achievement.

The Revised Bloom’s Taxonomy: An Overview

Think about all who are Think about all who are responsible for student responsible for student

achievementachievement

The Department of Public Instruction Deploys The Department of Public Instruction Deploys

STANDARDSSTANDARDS The District Designs The District Designs

LOCALLOCAL CURRICULUM CURRICULUM

The Teachers Design The Teachers Design

INSTRUCTIONINSTRUCTION

Student Student Achievement is aAchievement is a

Shared Shared ResponsibilityResponsibility

Importance of Importance of Alignment Alignment

Alignment is an even stronger predictor Alignment is an even stronger predictor of student achievement on standardized of student achievement on standardized tests than are socioeconomic status, tests than are socioeconomic status, gender, race, and teacher effect. gender, race, and teacher effect.

(Elmore & Rothman, 1999: Mitchell, 1998; Wishnick,1989)(Elmore & Rothman, 1999: Mitchell, 1998; Wishnick,1989)

Learning occurs best Learning occurs best when there is: when there is:

A purposeful process that aligns what is:A purposeful process that aligns what is:– WrittenWritten– TaughtTaught– TestedTested

Attention to both:Attention to both:– ContentContent– Cognitive Type Cognitive Type

Taxonomies are tools for Taxonomies are tools for aligningaligning

Bloom’s Taxonomy as a Bloom’s Taxonomy as a FrameworkFramework

A taxonomy of educational objectives “could do much to A taxonomy of educational objectives “could do much to

bring order out of chaos in the field of education. It could bring order out of chaos in the field of education. It could

furnish the conceptual framework around which our furnish the conceptual framework around which our

descriptions of educational programs and experiences descriptions of educational programs and experiences

could be oriented. It could furnish a framework for the could be oriented. It could furnish a framework for the

development of educational theories and research. It coulddevelopment of educational theories and research. It could

furnish the scheme needed for training our teachers and furnish the scheme needed for training our teachers and for for

orienting them to the varied possibilities of education” orienting them to the varied possibilities of education”

(Bloom, 1949)(Bloom, 1949)

Bloom’s is familiar to MOST Bloom’s is familiar to MOST educatorseducators

Show old modelShow old model

Voiceover, “It has its limitations”Voiceover, “It has its limitations”

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

Bloom’s is familiar to MOST Bloom’s is familiar to MOST educatorseducators

It has limitationsIt has limitations

The single dimension of the original The single dimension of the original Bloom’s Taxonomy limits its utility in Bloom’s Taxonomy limits its utility in well aligned instructional design. well aligned instructional design.

INSTRUCTIONINSTRUCTION Teachers provide learning experiences, Teachers provide learning experiences,

aligned with local curriculum expectations, aligned with local curriculum expectations, to prepare students to meet the standards to prepare students to meet the standards set by the stateset by the state

These learning experiences are framed by These learning experiences are framed by objectivesobjectives

Objectives are statements of Objectives are statements of what a teacher wants students what a teacher wants students

to learn as a result of the to learn as a result of the instruction provided. instruction provided.

Standards are simply Standards are simply mandated objectives.mandated objectives.

The Common Format of The Common Format of ObjectivesObjectives

Subject Verb Object

S V O

The student (will)The student (will)

The student (should)The student (should)

The students (might)The students (might)

The SUBJECT is the Learner The SUBJECT is the Learner or the Student.or the Student.

Quite often, the subject is implicit or understood.

The verbs provide clues as to The verbs provide clues as to the cognitive process category the cognitive process category

intended by the person or intended by the person or persons writing the standard. persons writing the standard.

Adopted from the original Adopted from the original Bloom’s taxonomy of Bloom’s taxonomy of

educational objectives, there educational objectives, there are six cognitive process are six cognitive process

categories. categories.

Bloom Revised Bloom Revised BloomBloom

• Remember

• Apply

• Understand

• Analyze

• Evaluate

• Create• Evaluation

• Analysis

• Synthesis

• Application

• Comprehension

• Knowledge

Each of the six cognitive Each of the six cognitive process categories was divided process categories was divided into specific cognitive into specific cognitive processes. Nineteen (19) processes. Nineteen (19) specific cognitive processes specific cognitive processes were identified.were identified.

Cognitive ProcessesCognitive Processes

RememberRemember

UnderstandUnderstand

RecognizingRecognizing RecallingRecalling InterpretingInterpreting ExemplifyingExemplifying ClassifyingClassifying SummarizingSummarizing InferringInferring ComparingComparing ExplainingExplaining

Cognitive Processes Cognitive Processes (continued)(continued)

ApplyApply

AnalyzeAnalyze

EvaluateEvaluate

CreateCreate

ExecutingExecuting ImplementingImplementing DifferentiatingDifferentiating OrganizingOrganizing AttributingAttributing CheckingChecking CritiquingCritiquing GeneratingGenerating PlanningPlanning ProducingProducing

THE TAXONOMY TABLE

COGNITIVE PROCESS DIMENSION

1. REMEMBERRecognizing

Recalling

2.UNDERSTAND

InterpretingExemplifyingClassifying

SummarizingInferring

ComparingExplaining

3.APPLY

ExecutingImplementing

4.ANALYZE

DifferentiatingOrganizingAttributing

5.EVALUATECheckingCritiquing

6.CREATE

GeneratingPlanning

Producing

Unlike the verbs, the objects of Unlike the verbs, the objects of the standards are subject-the standards are subject-specific (e.g., math, science, specific (e.g., math, science, social studies). social studies).

The objects specify the The objects specify the CONTENT of the standard. For CONTENT of the standard. For clarity, CONTENT was replaced clarity, CONTENT was replaced by KNOWLEDGE.by KNOWLEDGE.

What are Differences Between What are Differences Between Content and Knowledge?Content and Knowledge?

Content is Content is subject-matter specificsubject-matter specific. If you focused . If you focused on content, then, you would need as many on content, then, you would need as many taxonomies as there are subject matters (e.g., one taxonomies as there are subject matters (e.g., one for science, one for history, etc.). for science, one for history, etc.).

Content exists Content exists outside the studentoutside the student. A major . A major problem, then, is how to get the content problem, then, is how to get the content inside the inside the studentstudent. When content gets inside the student, it . When content gets inside the student, it becomes knowledge. This transformation of becomes knowledge. This transformation of content to knowledge takes place through the content to knowledge takes place through the cognitive processes used by the student.cognitive processes used by the student.

Four Types of KnowledgeFour Types of Knowledge

Factual KnowledgeFactual Knowledge Conceptual KnowledgeConceptual Knowledge Procedural KnowledgeProcedural Knowledge Metacognitive KnowledgeMetacognitive Knowledge

HOT ARTICHOKE DIP (Serves 10 to 14)

2 14-oz cans artichoke hearts

16 oz. mayonnaise

1 c. grated Parmesan cheese

Garlic salt (optional)

====================================

1. Drain artichoke hearts.

2. Mash artichokes with fork.

3. Mix with mayonnaise, cheese, and garlic salt.

4. Bake at 350 degrees for 15 minutes or until cheese is melted.

5. Serve with crackers or party rye.

THE TAXONOMY TABLE


FACTUAL FACTUAL KNOWLEDGEKNOWLEDGE

KNOWLEDGEKNOWLEDGE

DIMENSIONDIMENSION


Recalling

2.UNDERSTAND



ComparingExplaining

3.APPLY


4.ANALYZE



6.CREATE

GeneratingPlanning

Producing

CONCEPTUACONCEPTUAL L KNOWLEDGEKNOWLEDGE

PROCEDURAL PROCEDURAL KNOWLEDGEKNOWLEDGE

METACOGNITIVMETACOGNITIVE KNOWLEDGEE KNOWLEDGE

THE TAXONOMY TABLE

D6D6 D5D5 D4D4 D3D3 D2D2 D1D1D. D.

MetacognitiveMetacognitive

KnowledgeKnowledge

C6C6 C5C5 C4C4 C3C3 C2C2 C1C1C. ProceduralC. Procedural

KnowledgeKnowledge

B6B6 B5B5 B4B4 B3B3 B2B2 B1B1B. Conceptual B. Conceptual KnowledgeKnowledge

A6A6 A5A5 A4A4 A3A3 A2A2 A1 A1 A. Factual A. Factual KnowledgeKnowledge


Recalling

2.UNDERSTAND



ComparingExplaining

3.APPLY


4.ANALYZE



6.CREATE

GeneratingPlanning

Producing

How it WorksHow it Works

Explain the political alliances and Explain the political alliances and policies that impacted the United policies that impacted the United States in the latter part of the 20States in the latter part of the 20thth Century, including NATO, the UN, Century, including NATO, the UN,

and OPEC and OPEC

Use N

C Exa

mples

Verb = Explain Verb = Explain

Object = the political alliances the political alliances and policies that impacted the and policies that impacted the United States in the latter part United States in the latter part of the 20th Centuryof the 20th Century

including NATO, the UN, and OPEC including NATO, the UN, and OPEC [Extraneous information][Extraneous information]

Use NC Examples

Verb = Explain = UnderstandVerb = Explain = Understand

Object = the political alliances the political alliances and policies that impacted the and policies that impacted the United States in the latter part United States in the latter part of the 20th Century = of the 20th Century = Conceptual KnowledgeConceptual Knowledge

Use NC Examples

Summarize the provisions of the Summarize the provisions of the 1313thth, 14, 14thth, and 15, and 15thth Amendments to Amendments to the Constitution, including how the the Constitution, including how the amendments protected the rights of amendments protected the rights of

African Americans and sought to African Americans and sought to enhance their political, social, and enhance their political, social, and

economic opportunitieseconomic opportunities

Use NC Examples

Verb = SummarizeVerb = Summarize

Object = Provisions of the 13th, 14th, and 15th Amendments to the Constitution

Including how the amendments protected the rights of African Americans and sought to enhance their political, social, and economic opportunities [Extraneous information]

Use NC Examples

Verb = Summarize = UnderstandVerb = Summarize = Understand

Object = Provisions of the 13th, 14th, and 15th Amendments to the Constitution = Factual Knowledge

Use NC Examples

THE TAXONOMY TABLE


Standard 1Standard 1

FACTUAL FACTUAL KNOWLEDGEKNOWLEDGE

KNOWLEDGEKNOWLEDGE

DIMENSIONDIMENSION


Recalling

2.UNDERSTAND



ComparingExplaining

3.APPLY


4.ANALYZE



6.CREATE

GeneratingPlanning

Producing

CONCEPTUACONCEPTUAL L KNOWLEDGEKNOWLEDGE

PROCEDURAL PROCEDURAL KNOWLEDGEKNOWLEDGE

METACOGNITIVMETACOGNITIVE KNOWLEDGEE KNOWLEDGE

Standard 2Standard 2

Use NC Examples

The The SVO format of standardsSVO format of standards in in combination with the combination with the two-two-

dimensional structure of the dimensional structure of the Taxonomy TableTaxonomy Table allows us to allows us to

classify standards so we better classify standards so we better understand their intent and understand their intent and meaning in terms of student meaning in terms of student

learning. learning.

Content AlignmentContent AlignmentThis is about the rows in RBT This is about the rows in RBT

“Does the teacher teach and test the topics listed in

the curriculum?”

Cognitive Type AlignmentCognitive Type Alignment This is about the columns in RBT This is about the columns in RBT

“Do the students get to work and think at the level the curriculum prescribes?”

Additional BenefitsAdditional Benefits

Increase curriculum alignmentIncrease curriculum alignment Improve validity of assessmentsImprove validity of assessments Improve quality of instructionImprove quality of instruction

Curriculum AlignmentCurriculum Alignment

Assessments

Objectives

Instructional Activities/ Materials

Curriculum Curriculum AlignmentAlignment

Why is Alignment Why is Alignment Important?Important?

Increases validity of assessment Increases validity of assessment Increases students’ opportunity Increases students’ opportunity

to learnto learnProvides more accurate Provides more accurate

estimates of teaching estimates of teaching effectivenesseffectiveness

Permits better instructional Permits better instructional decisions to be madedecisions to be made

Traditional AlignmentTraditional Alignment

What content is included in the What content is included in the objective?objective?

What content is included on the What content is included on the assessment(s)?assessment(s)?

Is the content included in the objective Is the content included in the objective and/or on the assessment included in and/or on the assessment included in the instructional materials?the instructional materials?

If the content is the same, there is a If the content is the same, there is a high level of alignment.high level of alignment.

Importance of Importance of Alignment Alignment

Alignment is an even stronger predictor Alignment is an even stronger predictor of student achievement on standardized of student achievement on standardized tests than are socioeconomic status, tests than are socioeconomic status, gender, race, and teacher effect. gender, race, and teacher effect.

(Elmore & Rothman, 1999: Mitchell, 1998; Wishnick,1989)(Elmore & Rothman, 1999: Mitchell, 1998; Wishnick,1989)

ALIGNMENTUSING THETAXONOMY TABLE

Objectives Assessments

Instructional Activities

RememberRemember UnderstandUnderstand ApplyApply AnalyzeAnalyze EvaluateEvaluate CreateCreate

FactualFactual

ConceptualConceptual

ProceduralProcedural

Meta-Meta-CognitiveCognitive

The Role of the The Role of the TeacherTeacher

Aligning Cognitive TypeAligning Cognitive Type

RememberRemember

The learner is able to recall, restate and The learner is able to recall, restate and remember learned information.remember learned information.– RecognisingRecognising– ListingListing– DescribingDescribing– IdentifyingIdentifying– RetrievingRetrieving– NamingNaming– LocatingLocating– FindingFinding

Can you recall information?Can you recall information?

Remember in the ClassroomRemember in the Classroom

Teacher rolesTeacher roles

DirectsDirects TellsTells ShowsShows ExaminesExamines QuestionsQuestions Evaluates Evaluates

Student rolesStudent roles

RespondsResponds AbsorbsAbsorbs RemembersRemembers RecognisesRecognises MemorisesMemorises DefinesDefines DescribesDescribes RetellsRetells Passive recipientPassive recipient

Task Stems for Remember Task Stems for Remember

Make a list of the main events of the Make a list of the main events of the story.story.

Make a time line of events.Make a time line of events. Make a facts chart .Make a facts chart . Write a list of any pieces of Write a list of any pieces of

information you can remember.information you can remember. Make a chart showing…Make a chart showing… Make an acrostic.Make an acrostic.

Artifacts for RememberArtifacts for Remember

Make a list of the main events of the story.Make a list of the main events of the story. Make a time line of events.Make a time line of events. Make a facts chart .Make a facts chart . Write a list of any pieces of information you can remember.Write a list of any pieces of information you can remember. Make a chart showing…Make a chart showing… Make an acrostic.Make an acrostic.

UnderstandUnderstandThe learner grasps the meaning of information The learner grasps the meaning of information

by interpreting and translating what has been by interpreting and translating what has been learned.learned.– InterpretingInterpreting– ExemplifyingExemplifying– SummarisingSummarising– InferringInferring– ParaphrasingParaphrasing– ClassifyingClassifying– ComparingComparing– ExplainingExplaining

Can you explain ideas or concepts?Can you explain ideas or concepts?

Understand in the ClassroomUnderstand in the Classroom


DemonstratesDemonstrates ListensListens QuestionsQuestions ComparesCompares ContrastsContrasts Examines Examines


ExplainsExplains DescribesDescribes OutlinesOutlines RestatesRestates TranslatesTranslates DemonstratesDemonstrates InterpretsInterprets Active participantActive participant

Task Stems for Understand Task Stems for Understand State in your own words. State in your own words. Which are facts?Which are facts? What does this mean? What does this mean? Is this the same as. . .?Is this the same as. . .? Give an example. Give an example. Select the best definition.Select the best definition. What would happen if . . .?What would happen if . . .? Explain what is happening.Explain what is happening. What part doesn't fit? What part doesn't fit? Explain what is meant.Explain what is meant. What seems likely? What seems likely? Which statements support . . ? Which statements support . . ?

Artifacts for UnderstandArtifacts for Understand

Write in your own words…Write in your own words… Make a cartoon strip showing the sequence of events .Make a cartoon strip showing the sequence of events . Write a brief outline to explain this story to someone elseWrite a brief outline to explain this story to someone else Explain why the character solved the problem in this particular wayExplain why the character solved the problem in this particular way Write a summary report of the event.Write a summary report of the event. Prepare a flow chart to illustrate the sequence of events.Prepare a flow chart to illustrate the sequence of events. Paraphrase this chapter in the book.Paraphrase this chapter in the book. Retell in your own words.Retell in your own words. Outline the main points.Outline the main points. Use pictures to show a particular event.Use pictures to show a particular event. Illustrate what you think the main idea may have been.Illustrate what you think the main idea may have been.

ApplyApply The learner makes use of information in a The learner makes use of information in a

context different from the one in which it was context different from the one in which it was learned.learned.

– ImplementingImplementing– Carrying outCarrying out– UsingUsing– ExecutingExecuting

Can you use the information in another Can you use the information in another familiar situation?familiar situation?

Apply in the ClassroomApply in the Classroom


ShowsShows FacilitatesFacilitates ObservesObserves EvaluatesEvaluates OrganisesOrganises Questions Questions


Solves problemsSolves problems Demonstrates use Demonstrates use

of knowledgeof knowledge CalculatesCalculates CompilesCompiles CompletesCompletes Illustrates Illustrates Constructs Constructs Active ParticipantActive Participant

Task Stems for ApplyTask Stems for Apply

Predict what would happen ifPredict what would happen if Choose the best statements that applyChoose the best statements that apply Judge the effects Judge the effects What would resultWhat would result Tell what would happen Tell what would happen Tell how, when, where, whyTell how, when, where, why Tell how much change there would beTell how much change there would be

Artifacts for ApplyArtifacts for Apply

Construct a model to demonstrate how it looks or Construct a model to demonstrate how it looks or worksworks

Practise a play and perform it for the classPractise a play and perform it for the class Make a diorama to illustrate an eventMake a diorama to illustrate an event Write a diary entryWrite a diary entry Take and display a collection of photographs Take and display a collection of photographs to to

demonstrate a particular point.demonstrate a particular point. Make up a puzzle or a game about the topic.Make up a puzzle or a game about the topic. Write an explanation about this topic for others.Write an explanation about this topic for others. Continue the story…Continue the story…

AnalyzeAnalyzeThe learner breaks learned information into its The learner breaks learned information into its

parts to best understand that information.parts to best understand that information.– ComparingComparing– OrganisingOrganising– DeconstructingDeconstructing– AttributingAttributing– OutliningOutlining– FindingFinding– StructuringStructuring– IntegratingIntegrating

Can you break information into parts to explore Can you break information into parts to explore

understandings and relationships?understandings and relationships?

Analyze in the ClassroomAnalyze in the Classroom


ProbesProbes GuidesGuides ObservesObserves EvaluatesEvaluates Acts as a resourceActs as a resource QuestionsQuestions OrganisesOrganises DissectsDissects


DiscussesDiscusses UncoversUncovers ArguesArgues DebatesDebates Thinks deeplyThinks deeply TestsTests ExaminesExamines QuestionsQuestions CalculatesCalculates InvestigatesInvestigates InquiresInquires Active participant Active participant

Task Stems for AnalyzeTask Stems for Analyze Which events could not have happened?Which events could not have happened? If. ..happened, what might the ending have been?If. ..happened, what might the ending have been? How is...similar to...?How is...similar to...? What do you see as other possible outcomes?What do you see as other possible outcomes? Why did...changes occur?Why did...changes occur? Can you explain what must have happened Can you explain what must have happened

when...? when...? What are some or the problems of...?What are some or the problems of...? Can you distinguish between...?Can you distinguish between...? What were some of the motives behind..?What were some of the motives behind..? What was the turning point?What was the turning point? What was the problem…?What was the problem…?

Artifacts for AnalyzeArtifacts for Analyze Use a Venn Diagram to show how two topics are the same and differentUse a Venn Diagram to show how two topics are the same and different Design a questionnaire to gather information.Design a questionnaire to gather information. Survey classmates to find out what they think about a particular topic. Survey classmates to find out what they think about a particular topic.

Analyse the results.Analyse the results. Make a flow chart to show the critical stages.Make a flow chart to show the critical stages. Classify the actions of the characters in the bookClassify the actions of the characters in the book Create a sociogram from the narrativeCreate a sociogram from the narrative Construct a graph to illustrate selected information.Construct a graph to illustrate selected information. Make a family tree showing relationships.Make a family tree showing relationships. Devise a roleplay about the study area.Devise a roleplay about the study area. Write a biography of a person studied.Write a biography of a person studied. Prepare a report about the area of study.Prepare a report about the area of study. Conduct an investigation to produce information to support a view.Conduct an investigation to produce information to support a view. Review a work of art in terms of form, colour and texture.Review a work of art in terms of form, colour and texture. Draw a graphDraw a graph Complete a Decision Making Matrix to help you decide which breakfast cereal Complete a Decision Making Matrix to help you decide which breakfast cereal

to purchaseto purchase

Write a commercial to sell a new productWrite a commercial to sell a new product Construct a graph to illustrate selected information.Construct a graph to illustrate selected information. Make a family tree showing relationships.Make a family tree showing relationships. Write a biography of a person studied.Write a biography of a person studied.

EvaluateEvaluateThe learner makes decisions based on in-The learner makes decisions based on in-

depth reflection, criticism and assessment.depth reflection, criticism and assessment.– CheckingChecking– HypothesisingHypothesising– CritiquingCritiquing– ExperimentingExperimenting– JudgingJudging– TestingTesting– DetectingDetecting– MonitoringMonitoring

Can you justify a decision or course of Can you justify a decision or course of action?action?

Evaluate in the ClassroomEvaluate in the Classroom


ClarifiesClarifies AcceptsAccepts Guides Guides


JudgesJudges DisputesDisputes ComparesCompares CritiquesCritiques QuestionsQuestions ArguesArgues AssessesAssesses DecidesDecides Selects Selects JustifiesJustifies Active participantActive participant

Task Stems for EvaluateTask Stems for Evaluate Is there a better solution to...?Is there a better solution to...? Judge the value of... What do you think Judge the value of... What do you think

about...?about...? Can you defend your position about...?Can you defend your position about...? Do you think...is a good or bad thing?Do you think...is a good or bad thing? How would you have handled...? How would you have handled...? What changes to.. would you recommend?What changes to.. would you recommend? Do you believe...? How would you feel if. ..?Do you believe...? How would you feel if. ..? How effective are. ..?How effective are. ..?

Artifacts for EvaluateArtifacts for Evaluate

Write a letter to the editorWrite a letter to the editor Prepare and conduct a debatePrepare and conduct a debate Prepare a list of criteria to judge…Prepare a list of criteria to judge… Write a persuasive speech arguing for/against…Write a persuasive speech arguing for/against… Make a booklet about five rules you see as important. Make a booklet about five rules you see as important.

Convince others.Convince others. Form a panel to discuss viewpoints on….Form a panel to discuss viewpoints on…. Write a letter to. ..advising on changes needed.Write a letter to. ..advising on changes needed. Write a half-yearly report.Write a half-yearly report. Prepare a case to present your view about...Prepare a case to present your view about... Complete a PMI on…Complete a PMI on… Evaluate the character’s actions in the storyEvaluate the character’s actions in the story

CreateCreateThe learner creates new ideas and The learner creates new ideas and

information using what has been information using what has been previously learned.previously learned.– DesigningDesigning– ConstructingConstructing– PlanningPlanning– ProducingProducing– InventingInventing– DevisingDevising– MakingMaking

Can you generate new products, ideas, or Can you generate new products, ideas, or ways of viewing things?ways of viewing things?

Create in the ClassroomCreate in the Classroom


FacilitatesFacilitates Extends Extends ReflectsReflects AnalysesAnalyses Evaluates Evaluates


DesignsDesigns FormulatesFormulates PlansPlans Takes risksTakes risks ModifiesModifies CreatesCreates ProposesProposes Active participantActive participant

Task Stems for CreateTask Stems for Create

Can you design a...to...?Can you design a...to...? Can you see a possible solution to...?Can you see a possible solution to...? If you had access to all resources, how If you had access to all resources, how

would you deal with...?would you deal with...? How could you devise your own way to...?How could you devise your own way to...? What would happen if ...?What would happen if ...? How many ways can you...?How many ways can you...? Can you create new and unusual uses Can you create new and unusual uses

for...? for...?

Artifacts for CreateArtifacts for Create Use the SCAMPER strategy to invent a new type of sports shoeUse the SCAMPER strategy to invent a new type of sports shoe Invent a machine to do a specific task.Invent a machine to do a specific task. Design a robot to do your homework.Design a robot to do your homework. Create a new product. Give it a name and plan a marketing campaign.Create a new product. Give it a name and plan a marketing campaign. Write about your feelings in relation to...Write about your feelings in relation to... Write a TV show play, puppet show, role play, song Write a TV show play, puppet show, role play, song or or pantomime about..pantomime about.. Design a new monetary system Design a new monetary system Develop a menu for a new restaurant using a variety of healthy foodsDevelop a menu for a new restaurant using a variety of healthy foods Design a record, book or magazine cover for...Design a record, book or magazine cover for... Sell an ideaSell an idea Devise a way to...Devise a way to... Make up a new language and use it in an exampleMake up a new language and use it in an example Write a jingle to advertise a new product.Write a jingle to advertise a new product.

Invent a machine to do a specific task.Invent a machine to do a specific task. Design a building to house your study.Design a building to house your study. Create a new product. Give it a name and plan a marketing campaign.Create a new product. Give it a name and plan a marketing campaign. Write a TV showWrite a TV show play, puppet show, song play, puppet show, song or or pantomime about..pantomime about.. Design a record, book or magazine cover for...Design a record, book or magazine cover for... Sell an ideaSell an idea

The Revised Bloom’s Taxonomy: An Overview. Think about all who are responsible for student achievement.

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