2. ►Is a classification of learning
objectives within education proposed
in 1956 by a committee of educators
chaired by Benjamin Bloom
► Created in order to promote higher
forms of thinking in education, such
as analyzing and evaluating, rather
than just remembering facts.
3. ►Bloom’s taxonomy divides educational
objectives into three types:
Cognitive(knowing/head),
Affective(Feeling/heart) and
Psychomotor(doing/hands)
►Bloom's Taxonomy is considered to be a
foundational and essential element within
the education community as evidenced in
the 1981 survey Significant writings that
have influenced the curriculum: 1906-
1981, by H.G. Shane and the 1994
yearbook of the National Society for the
Study of Education
6. The students must recall or recognize information:
facts, definitions, memorized rules, generalizations,
values and skills.
Verbs/Keyword:
Remember
Recognize
Recall
List
State
Identify
Sample question stems:
-Who?
-What?
-Where?
-When?
-How?
-Who are the…?
-What is?
Sample Question: Who wrote the Noli Me Tangere?
7. The students understand the meaning, translation,
interpolation, and interpretation of instructions and
problems. State a problem and information in one's own
words.
Verbs/Keyword:
Interpret
Translate
Summarize
Tell
Sample question stems:
-What do you think
could happened next?
-Can you provide a
definition for…?
-In your own words
what is …?
Sample Question: Based from the article, what is the
meaning of the peace?
8. The students use a concept in a new situation or
unprompted use of an abstraction. Applies what was
learned in the classroom into novel situations in the
work place.
Verbs/Keyword:
Apply
Use
Show
Use of facts and
principles
Problem Solving.
Sample question
stems:
-How is… related to..?
-Would this
information be useful
if…?
-Why is.. Significant
…?
Sample Question: In what events of life can you apply
this kind of method?
9. The students separate material or concepts into
component parts so that its organizational structure
may be understood, distinguish between facts and
inferences.
Verbs/Keyword:
Analyze
Separate
Distinguish,
Subdivide
Discriminate
Point out
Compare
Sample question stems:
-Can you distinguish
between…?
-Classify … according to …
-Make an outline for …
-How does
…compare/contrast with..?
-What are the parts or
features of …?
Sample Question: What are the comparisons
of these two things?
10. The students build a structure or pattern from diverse
elements. Put parts together to form a whole, with
emphasis on creating a new meaning or structure.
Creating a unique or original product or proposing
alternative solutions.
Verbs/Keyword:
Combine
Compose
Construct
Revise
Synthesize
Design
Plan
Sample question stems:
-How many ways can
you ….?
-What might happen if
you combine…?
-Can you write a new…?
Sample Question: By combining the problems you gathered,
can you give a possible solutions to the problem?
11. The students make judgments about the value of ideas
or materials. Development of opinions or decisions.
Verbs/Keyword:
Criticize
Defend
Assess
Justify
Judge
Evaluate
Sample question stems:
Can you defend your …?
What is the most
important…?
Do you agree…?
What do you think
about…?
Sample Question: Do you think Mrs. Janet
Lim-Napoles can be used as state witness?
Why or why not?
12. As teachers we tend to
ask questions in the
"knowledge" category
80% to 90% of the
time. These questions
are not bad, but using
them all the time is.
Try to utilize higher
order level of
questions. These
questions require much
more "brain power" and
a more extensive and
elaborate answer.