Transcript Bloom’s Taxonomy

Bloom’s Taxonomy
The Building Blocks of Knowledge
Extending Students Thinking
Setting Goals
Benjamin Bloom and his colleagues (1956)
collaborated on the development of a popular
framework to improve an instructor’s ability to
teach thinking, regardless of the discipline
(Lyons, Kysilka, & Pawlas, 1999; McKeachie,
2002).
According to Bloom (1956) knowledge,
Comprehension, and application skills
represent the lower –order of thinking. The
higher-order of skills such as analysis,
synthesis, and evaluation required more effort.
Highest Level of cognition
Bloom’s Taxonomy (Benjamin Bloom, 1956)
Evaluation
Synthesis
Analysis
Lowest Level
Application
Comprehension
Knowledge
Revision of Bloom Taxonomy
Anserson, Krathwohl, and colleagues
(2001) revised the Bloom taxonomy to a
new sequence of “Remember,
Understand, Apply, Analyze, Evaluate,
and Create” (McKeachie, 2002, p. 285).
Higher-Order Skill
Revision of Bloom Taxonomy
Create
Evaluate
Lower-Order Skill
Analyze
Apply
Understand
Remember
Change in Terms
 The names of six major categories were changed from noun to verb





forms.
As the taxonomy reflects different forms of thinking and thinking is
an active process verbs were more accurate.
The subcategories of the six major categories were also replaced
by verbs
Some subcategories were reorganised.
The knowledge category was renamed. Knowledge is a product of
thinking and was inappropriate to describe a category of thinking
and was replaced with the word remembering instead.
Comprehension became understanding and synthesis was
renamed creating in order to better reflect the nature of the thinking
described by each category.
(http://rite.ed.qut.edu.au/oz-teachernet/training/bloom.html (accessed July 2003) ; Pohl, 2000, p. 8)
Change in Emphasis
 More authentic tool for curriculum planning,
instructional delivery and assessment.
 Aimed at a broader audience.
 Easily applied to all levels of schooling.
 The revision emphasises explanation and
description of subcategories.
(http://rite.ed.qut.edu.au/oz-teachernet/training/bloom.html (accessed July 2003; Pohl, 2000, p. 10).
Level 1:
Knowledge / Remember
Learning the information
Remembering knowledge
In this low level of Bloom’s Taxonomy the
student should be able to recall, recognize,
recite, list, label, name, repeat, state,
define, and retaining facts - these items
can be memorized without understanding
Level 1:
Knowledge / Remember
Remember an idea or a fact in nearly the same
form as it was taught. The sample verbs that
would be used in this level are:
Tell, choose, find, group, label, arrange,
select, match, locate offer list, name, cite,
offer, omit, pick, quote, repeat, reset, say,
show, spell, touch, underline, point to, identify,
recall, state
Level 2: Comprehension /
Understand
Understanding the information
In this low level of Bloom’s Taxonomy the
student should be able to demonstrate,
explain, describe, interpret, summarize,
restate, identify, tell, and elaborate the
material -
Level 2: Comprehension /
Understand
Communicate an idea or event in new and
different form. The sample verbs that would be
used in this level are:
Reword, convert, expand, transform, explain,
interpret, outline, discuss, arrange, sort, classify
Level 3: Application / Apply
Uses the information
Using theoretical ideas in real situation
In this level of Bloom’s Taxonomy the student
should be able to construct, interview,
apply, list, use, operate, practice, illustrate,
and solve simple problems – it means
students must apply facts, rules, and
principle to construct results
Level 3: Application / Apply
Use knowledge from a variety of areas to find
solutions – apply ideas. The sample verbs
that would be used in this level are:
Relate, utilize, solve, try, exert, take up, employ,
use, develop, apply, illustrate, sketch,
demonstrate
Level 4: Analysis / Analyze
Examining specific parts
of the information
In this level of Bloom’s Taxonomy the student should
be able to classify, categorize, compare, analyze –
distinguish question, differentiate, calculate, solve,
separate, detect, and relate - breaking down the
problem into its components – it means critical
thinking or problem solving
Level 4: Analysis / Analyze
Break problem down into component. The
sample verbs that would be used in this level
are:
Analyze, break down, look into, uncover, examine,
inspect, audit, appraise, categorize, contrast,
criticize, distinguish, differentiate, compare
Level 5: Synthesis / Evaluate
Doing something new
and different with information
In this higher order of skill level of Bloom’s
Taxonomy the student should be able to
hypothesize, abstract, create, and design –
arrange, assemble and create setup – in
other word putting together component of
knowledge to create! This may lead the
students for the multiple solutions or
correct answers and allow for creativities.
Level 5: Synthesis / Evaluate
Be creative. The sample verbs that would be
used in this level are:
Compose, create, combine, build, make, reorder,
develop, produce, construct, generate,
constitute, organize, originate, formulate,
propose, plan, design, invent
Level 6: Evaluation / Create
Judging information –
Making decision about issues
In this highest order of skill level of Bloom’s
Taxonomy the student should be able to assess,
rate, compare value, critique, appraise, judge, and
estimate – making a judgment about a solution,
work, etc.
For example: “if our population continues to grow,
what will the United States be like in …”
Level 6: Evaluation / Create
The sample verbs that would be used in this
level are:
appraise, argue, assess, compare, evaluate,
predict, support, recommend
Strategies
Tips for
Improvement
Here are some tips for improving the
thinking quality that will promote better
students performance



Incorporate your course content with opportunity
to apply creative thinking
Establish a learning environment that promote
thinking skills. For example before you answer
the question, encourage and challenge thinking
and discussion.
Facilitate instructions and direction that help
students discover the solution
Use more than one approaches to an issue
 Incorporate information from several
sources
 Establish meaningful correlations between
theoretical concept and practical situations
 Consider those students that need more
thinking time
 Asking questions with positive attitudes.
Note: you may have some student that have slow
start for example register late, missed the first
class or 2 classes - this will be challenge for
instructor to get these students to make up for
the missing learning activities…

Provide accurate feedback and promote good
quality thinking without discouraging. In other
word, gently direct them for better thinking.
Feedback is the most effective way to motivate
thinking. For example, “good job”, “excellent” for
those students that did well on assignment - and for other students that performed less than your
expectation, a motivation the word such as “I
would like to talk to you after class regarding this
assignment”, “Meet me in break time to discuss..
The assignment” – the purpose of this approach is
to develop a plan that deal with disappointing
score and motivate them to do better
Feedback: The wording, tone, and body
language can encourage and motivate
students for improvement
 What do you mean by saying ____?
 Can you give me an example?
 How does this relate to the problem?
 Why did you base your answer on this instead
of ____?
 Can you be more specific?
 Could you explain your answer further?
References
McKeachie,W. J. (2002). McKeachie’s Teaching
Tips. Boston, MA: Houghton Mifflin Company.
Lyons, R. E., Kysilka,M. L., & Pawlas, G. E.
(1999). The Adjunct Professor’s Guide to
Success. Needham, MA: Allyn & Bacon.
Wankat, P. C. (2002). The Effective Efficient,
Professor. Boston, MA: A Pearson Education
Company.
Royse, D. (2001). Teaching Tips for College and
University Instructor. Needham, MA: A
Pearson Education Company.