Bloom’s Taxonomy (complete)

• comes from the Greek word
“taxis=arrangement” and “nomos=science”
• Science of arrangements
• means 'a set of classification principles', or
'structure', and Domain simply means
'category'.
TAXONOMY
2https://www.facebook.com/ja.maica.393

- was a Jewish-American
educational psychologist.
Contributions:
1. Classification of Educational
Objectives
2. Theory of Mastery-Learning
(Feb. 1913 – Sep. 1999)
Who is BENJAMIN BLOOM?
BENJAMIN SAMUEL BLOOM
3
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THREE DOMAINS OF LEARNING
• Mental Skills (KNOWLEDGE)
Cognitive Domain
(Knowing/Head)
• Manual or physical skills (SKILLS)
Psychomotor Domain (Doing/Hand)
• Growth in feelings or emotional areas (ATTITUDE)
Affective Domain
(Feeling/Heart)

COGNITIVE
DOMAIN
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
PSYCHOMOTO
R DOMAIN
AFFECTIVE
DOMAIN
Reflex Movements
Basic Fundamental
Movements
Perceptual Abilities
Physical Abilities
Skilled Movements
Non-Discursive
Movements
Receiving
Responding
Valuing
Organization
Characterization
5

Bloom’s Taxonomy of Objectives
in the Cognitive Domain
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
The Cognitive Domain
1956

Bloom’s Taxonomy of Objectives
in the Cognitive Domain
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
The Cognitive Domain
2001(Revised)
8

10
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)

• REMEMBERING
- Recall previous learned information.
- Recalling relevant knowledge from long
term memory.
Bloom’s Revised Taxonomy
R
E
M
E
M
B
E
R
I
N
G
LOW
ORDER
THINKING
SKILLS
TO
HIGH
ORDER
THINKING
SKILLS 11

• UNDERSTANDING
- Comprehending the meaning,
translation, interpolation, and interpretation
of instructions and problems. State a problem
in one's own words.
LOW
ORDER
THINKING
SKILLS
TO
HIGH
ORDER
THINKING
SKILLS
U
N
D
E
R
S
T
A
N
D
I
N
G
12

• APPLYING
- Breaking the concept into parts and
understand how each part is related to one
another.
LOW
ORDER
THINKING
SKILLS
TO
HIGH
ORDER
THINKING
SKILLS
A
P
P
L
Y
I
N
G
13

• ANALYZING
- Breaking the concept into parts and
understand how each part is related to one
another.
LOW
ORDER
THINKING
SKILLS
TO
HIGH
ORDER
THINKING
SKILLS
A
N
A
L
Y
Z
I
N
G
14

• EVALUATING
- Making judgments based on a set of
guidelines and the value of ideas or
materials.
LOW
ORDER
THINKING
SKILLS
TO
HIGH
ORDER
THINKING
SKILLS
E
V
A
L
U
A
T
I
N
G
15

• 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.
C
R
E
A
T
I
N
G
16

18

Cognitive Domain: REMEMBER
APPROPRIATE VERBS
Choose, describe, define, identify,
label, list, locate, match,
memorize, name, omit, recite,
recognize, select, state, underline
19
I KNOW

 PRODUCTS
Chart, model, worksheet, draw a
map, picture, demonstrate,
graphs
20
I KNOW

21
MODEL
QUESTIONS
• Who? Where? Which
One? What? How?
• What is the best one?
Why? How much?
When?
• What does it
mean?
INSTRUCTIONAL
STRATEGIES
• Highlighting
• Rehearsal
• Memorizing
• Mnemonics
I KNOW

22
 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
Cognitive Domain: UNDERSTAND
I comprehend

PRODUCTS
Chart, model,
making a film
strip, worksheet,
draw a map,
picture,
demonstrate,
timeline, diorama,
game, report,
diagram
23
I comprehend

24
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.
INSTRUCTIONAL
STRATEGIES
• Key examples
• Emphasize
connections
• Elaborate concepts
• Summarize
I comprehend

Cognitive Domain: APPLY
25
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
I can use it

PRODUCTS
Survey, diary, scrapbook,
photograph, cartoon,
learning center, illustration,
construction, sculpture
26
I can use it

27
 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…
 INSTRUCTIONAL
STRATEGIES
• Modeling
• Cognitive
apprenticeships
“Mindful” practice – NOT
just a “routine” practice
• Part and whole
sequencing
• Authentic situations
“Coached” practice Case
studies Simulations
Algorithms
I can use it

Cognitive Domain: ANALYZE
28
 APPROPRIATE VERBS
• Analyze, categorize, classify,
compare, differentiate,
question, distinguish, identify,
• Infer, point out, select,
subdivide, survey, contrast,
categorize, debate, examine,
deduce
I can be logical

PRODUCTS
Graph, survey, family tree, timeline,
questionnaire, commercial,
diagram, chart, report, fact file
29
I can be logical

30
 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.
 INSTRUCTIONAL
STRATEGIES
• Models of thinking
• Challenging
assumptions
• Retrospective analysis
• Reflection through
journaling Debates
• Discussions and other
collaborating learning
activities Decision-
making situations
I can be logical

Cognitive Domain: EVALUATE
31
APPROPRIATE
VERBS
• Appraise, judge,
criticize, defend,
estimate, compare,
measure, verify,
justify, select, decide,
choose, recommend,
assess, critique,
revise, validate,
standardize, argue,
rate, measure
I can judge

PRODUCTS
Self evaluation, survey, editorial,
experiment, panel evaluation,
recommendation, conclusion,
court trial, essay, letter
32
I can judge

33
MODEL QUESTIONS
• What fallacies,
consistencies,
inconsistencies appear?
• Which is more
important, moral, better,
logical, valid,
appropriate?
• Find the errors.
INSTRUCTIONAL
STRATEGIES
• Challenging
assumptions
• Journaling
• Debates
• Discussions and
other collaborating
learning activities
Decision-making
situations
I can judge

Cognitive Domain: CREATE
34
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
I can plan

PRODUCTS
Story, poem, play, radio show, puppet show, news
article, invention, dance, mural, comic strip,
recipe, pantomime, travelogue
35
I can plan

36
MODEL
QUESTIONS
• How would you test…?
• Propose an alternative.
• Solve the following.
• How else would you...?
• State a rule.
 INSTRUCTIONAL
STRATEGIES
• Modeling
• Challenging assumptions
Reflection through
journaling Debates
• Discussions and other
• collaborating learning
activities
• Design
• Decision-making
situations
I can plan

38
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.
3. Classify questions according to the kinds of
thinking required for students to respond.
– Use Bloom’s Taxonomy of Thinking
– Teachers should make sure their questions can be
classified as APPLICATION, ANALYSIS, SYNTHESIS
and/or EVALUATION.

HOW CAN WE DEVELOP THE
HABIT OF ASKING HIGHER-
ORDER QUESTIONS?
39
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

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.
3. Make sure you give all students the opportunity
to respond rather than relying on volunteers.
4. Hold students accountable by expecting,
requiring, and facilitating their participation and
contributions.
5. Establish a safe atmosphere for risk
taking by guiding students. 40

Bloom’s Taxonomy (complete)

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