BLOOM’S
TAXONOMY
Jamaica C. Olazo
https://www.facebook.com/ja.maica.393
TAXONOMY
• comes from the Greek word
“taxis=arrangements” and “nomos=science”
• Science of arrangements
• means 'a set of classification principles', or
'structure', and
• Domain simply means 'category'.
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Who is BENJAMIN BLOOM?
BENJAMIN SAMUEL BLOOM
- was a Jewish-American
educational psychologist.
Contributions:
(Feb. 1913 – Sep. 1999)
1. Classification of Educational
Objectives
2. Theory of Mastery-Learning
3
Development of critical
thinking skills
COGNITIVE
DOMAIN
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
PSYCHOMOTOR
DOMAIN
Physical tasks such as
the manipulating of objects
Reflex Movements
Basic Fundamental
Movements
Perceptual Abilities
Attitude and
emotions domain
AFFECTIVE
DOMAIN
Receiving
Responding
Valuing
Organization
Characterization
Physical Abilities
Skilled Movements
Non-Discursive
Movements
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THREE DOMAINS OF LEARNING
Cognitive Domain
(Knowing/Head)
• Mental Skills (KNOWLEDGE)
Psychomotor Domain
(Doing/Hands)
• Manual or physical skills (SKILLS)
Affective Domain
(Feeling/Heart)
• Growth in feelings or emotional areas (ATTITUDE)
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Evolved function, High
complexity
to
Higher-order
Thinking Skills
Lower-order
Thinking Skills
Basic function, Low
complexity
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Bloom’s Taxonomy of Objectives
in the Cognitive Domain
The Cognitive Domain
1956
Evaluation
Higher-order
Thinking Skills
Synthesis
Analysis
Lower-order
Thinking Skills
Application
Comprehension
Knowledge
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Jamaica C. Olazo ||
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Jamaica C. Olazo ||
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Bloom’s Taxonomy of Objectives
in the Cognitive Domain
The Cognitive Domain
1956
Evaluation
Higher-order
Thinking Skills
Synthesis
Analysis
Lower-order
Thinking Skills
Application
Comprehension
Knowledge
10
Bloom’s Taxonomy of Objectives
in the Cognitive Domain
The Cognitive Domain
2001(Revised)
Creating
Higher-order
Thinking Skills
Evaluating
Analyzing
Lower-order
Thinking Skills
Applying
Understanding
Remembering
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ORIGINAL TAXONOMY (1956) ---> REVISED TAXONOMY (2001)
•
•
•
•
•
•
Knowledge
Comprehension
Analysis
Application
Synthesis
Evaluation
 Remember (I know)
 Understand (I comprehend)
 Apply (I can use it)
 Analyze (I can be logical)
 Evaluate (I can judge)
 Create ( I can plan)
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Jamaica C. Olazo ||
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R
E
M
E
M
B
E
R
I
N
G
Bloom’s Revised Taxonomy
• REMEMBERING
- Recall previous learned information.
- Recalling relevant knowledge from long
term memory.
- Rote learning or memorization.
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U
N
D
E
R
S
T
A
N
D
I
N
G
Bloom’s Revised Taxonomy
• UNDERSTANDING
- Comprehending the meaning,
translation, interpolation, and interpretation
of instructions and problems. State a problem
in one's own words.
- Construct meaning and explain.
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A
P
P
L
Y
I
N
G
Bloom’s Revised Taxonomy
• APPLYING
- Use a concept in a new situation or
unprompted use of abstraction.
- applies what was learned in the classroom
into novel situations.
- abstract ideas into practical
situations
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A
N
A
L
Y
Z
I
N
G
Bloom’s Revised Taxonomy
• ANALYZING
- Breaking the concept into parts and
understand how each part is related to one
another.
- Illustrate relationships to
one another.
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E
V
A
L
U
A
T
I
N
G
Bloom’s Revised Taxonomy
• EVALUATING
- Making judgments based on a set of
guidelines and the value of ideas or
materials.
- Judge, criticize and assess information
using what you know to make
decisions and support your views.
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C
R
E
A
T
I
N
G
Bloom’s Revised Taxonomy
• CREATING
- Builds a structure or pattern from
diverse elements. Put parts together to form
a whole, with emphasis on creating a new
meaning or structure.
- Putting information together in an
innovative way.
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Cognitive Domain: REMEMBER
I know
APPROPRIATE VERBS
Choose, describe, define, identify,
label, list, locate, match,
memorize, name, omit, recite,
recognize, select, state, underline
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Cognitive Domain: REMEMBER
I know
 PRODUCTS
Chart, model, worksheet, draw a
map, picture, demonstrate, graphs
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Cognitive Domain: REMEMBER
I know
INSTRUCTIONAL
STRATEGIES
• Highlighting
• Rehearsal
• Memorizing
• Mnemonics
MODEL QUESTIONS
• Who? Where? Which
One? What? How?
• What is the best one?
Why? How much?
When?
• What does it
mean?
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Cognitive Domain: UNDERSTAND
I comprehend
 APPROPRIATE VERBS
Classify, defend,
communicate, demonstrate,
distinguish, explain, express
extend, give example,
illustrate, indicate,
interrelate, report, interpret,
infer, judge, match,
paraphrase, represent,
restate, rewrite, select,
interpret
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Cognitive Domain: UNDERSTAND
I comprehend
 PRODUCTS
Chart, model,
making a film
strip, worksheet,
draw a map,
picture,
demonstrate,
timeline, diorama,
game, report,
diagram
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Cognitive Domain: UNDERSTAND
I comprehend
INSTRUCTIONAL
STRATEGIES
• Key examples
• Emphasize
connections
• Elaborate concepts
• Summarize
 MODEL QUESTIONS
• State in your own words.
Which are facts?
• What does this mean? Is
this the same as. . .?
Give an example.
• Select the best
definition.
• State in one word . . .
Explain what is
happening.
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Cognitive Domain: APPLY
I can use it
 APPROPRIATE
VERBS
Apply, choose, practice,
solve, illustrate, conduct,
classify, employ,
dramatize, explain,
generalize, judge,
organize, paint, prepare,
produce, select, show,
sketch, solve, use,
construct, investigate,
restructure, manipulate
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Cognitive Domain: APPLY
I can use it
 PRODUCTS
Survey, diary, scrapbook,
photograph, cartoon,
learning center, illustration,
construction, sculpture
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Jamaica C. Olazo ||
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Cognitive Domain: APPLY
I can use it
 INSTRUCTIONAL
STRATEGIES
• Modeling
• Cognitive
apprenticeships
“Mindful” practice – NOT
just a “routine” practice
• Part and whole
sequencing
• Authentic situations
“Coached” practice Case
studies Simulations
Algorithms
 MODEL QUESTIONS
• Predict what would happen
if… Choose the best
statements that apply…
• Judge the effects…
• What would result…
• Tell what would happen…
• Tell how, when, where, why
Tell how much change
there would be…
• Identify the results of…
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Cognitive Domain: ANALYZE
I can be logical
 APPROPRIATE VERBS
• Analyze, categorize, classify,
compare, differentiate,
question, distinguish, identify,
• Infer, point out, select,
subdivide, survey, contrast,
categorize, debate, examine,
deduce
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Cognitive Domain: ANALYZE
I can be logical
 PRODUCTS
Graph, survey, family tree, timeline,
questionnaire, commercial,
diagram, chart, report, fact file
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Cognitive Domain: ANALYZE
I can be
logical
 INSTRUCTIONAL
STRATEGIES
• Models of thinking
• Challenging
assumptions
• Retrospective analysis
• Reflection through
journaling Debates
• Discussions and other
collaborating learning
activities Decisionmaking situations
 MODEL QUESTIONS
• What is the function of . . .?
What's fact? Opinion? What
assumptions. . .?
• What statement is relevant?
What motive is there?
• Related to, extraneous to, not
applicable.
• What conclusions?
• What does the author
believe? What does the
author assume?
• Make a distinction.
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Cognitive Domain: EVALUATE
I can judge
 APPROPRIATE
VERBS
• Appraise, judge,
criticize, defend,
estimate, compare,
measure, verify,
justify, select, decide,
choose, recommend,
assess, critique,
revise, validate,
standardize, argue,
rate, measure
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Cognitive Domain: EVALUATE
I can judge
 PRODUCTS
Self evaluation, survey, editorial,
experiment, panel evaluation,
recommendation, conclusion,
court trial, essay, letter
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Cognitive Domain: EVALUATE
I can judge
 INSTRUCTIONAL
STRATEGIES
• Challenging
assumptions
• Journaling
• Debates
• Discussions and
other collaborating
learning activities
Decision-making
situations
 MODEL QUESTIONS
• What fallacies,
consistencies,
inconsistencies appear?
• Which is more
important, moral, better,
logical, valid,
appropriate?
• Find the errors.
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Cognitive Domain: CREATE
I can plan
 APPROPRIATE VERBS
• Choose, combine, compose, construct, create,
design, manage, develop, do, improve, formulate,
hypothesize, invent, make up, originate, organize,
plan, imagine, produce, role play, tell
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Jamaica C. Olazo ||
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Cognitive Domain: CREATE
I can plan
PRODUCTS
Story, poem, play, radio show, puppet show, news
article, invention, dance, mural, comic strip,
recipe, pantomime, travelogue
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Jamaica C. Olazo ||
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Cognitive Domain: CREATE
I can plan
 INSTRUCTIONAL
STRATEGIES
• Modeling
• Challenging assumptions
Reflection through
journaling Debates
• Discussions and other
• collaborating learning
activities
• Design
• Decision-making
situations
MODEL QUESTIONS
• How would you test…?
• Propose an alternative.
• Solve the following.
• How else would you...?
• State a rule.
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HOW CAN WE DEVELOP THE
HABIT OF ASKING HIGHER-ORDER
QUESTIONS?
1. Avoid literal-level questions in favor of those
requiring higher-order thinking.
2. Use questions requiring higher-order
thinking.
 Higher-order questions are important for modeling
different ways students can:
- Interpret
- Apply
- Evaluate
- Reflect on what they are learning
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HOW CAN WE DEVELOP THE
HABIT OF ASKING HIGHER-ORDER
QUESTIONS?
3. Classify questions according to the kinds of
thinking required for students to respond.
– Use of Bloom’s Taxonomy of Thinking
– Questions classified as knowledge or comprehension
should be avoided
– Teachers should make sure their questions can be
classified as APPLICATION, ANALYSIS, SYNTHESIS and/or
EVALUATION.
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HOW CAN WE DEVELOP THE HABIT
OF ASKING HIGHER-ORDER
QUESTIONS?
4. Use verbs associated with higher-order
thinking tasks.
- Verbs representing cognitive tasks in Bloom’s Taxonomy
5. Consider the learning products associated
with higher-order thinking tasks.
- Task Oriented Question Construction Wheel
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EFFECTIVE QUESTIONING TECHNIQUES
1. Pose the question first before asking a student
to respond.
2. Allow plenty of “think time” by waiting at
least 7-10 seconds before expecting the student
to respond.
-help students adjust to an extended wait time
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EFFECTIVE QUESTIONING TECHNIQUES
3. Give all students the opportunity to respond
rather than relying on volunteers.
a. Create a system to help you keep track of
who you call on
b. Allow your student to “pass” when he’s
not ready to respond
c. Give him another opportunity later
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EFFECTIVE QUESTIONING TECHNIQUES
4. Hold students accountable by expecting,
requiring, and facilitating their participation and
contributions.
a.
b.
c.
d.
Never answer your own questions.
Do NOT accept “I don’t know” for an answer.
Offer hints or suggestions to guide students.
Offer two or more options and let the student
choose one
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EFFECTIVE QUESTIONING TECHNIQUES
5. Establish a safe atmosphere for risk
taking by guiding students.
a. Always “dignify” incorrect responses by saying
something positive about students.
b. Build confidence and trust when students make
mistakes.
c. Admit your own mistakes and “think aloud”
examples of a reflection.
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