Strategy name: Bloom’s experiment form using Bloom’s Taxonomy
Source:
Adapted from Hawker Brownlow Education (1997) Graphic
Organisers and Planning Outlines #1109, p. 25. Retrieved from
http://www.kurwongbss.qld.edu.au/thinking/Bloom/blooms.htm
Overview:
Edward Bloom created a taxonomy of learning objectives
for teachers. Bloom classified learning behaviours
according to six levels. Each level requires students to
engage in a higher level of cognitive ability. During the
stage of generating and developing ideas and
producing solutions students will engage in
experimentation. As this is done and students document
the process they will follow the levels of Bloom’s
Taxonomy. However, please note that in all stages of the
design process students will be working within the
Bloom’s framework. The level in which they operate will
depend upon how challenging and sophisticated their
activities for learning are. As students work at the
analysing, evaluating and creating levels they are
engaging in higher order thinking.
Bloom’s experiment form (see pages 3–4 for proforma)
Remembering
List the materials used in this experiment.
Materials:
Understanding
Outline the procedure for conducting this experiment
Procedure:
Applying
Record data observed and collected during your experiment.
Data:
Analysing
Examine your data and draw conclusions.
Conclusions:
Evaluating
Describe how you would rate the success of your experiment. Establish a set
of criteria for measuring the result.
Creating
Create a series of ‘What if…?’ statements about your data to show things that
might be different should variables be changed.
Technology Unit, Curriculum K–12 Directorate,
NSW Department of Education and Training
http://www.curriculumsupport.education.nsw.gov.au/technology/
blooms.doc
page 1 of 5
Using Bloom’s experiment form for generating and developing
ideas
1. Before using the Bloom’s experiment form, ask the class to list and discuss
the questions you would like answered by the experimentation.
2. Ask students to predict experiment results.
3. Carry out the experimentation using the Bloom’s experiment form for
recording.
4. Ask students to determine the most important facts they learnt from the
experiment. Students can then rank the information from most important to
least important, giving reasons for their choices (evaluating).
Technology Unit, Curriculum K–12 Directorate,
NSW Department of Education and Training
http://www.curriculumsupport.education.nsw.gov.au/technology/
blooms.doc
page 2 of 5
Bloom’s experiment form
Remembering
List the materials used in this experiment.
Materials:______________________________________________________
______________________________________________________________
Understanding
Outline the procedure for conducting this experiment.
Procedure:
1. _______________________________________________________
2. _______________________________________________________
3. _______________________________________________________
4. _______________________________________________________
5. _______________________________________________________
Applying
Record data observed and collected during your experiment.
Data:
What I did
What I observed
Analysing
Examine your data and draw conclusions.
Conclusions:
1.____________________________________________________________
______________________________________________________________
2.____________________________________________________________
______________________________________________________________
3.____________________________________________________________
______________________________________________________________
Technology Unit, Curriculum K–12 Directorate,
NSW Department of Education and Training
http://www.curriculumsupport.education.nsw.gov.au/technology/
blooms.doc
page 3 of 5
Evaluating
Describe how you would rate the success of your experiment. Establish a set
of criteria for measuring the result.
______________________________________________________________
______________________________________________________________
Creating
Create a series of ‘What if…?’ statements about your data to show things that
might be different should variables be changed.
What if… ______________________________________________________
What if… ______________________________________________________
Adapted from Hawker Brownlow Education (1997) Graphic Organisers and Planning Outlines
#1109, p. 25. Retrieved from http://www.kurwongbss.qld.edu.au/thinking/Bloom/blooms.htm
Technology Unit, Curriculum K–12 Directorate,
NSW Department of Education and Training
http://www.curriculumsupport.education.nsw.gov.au/technology/
blooms.doc
page 4 of 5
Background information
Bloom’s Revised Taxonomy

Remembering: recalling information
recognising, listing, describing, retrieving, naming, finding

Understanding: explaining ideas or concepts
interpreting, summarising, inferring, classifying, explaining

Applying: using the new knowledge in another situation
implementing, carrying out, using

Analysing: breaking down, differentiating between the parts, connecting
and organising information
comparing, organising, deconstructing

Evaluating: justifying a decision or course of action
checking, judging, hypothesising, critiquing

Creating: generating new ways of viewing things, generating new ideas,
generating new products
designing, constructing, planning, producing, inventing
Activities related to each level of Bloom’s Taxonomy

Remembering
Making a timeline, making a list of main events, making a facts chart etc.

Understanding
Drawing pictures or finding pictures to highlight an event, developing a
cartoon strip to show an event sequence, preparing a flow chart

Applying
Making a scrapbook about the topic/area of study, constructing a
model/prototype to demonstrate how an idea will work, writing a manual

Analysing
Designing a survey to gather information, constructing a graph to show
certain information, comparing/contrasting charts

Evaluating
Preparing a case to present a point of view, preparing a list of criteria to
judge a project, conducting a debate

Synthesising
Creating a new product, selling an idea, planning a marketing campaign.
Technology Unit, Curriculum K–12 Directorate,
NSW Department of Education and Training
http://www.curriculumsupport.education.nsw.gov.au/technology/
blooms.doc
page 5 of 5