Bloom's Taxonomy

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Taxonomy of Cognitive Objectives 1950s- developed by Benjamin Bloom Adapted for classroom use as a planning tool Continues to be one of the most universally applied models Provides a way to organize thinking skills into six levels, from the most basic to the higher order levels of thinking 1990s- Lorin Anderson (former student of Bloom) revised the taxonomy As a result, a numberof changes were made
(Pohl, 2000, Learning to Think, Thinking to Learn, pp. 7-8)

 Evaluation
 Synthesis  Analysis  Application  Comprehension  Knowledge

•Creating
•Evaluating •Analysing •Applying •Understanding

•Remembering

The learner is able to recall, restate and remember learned information.
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Can you recall information?

Recognising ListingDescribing Identifying Retrieving Naming Locating Finding

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a story map showing the main events of the story.  Make a time line of your typical day.  Make a concept map of the topic.  Write a list of keywords you know about….  What characters were in the story?  Make a chart showing…  Recite a poem you have learnt.

The learner grasps the meaning of information by interpreting andtranslating what has been learned.
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Can you explain ideas or concepts?

Interpreting Exemplifying Summarising Inferring Paraphrasing Classifying Comparing Explaining

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Write in your own words… Cut out, or draw pictures to illustrate a particular event in the story. Report to the class… Illustrate what you think the main idea may have been. Make acartoon strip showing the sequence of events in the story. Explain why the character solved the problem in this particular way Prepare a flow chart to illustrate the sequence of events. Make a colouring book. Paraphrase this chapter in the book. Retell in your own words. Outline the main points.

The learner makes use of information in a context different from the one in which it was learned.• • • •

Implementing Carrying out Using Executing

Can you use the information in another familiar situation?

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Construct a model to demonstrate how it looks or works Practise a play and perform it for the class Write a diary entry Prepare invitations for a character’s birthday party Take and display a collection of photographs on a particular topic. Make up apuzzle or a game about the topic. Write an explanation about this topic for others. Dress a doll in national costume. Make a clay model… Continue a story…

The learner breaks learned information into its parts to best understand that information.
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Comparing Organising Deconstructing Attributing Outlining Finding Structuring Integrating

Can you break information into parts toexplore understandings and relationships?

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Design a questionnaire to gather information. Survey classmates to find out what they think about a particular topic. Analyse the results. Classify the actions of the characters in the book Construct a graph to illustrate selected information. Make a family tree showing relationships. Write a biography of a person studied. Preparea report about a topic. Conduct an investigation to produce information to support a view. Review a work of art in terms of form, colour and texture. Complete a Decision Making Matrix to help you decide which breakfast cereal to purchase

The learner makes decisions based on in-depth reflection, criticism and assessment.
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Checking Hypothesising Critiquing ExperimentingJudging Testing Detecting Monitoring

Can you justify a decision or course of action?

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Write a letter to the editor Prepare and conduct a debate Prepare a list of criteria to judge… Write a persuasive speech arguing for/against… Make a booklet about five rules you see as important. Convince others. Form a panel to discuss viewpoints on…. Write a letter to. ..advising on...