REVISED BLOOM’S
TAXONOMY
By: Laura Davis
June 5, 2011
How to Use Higher Order Thinking Skills in the
Classroom
Table of Contents
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Higher Order Thinking
What is Bloom’s Taxonomy?
Old vs. New
Who uses Bloom’s?
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
Other Visualizations of Bloom’s
Digital Revised Bloom’s Taxonomy
Higher Order Thinking
Thinking is the hardest work there is, which is
probably the reason why so few engage in it.
-Henry Ford
Quick Facts about Higher Order
Thinking
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H: Higher
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O: Order
T: Thinking
No one thinks perfectly or poorly all the time.
Memorizing something is not the same as thinking about
it.
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You can memorize something without understanding it.
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Thinking is done in both words and pictures.
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There are three main types of intelligence and thinking:
analytical, creative and practical.
All three intelligences and ways of thinking are useful in
our everyday lives.
You can improve your thinking skills by understanding
the processes involved in thinking.
Metacognition-thinking about thinking-is part of higher
order thinking.
http://www.cdl.org/resource-library/articles/highorderthinking.php
Higher Order Thinking (HOT)
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HOT does not include memorization.
HOT requires that we do something with the facts.
We must understand them, connect them to each other,
categorize them, manipulate them, put them together in new
or novel ways, and apply them as we seek new solutions to
new problems.
Higher Order Thinking involves metacognition.
Metacognition is thinking about your thinking. When a learner
uses metacognition they are contemplating and revising their
thoughts continuously to make sure they truly understand the
information.
Bloom’s Taxonomy
What is it and where did it come from?
Bloom’s Timeline
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1948: Benjamin Bloom and a group of psychologists
studied classroom activities and goals teachers has
while planning these activities.
Through this study three domains were concluded:
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Cognitive Domain
Affective Domain
Psychomotor Domain
 Cognitive
Domain was split into a hierarchy of 6
thinking skills: knowledge, comprehension, application, analysis,
synthesis, and evaluation.
 1956: Original Bloom’s Taxonomy is published
http://learngen.org/Resources/lgend101_norm1/3000/3100_4/3130/3131alias2.html
Original Bloom’s Taxonomy
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According to the original
Bloom’s Taxonomy, the
lowest order of thinking is
knowledge (remembering
something) and
comprehension (knowing
what something use).
These tiers were used as
building blocks to help
teachers scaffold their
lessons and build students
up to the top tier of
thinking.
Bloom’s Timeline Continued
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1995: Lorin Anderson, a former student of Benjamin
Bloom, led another team of psychologists in revising
the original Bloom’s Taxonomy to represent the 21st
century.
Changes occurred in terminology, structure, and
emphasis. See the next slide for more information
on the changes.
2001: The final revision of Bloom’s Taxonomy was
published.
Old vs. New Bloom’s
Notice the terminology changes in the comparison above.
What’s the Difference?
Original Bloom’s Taxonomy
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Terminology: Used nouns to
describe the levels of thinking.
Structure: One dimensional
using the Cognitive Process.
Emphasis was originally for
educators and psychologists.
Bloom’s taxonomy was used
by many other audiences.
Revised Bloom’s Taxonomy
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Terminology: Uses verbs to
describe the levels of thinking.
Structure: Two dimensional using
the Knowledge Dimension and
how it interacts with the Cognitive
Process. See next slide for an
interactive grid.
Emphasis is placed upon its use
as a more authentic tool for
curriculum planning, instructional
delivery and assessment.
http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy#Revised_Bloom.27s_Ta
xonomy_.28RBT.29
Factual
Knowledge:
The basic
elements that
must be known
within a
discipline.
Conceptual
Knowledge:
The
interrelationshi
ps among the
factual
knowledge.
The
Knowledge
Dimension Remember
The
Cognitive
Understand Apply
Process
Dimension
Evaluate
Create
Factual
Knowledge
List
Summarize
Classify
Rank
Combine
Conceptual
Knowledge
Describe
Interpret
Experiment
Assess
Plan
Procedural
Knowledge
Tabulate
Predict
Calculate
Conclude
Compose
MetaCognitive
Knowledge
Appropriat
e Use
Execute
Construct
Action
Actualize
Two Dimensional Blooms Taxonomy
Procedural Knowledge: How to do something, methods of inquiry, and criteria for
using a skill, algorithm, technique or method.
Meta-Cognitive Knowledge: The awareness of one’s own cognition.
http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy#Revised_Bloom.27s_Ta
xonomy_.28RBT.29
Who uses Bloom’s?
Those who know how to think need no teachers.
-Mahatma Gandhi
We all think…but are we using HOT skills?
Using Bloom’s in the Classroom
Using questions from
Teachers all levels of Bloom’s
will help you
can
scaffold learning
implemen
and differentiate
t Bloom’s
instruction the easy
Taxonomy
way!
by using
HOT
Questions
!
Creating: How
would you
adapt the plot
to create a
different story?
Evaluating: What
choice would you
have made if you
were in the story?
Analyzing: How is this story
related to your life?
Applying: What questions would you ask in
an interview with the main character?
Understanding: What is the main idea of the story?
Remembering: Who was the main character?
Tiers of Revised Bloom’s Taxonomy
Lower Order Thinking Skill:
Remembering
Remembering Questions
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What is …?
Where is …?
How did ___ happen?
Why did …?
When did …?
How would you show
…?
Who were the main …?
Which one …?
How is …?
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When did ___ happen?
How would you explain
…?
How would you describe
..?
Can you recall …?
Can you select …?
Can you list the three
…?
Who was …?
Using Remembering in a Lesson
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Make a list of the main
events.
Make a timeline of events.
Make a facts chart.
Write a list of any pieces
of information you can
remember.
List all the …in the story.
Make a chart showing…
Make an acrostic.
Recite a poem.
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Websites to help scaffold
with this tier:
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www.Spellingcity.com
www.Thatquiz.org
www.Aplusclick.com
www.Dictionary.com
www.socialstudiesforkids.co
m/subjects/timelines.htm
Lower Order Thinking Skill: Understanding
Understanding Questions
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How would you classify
the type of …?
How would you compare
…? contrast …?
Will you state or interpret
in your own words …?
How would you rephrase
the meaning …?
What facts or ideas show
…?
How would you summarize
…?
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What is the main idea of
…?
Which statements support
…?
Can you explain what is
happening …? what is
meant …?
What can you say about
…?
Which is the best answer
…?
Using Understanding in a Lesson
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Cut out or draw pictures to show
a particular event.
Illustrate what you think the main
idea was.
Make a cartoon strip showing the
sequence of events.
Retell the story in your own
words.
Paint a picture of some aspect
you like.
Write a summary report of an
event.
Prepare a flow chart to illustrate
the sequence of events.
Make a colouring book.
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Websites to help you
scaffold with this tier:
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www.Tagxedo.com
www.Wordle.net
www.makebeliefscomix.co
m
www.prezi.com
www.bitstrips.com/create/c
omic/
www.toondoo.com/
www.netrover.com/~kingski
d/anchors/anchors_main.ht
m
Moving up to Applying
Applying Questions
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How would you use …?
What examples can you find
to …?
How would you solve ___
using what you’ve learned …?
How would you organize ___
to show …?
How would you show your
understanding of …?
What approach would you
use to …?
How would you apply what
you learned to develop …?
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What other way would you
plan to …?
What would result if …?
Can you make use of the facts
to …?
What elements would you
choose to change …?
What facts would you select
to show …?
What questions would you ask
in an interview with …?
Using Applying in a Lesson
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Construct a model to demonstrate how it
will work.
Make a diorama to illustrate an important
event.
Make a scrapbook about the areas of
study.
Make a papier-mache map to include
relevant information about an event.
Take a collection of photographs to
demonstrate a particular point.
Make up a puzzle game showing the ideas
from an area of study.
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Make a clay model of an item in the area.
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Design a market strategy for your product.
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Dress a doll in costume.
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Paint a mural.
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Write a textbook outline.
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Websites to help you
scaffold with this tier:
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www.animoto.com
www.cropmom.com
www.discoveryeducation.co
m/free-puzzlemaker/
www.teachingkidsbusiness.c
om/just-for-clicks-businessgame.htm
http://marvel.com/games/
cyos
Higher Order Thinking Skill:
Analyzing
Analyzing Questions
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What are the parts or
features of …?
How is ___ related to …?
Why do you think …?
What is the theme …?
What motive is there …?
Can you list the parts …?
What inference can you make
…?
What conclusions can you
draw …?
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How would you classify...?
How would you categorize...?
Can you identify the different
parts …?
What evidence can you find
…?
What is the relationship
between …?
Can you distinguish between
…?
What is the function of …?
What ideas justify …?
Using Analyzing in a Lesson
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Design a questionnaire to gather
information.
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Websites to help you
scaffold with this tier:
Write a commercial to sell a new product.
Conduct an investigation to produce
information to support a point of view.
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Construct a graph to illustrate selected
information.
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Make a jigsaw puzzle.
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Make a family tree showing relationships.
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Put on a play about the study area.
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Write a biography of the study person.
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Prepare a report.
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Arrange a party and record as a
procedure.
Review a piece of art including form,
colour and texture
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http://dissect.froguts.com/
www.zunal.com
www.polleverywhere.com
http://nces.ed.gov/nceskids/c
reateagraph/
http://kids.familytreemagazin
e.com/kids/
www.kidsturncentral.com/topi
cs/hobbies/genforms.htm
www.timeforkids.com/TFK/kid
s/hh/writeideas/articles/0,28
372,634428,00.html
Higher Order Thinking Skill: Evaluating
Evaluating Questions
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Do you agree with the actions…?
with the outcome…?
What is your opinion of …?
How would you prove …?
Disprove…?
Can you assess the value or
importance of …?
Would it be better if …?
Why did they (the character) choose
…?
What would you recommend…?
How would you rate the …?
What would you cite to defend the
actions …?
How could you determine…?
What choice would you have made
…?
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How would you prioritize …?
What judgment would you make
about …?
Based on what you know, how would
you explain …?
What information would you use to
support the view…?
How would you justify …?
What data was used to make the
conclusion…?
What was it better that …?
How would you compare the ideas
…? people …?
Using Evaluating in a Lesson
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Prepare a list of criteria to
judge a ……..show?
Remember to indicate
priorities and ratings.
Conduct a debate about a
special issue.
Make a booklet about 5 rules
you see as important to
convince others.
Form a panel to discuss views.
Write a letter to .... advising
on changes needed at …
Write a half yearly report.
Present your point of view.
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Websites to help you
scaffold with this tier:
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www.rubistar.com
www.funenglishgames.com/
writinggames/debate.html
www.idebate.org/debatab
ase/search.php?junior=yes
www.bubblesnaps.com/
www.fodey.com
Higher Order Thinking Skill: Creating
Creating Questions
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What changes would you make to
solve …?
How would you improve …?
What would happen if …?
Can you elaborate on the reason
…?
Can you propose an alternative…?
Can you invent …?
How would you adapt ___ to create
a different …?
How could you change (modify) the
plot (plan) …?
What could be done to minimize
(maximize) …?
What way would you design …?
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What could be combined to improve
(change) …?
Suppose you could ___ what would
you do …?
How would you test …?
Can you formulate a theory for …?
Can you predict the outcome if …?
How would you estimate the results
for …?
What facts can you compile …?
Can you construct a model that
would change …?
Can you think of an original way for
the …?
Using Creating in a Lesson
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Invent a machine to do a specific
task.
Design a building to house your
study.
Create a new product, give it a
name and then devise a
marketing strategy.
Write about your feelings in
relation to …
Design a record, book or
magazine cover.
Sell an idea.
Devise a way to …
Compose a rhythm or put new
words to an old song.
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Websites to help you
scaffold with this tier:
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www.fantasticcontraption.n
et
www.magmypic.com/
www.fakemagazinecover.c
om/
www.createspace.com/Tool
s/CoverCreator.jsp
www.blogger.com
www.wikispaces.com
Other Visualizations of Bloom’s
Thought is the blossom; language the bud; action
the fruit behind it.
-Ralph Waldo Emerson
Blooming Orange
This is
based on
the original
Bloom’s but
I thought it
was a
great
illustration.
http://fisheggs.typepad.c
om/fortyfisheggs/2010/06/fisheg
g-129-blooms-taxonomylevels-of-thinking.html
Blooming Butterfly
DIGITAL Revised Bloom’s Taxonomy
Technology is integrated in almost every part of
lesson preparation and presentation. Scholars
have now come up with a digital Bloom’s
Taxonomy. Check it out!!
What do you use everyday? Are you
using your HOT skills?
There is a whole
website dedicated to
digital Bloom’s! Check
it out here:
http://visualblooms.wi
kispaces.com/
Bibliography
EduPress. (n.d.). Questions for the Revised Bloom's Taxonomy. Retrieved June 5,
2011, from EduPress Inc.: http://www.highsmith.com/edupress/Quick-FlipQuestions-for-the-Revised-Blooms-Taxonomy-c_23506705/EP729/
Lee, V. S. (1999). Creating a Blueprint for the Constructivist Classroom. National
Teaching & Learning Forum , 8 (4).
Thomas, A., & Thorne, G. (n.d.). Higher Order Thinking. Retrieved June 5, 2011,
from Center for Development and Learning: http://www.cdl.org/resourcelibrary/articles/highorderthinking.php
University of Kansas. (2002). Reporting. Retrieved June 5, 2011, from University
of Kansas:
http://learngen.org/Resources/lgend101_norm1/3000/3100_4/3130/3131ali
as2.html
Western Carolina University. (n.d.). Revised Bloom's Taxonomy Matrix. Retrieved
June 5, 2011, from Western Carolina University: