1. Blooms Taxonomy a map for designing effective learning objectives and student outcomesChoose a level from the pyramid to learn more about it or start with the IntroductionWhen you have completed this module, check out theAdditional Resourcesfor more.navigation map?

2. The Basics Summarized nicely by Mary Forehand (2005):Bloom's Taxonomy is a multi-tiered model of classifying thinking according to six cognitive levels of complexity. Throughout the years, the levels have often been depicted as a stairway, leading many teachers to encourage their students to "climb to a higher (level of) thought." The lowest three levels are: knowledge, comprehension, and application. The highest three levels are: analysis, synthesis, and evaluation. "The taxonomy is hierarchical; [in that] each level is subsumed by the higher levels. In other words, a student functioning at the 'application' level has also mastered the material at the 'knowledge' and 'comprehension' levels." (UW Teaching Academy, 2003). One can easily see how this arrangement led to natural divisions of lower and higher level thinking. Clearly, Bloom's Taxonomy has stood the test of time. Due to its long history and popularity, it has been condensed, expanded, and reinterpreted in a variety of ways. Research findings have led to the discovery of a veritable smorgasbord of interpretations and applications falling on a continuum ranging from tight overviews to expanded explanations. Most recently, Bloom's six major categories were changed from noun to verb forms to reflect the active nature of the cognitive processes in the learner. 3D ModelbackExpert VideoWho was Benjamin Bloom?start over? 3. Screen capture of architecture by Kevin Jarrett in Second Life (2008).3D Modelback next expert videostart over? 4. Expert Videoback next Who was Benjamin Bloom?start over? 5. Who was Benjamin Bloom? Dr. Bloom was an educational psychologist who studied the development of talent, achievement, and learning. His work remains some of the most influential in educational theory and the psychology of teaching and learning. In 1956, as a result of a result of discussions with colleagues in the American Psychological Association, he edited the first volume ofTaxonomy of educational objectives: the classification of educational goals in which he outlined the hierarchical levels of learning which became known as Blooms Taxonomy. view the 3D modelbackstart over? 6. Remembering, aka Knowledge Recall of facts, terms, basic concepts Knowledge of specifics: terminology methodology conventions principlesRote memory is classified as the lowest level of learning in Blooms TaxonomyClick to view examples of activities utilizing the Remembering cognitive process:Example 1 Example 2 backstart over? 7. Remembering: Example 1 Ask your students to write out the quadratic formula Negative b plus or minus the square root of b-squared plus four ac, all divided by 2aand you get a standard, right-or-wrong answer. Thats Remembering. back nextstart over? 8. Remembering: Example 2 Ask your students to recite Hamlets soliloquyTo be or not to be--that is the question: Whether tis nobler in the mind to sufferThe slings and arrows of outrageous fortune Or to take arms against a sea of troubles And by opposing end them. To dieto sleep, No moreand by a sleep to say we endand you get a standard, right-or-wrong answer. Thats Remembering. back next sectionstart over? 9. Understanding, aka Comprehension Ability to interpret and relate information and concepts Demonstrated by: description comparison extrapolation organization interpretationClick to view examples of activities utilizing the Understanding cognitive process:Example 1 Example 2 backstart over? 10. Understanding: Example 1 You ask: What is the main idea of the essay you read for class yesterday? I think the main idea of the essay wasand you get the students interpretation as an answer. Thats Understanding. back nextstart over? 11. Understanding: Example 2 Ask your students to summarize a conceptMy understanding of that idea isand you get an individual take on the answer. Thats Understanding. back next sectionstart over? 12. Applying Using new knowledge for problem solving. Demonstrated by: Utilizing acquired information or skills in novel ways or contextsClick to view examples of activities designed to develop the Applying cognitive process:Example 1 Example 2 backstart over? 13. Applying: Example 1 Based on what you know about this system, what would happen if you eliminated feedback loop A? Removing feedback loop A would cause changes tothe response will demonstrate the students ability to Apply acquired knowledge in novel situations. back nextstart over? 14. Applying: Example 2 How would you treat a patient displaying the following symptoms? Based on these symptoms, I would suggest a treatment consisting ofthe response will demonstrate the students ability to Apply acquired knowledge in novel situations. back next sectionstart over? 15. Analyzing Examination and dissection of information to determine underlying causes; making and supporting inferences. Exploration of: components relationships organizing principlesClick to view examples of activities utilizing the Analyzing cognitive process:Example 1 Example 2 backstart over? 16. Analyzing: Example 1 Ask your students to describe the relationship between two elements of a concept.The depth of color in a finchs beak is an indicator of immune system function due to increased levels of carotinoids in the dietand the response will display their ability to Analyze information. back nextstart over? 17. Analyzing: Example 2 What were the societal motives behind accusing women of witchcraft in the 1690s? The context of the Salem witch trials was a cluster of tension related to both social and politicaland the response will display their ability to Analyze information (and situations). back next sectionstart over? 18. Evaluating Making and defending judgments based on evidence and/or criteria. Evaluation of : information ideas proficiencyClick to view examples of activities which demonstration the Evaluating cognitive process:Example 1 Example 2 backstart over? 19. Evaluating: Example 1 Ask What are the priorities in this case and how would you rank them?Most importantly, we should pay attention toand the response will induce students to Evaluate the information. back nextstart over? 20. Evaluating: Example 2 Ask students to make a decision and defend their choice I believe the best option is to implement a prescribed fire to control the invasive speciesand the response will induce students to Evaluate the information. back next sectionstart over? 21. Creating, aka Synthesis Formation of original ideas or concepts; reinterpretation of existing information in new ways. Demonstrated through: design production adaptation derivationCreating or synthesizing is classified as the highest level of learning in Blooms TaxonomyClick to view examples of activities utilizing the Creating cognitive process:Example 1 Example 2 backstart over? 22. Creating: Example 1 Ask your students to formulate a novel solution to a problemOne way to address global climate change might be to cultivate plants on the sides of all high-rise buildingsand they will Create new ideas and synthesize learning in the process. back nextstart over? 23. Creating: Example 2 Have students write a research paper defending a thesis and include references My theory is that and the research shows thereforeand they will Create new ideas and synthesize learning in the process. back next sectionstart over? 24. Additional Resources New World Encyclopedia Benjamin Bloom Forehand, M. (2005). Bloom's taxonomy: Original and revised. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Emerging Perspectives on Learning, Teaching, and Technology. Seddon, G. M. (1978). The properties of Bloom's taxonomy of educational objectives for the cognitive domain. Review of Educational Research, 48(2), 303-323. Noble, T. (2004). Integrating the revised Bloom's taxonomy with multiple intelligences: A planning tool for curriculum differentiation. The Teachers College Record, 106(1), 193-211.backcreditsstart over? 25. Credits http://www.flickr.com/photos/21847073@N05/5857112597/ http://www.flickr.com/photos/kjarrett/2562263662/ http://www.youtube.com/watch?v=7Kqc-7gNKFI Human memory google search via cc http://www.flickr.com/photos/horiavarlan/4519955517/ Frank B. Gilbreth Motion Study Photographs (1913-1917) via Flickr at http://www.flickr.com/photos/kheelcenter/5279231847/ http://en.wikipedia.org/wiki/Magnifying_glass http://www.flickr.com/photos/billsophoto/4175299981/ http://www.flickr.com/photos/caveman_92223/3346906435/ http://epltt.coe.uga.edu/images/2/28/Bloom.png backstart over? 26. Navigation MapStartIntroductionWho was Benjamin Bloom?Expert VideobackRemembering3D ModelExample 1UnderstandingApplyingAnalyzingEvaluatingCreatingExample 2Additional ResourcesCreditsstart overNavigation Map