Bloom’s Taxonomy
Erica Abangan
EDU 560
•What is Bloom’s Taxonomy?
• It
is a list of learning objectives that help
teachers take a more holistic approach to
teaching
• Bloom,
along with a group of educational
psychologists identified three domains which
aid in helping students learn
•
•
•
Cognitive Domain (mental skills)
Affective Domain (growth in feelings or emotions)
Psychomotor Domain (manual or physical skills)
•COGNITIVE DOMAIN
• Involves
knowledge and the development of
intellectual skills
• Includes
the recall of specific facts, procedural
patterns and concepts that help students
develop their intellectual skills and abilities
• There
are 6 major categories within this
domain.
• Bloom's
Wheel
•EDUCATIONAL USEFULNESS
Where do we use Bloom’s Taxonomy in the classroom?
• Using
Bloom’s
Taxonomy gives
classroom teachers a
list of action verbs to
help teachers
establish objectives of
lessons
• Differentiated
Instruction
•EDUCATIONAL USEFULNESS
Where do we use Bloom’s Taxonomy in the classroom?
• Bloom
divided useful verbs into 6 categories.
• All
the verbs in a group invoke a specific kind of
thinking skill needed to complete an
assignment.
• The
level of thinking you want from a student in
an assignment is based on the level from which
you select the verb to use.
Knowledge
Use these verbs to ask a student to recall information
• This
thinking skill tells you that a student can
recall or recognize information, concepts, and
ideas in the approximate form in which they
were learned.
• ACTION
•
VERBS
Define, fill in the blank, identify, label, list, locate,
match, memorize, name, recall, spell, state, tell,
underline
•Comprehension
Use these verbs to ask a student to show understanding
• This
thinking skill tells you that a student can
grasp and interpret prior learning.
• ACTION
•
VERBS
Convert, describe, explain, interpret, paraphrase,
put in order, restate, retell in your own words,
rewrite, summarize, trace, translate
•Application
Use these verbs to ask a student to use learning in a new
situation
• This
thinking skill tells you that a student can
transfer selected information to a life problem
or a new task with a minimum of direction
• ACTION
•
VERBS
Apply, compute, conclude, construct, demonstrate,
determine, draw, find out, give an example,
illustrate, make, operate, show, solve, state a rule
or principle, use
•Analysis
Use these verbs to ask a student to show that he or she can see
parts and relationships
• This
thinking skill tells you that a student can
examine, take apart, classify, predict and draw
conclusions.
• ACTION
•
VERBS
Analyze, categorize, classify, compare, contrast,
debate, deduct, determine the factors, diagnose,
diagram, differentiate, dissect, distinguish,
examine, infer, specify
•Synthesis
Use these verbs to ask a student to take parts of information to
create an original whole
• This
thinking skill tells you that student can
originate, combine, and integrate parts of prior
knowledge into a product, plan, or proposal
that is new
• ACTION
•
VERBS
Change, combine, compose, construct, create
design, find an unusual way, formulate, generate,
invent, originate, plan, predict, pretend, produce,
rearrange, reconstruct, reorganize, revise, suggest,
suppose, visualize, write
•Evaluation
Use these verbs to ask a student to make a judgment based on
criteria
• This
thinking skill tells you that a student can
appraise, assess, or criticize on the basis of
specific standards and criteria
• ACTION
•
VERBS
Appraise, choose, compare, conclude, decide,
defend, evaluate, give your opinion, judge, justify,
prioritize, rank, rate, select, support, value
•Resources
•
•
•
•
•
http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.
htm
http://en.wikipedia.org/wiki/Bloom's_Taxonomy
http://web.uct.ac.za/projects/cbe/mcqman/mcqappc.html
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