2. Bloom’s Six Levels of Learning
• Knowledge
• Comprehension
• Application
• Analysis
• Synthesis
• Evaluation
3. Benjamin Bloom
(1913 – 1999)
• Benjamin Bloom was an Educational psychologist who researched how students
learn.
• He classified learning into three domains: cognitive, affective and psychomotor.
• Cognitive domain is based on a student’s intelligence and what they know and
how they arrange their thoughts and ideas.
• Affective domain involves student’s emotions, interests, attitude, attention and
awareness.
• Psychomotor domain involves a student’s motor skills and their physical
capabilities.
• Bloom was able to identify from the cognitive domain six levels that are obtained
to gain knowledge on a subject.
• The levels go from easy to most difficult and are used to expand a student’s
knowledge.
4. Bloom’s Taxonomy Revised
• In the 1990’s, Lorin Anderson, a former student of Bloom’s
updated the six steps of learning to make learning for
students and teachers in the 21st century more significant.
• The changes were in three broad categories:
terminology, structure and emphasis.
• Bloom’s categories were changed from noun to verb forms.
• Knowledge being the basic form of learning, was revised to
Remembering, Comprehension to Understanding, and
Synthesis to Creating, as the remaining steps stayed the same.
• The revised Bloom’s Taxonomy provides a powerful means to
fit the needs of teachers today, and is geared towards a much
broader audience.
5. Bloom’s Revised Taxonomy
Remembering: Retaining information
Understanding: To be able to describe facts or ideas
Applying: To utilize facts in the latest manner
Analyzing: To differentiate parts that are not the same
Evaluating: Secure a thought or theory
Creating: Design something new
6. What the Teacher and Students Can Do Under
Bloom’s Taxonomy With and Without
Technology
• Remembering: Recalling the events in order of a particular
story.
• Using technology, the teacher can have the students make a
timeline on Inspiration of the events of the story by using
mind mapping to connect each of the story’s events as they
happened in order.
• Without technology, the teacher can have the students
compile a list of unfamiliar words and their definitions.
• Understanding: Identifying the main idea of the story.
• Using technology, the teacher can have the students write in
their own words on Word, the main idea of the story.
7. What the Teacher and Students Can Do Under
Bloom’s Taxonomy With and Without
Technology (Continued)
• Without technology, the teacher will have the students draw a
picture representing the main idea of the story.
• Applying: Choose what elements of the story need to be
changed.
• Using technology, the teacher will instruct students to use the
digital cameras to take a selection of photographs to
demonstrate a particular point in the story that they feel
needs to be changed.
• Without technology, the teacher will have the students make
a scrapbook that can demonstrate a particular point in the
story that they feel needs to be changed.
8. What the Teacher and Students Can Do Under
Bloom’s Taxonomy With and Without Technology
(Continued)
• Analyzing: Compare and contrast the relationship between
the main character and his/her best friend in the story.
• Using technology, the teacher instructs students on how to
use a movie camera to survey the other students in gathering
information about comparing and contrasting the main
character and their best friend in the story. Take results of the
survey, place the results in a spreadsheet on Excel, and make
a news story from the results.
• Without technology, the teacher instructs students on how
design a questionnaire to gather information from other
students on the relationship between the main character and
his/her best friend.
9. What the Teacher and Students Can Do Under
Bloom’s Taxonomy With and Without
Technology (Continued)
• Evaluating: Do you agree with the actions of the main character?
Do you agree with the outcome of the story?
• Using technology, the teacher will explain to the students that they
will need to defend or disagree with the actions of the main
character. They will also have to defend or dispute the outcome of
the story by writing an opinion on Word about it.
• Without technology, the teacher will explain to the students how
they can support or dispute their feelings with a classroom debate.
• Creating: How can the plot be changed or modified?
• Using technology, the teacher will have the students design a book
cover on Cover Creator with classroom computers and color printer.
• Without technology, the teacher will show students how they can
design and make puppets from paper mache, write a script, and
present a puppet show of the story to the classroom.
10. Final Thought
I believe that Bloom’s Taxonomy will be a very helpful tool in
my own teaching because as a teacher, I will be responsible
to give my students the best possible education that I can. By
following Bloom’s steps, I can get students to dig deeper into
what they are learning and they will be able to retain what
they have learned by using technology to help the learning
process. It is very exciting and very rewarding when a student
shows enthusiasm and pride when they enjoy what they are
doing. Learning with Bloom’s Taxonomy not only helps
increase critical thinking skills and higher order thinking
skills, it helps your brain to grow stronger. I can’t think of
anything better for students, can you?
11. Credits
Forehand, M. (2005). Bloom's taxonomy: Original and revised.. In
M.Orey (Ed.), Emerging perspectives on learning, teaching, and
technology. Retrieved April 11, 2014
, fromhttp://projects.coe.uga.edu/epltt/
Shelly, G. B., Gunter, G. A., & Gunter, R. E. (2013).Special feature:
learning theories and educational research. (Vol. 5, pp. 257-280).
Boston: Cengage Technology. DOI: www.cengage.com/course
technology.
Images:
• http://redie.uabc.mx/contenido/vol6no2/art-104-spa/bloom.png
• http://juliaec.files.wordpress.com/2011/04/blooms_taxonomy.jpg
• http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.ht
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