BLOOM’S TAXONOMY

OF THE COGNITIVE DOMAIN

BLOOM’S TAXONOMY

Competence Skills Demonstrated

Remembering The recall of specific information

Understanding Comprehension of what was read

Applying Converting abstract content to concrete situations

Analyzing Comparison and contrast of the content to personal experiences

Evaluating Judgment and evaluation of characters, actions, outcomes, etc., for personal reflection and understanding

Creating Invention, production of an original piece.

YOU design it!

RememberingMemorization Observation and recall of information Knowledge of dates, events, places Knowledge of major ideas Mastery of subject matter

RememberingMemorization Arrange Define Describe Duplicate Identify Label List Memorize

Name Order Quote Recall Recognize Relate Repeat Reproduce

Understanding COMPREHENSION

Understand information Grasp meaning Translate knowledge into new content Interpret facts, compare, contrast Order, group, infer causes Predict consequences

Understanding COMPREHENSION Classify Describe Discuss Explain Express Identify Indicate

Locate Recognize Report Restate Review Select Translate

ApplyingUsing

Use information Use methods, concepts, theories in new

situations Solve problems using required skills or

knowledge

Applying Using Apply Choose Demonstrate Dramatize Employ Illustrate Interpret

Operate Practice Schedule Sketch Solve Use Write

Analyzing Taking apart

Recognition of patterns Organization of parts Discovery of hidden meanings Identification of components

Analyzing Taking apart Analyze Appraise Calculate Categorize Compare Contrast Criticize

Differentiate Discriminate Distinguish Examine Experiment Question Test

Evaluating Judging

Compare and discriminate between ideas Assess value of theories, presentations Make choices based on reasoned argument Verify value of evidence Recognize subjectivity

Evaluating Judging Appraise Argue Assess Attach Choose Compare Defend Estimate

Judge Predict Rate Select Support Value Evaluate Explain

Creating Assemble Construct Design Develop Formulate Write

REFERENCES Bloom, B., Englehart M., Furst, E., Hill,

W.,& Krathwohl, D. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive Domain. New York: Longmans Green.

Web resources http://www.che.wsu.edu/~millerre/bloom.html http://www.coun.uvic.ca/learn/program/hndouts/bloo

m.html http://www.kent.wednet.edu/KSD/MA/resources/blo

oms/teachers_blooms.html http://www.tecweb.org/eddevel/blooms.html http://www.valdosta.peachnet.edu/~whuitt/psy702/c

ogsys/critthnk.html

BLOOM’S

TAXONOMY applied to

GOLDILOCKS AND THE THREE BEARS

Rememberingthe recall of specific information

Who was Goldilocks?

Where did she live? With whom?

What did she do in the forest?

Understandingcomprehending of what was read

This story is about ___________ (topic).

This story tells us _________(main idea).

What did Goldilocks look like?

Applyingthe converting of abstract content to concrete situations

How were the bears like real people? Why did Goldilocks go into the little house? Draw a picture of what the bears’ house

looked like. Draw a map showing Goldilocks’ house, the

path in the forest, the bears’ house, etc.

Analyzingthe comparison and contrast of the content to personal experience

How did each bear react to what Goldilocks did?

How would you react? Compare Goldilocks to any of your friends. Do you know any animals (pets) that act

human?

EVALUATIONthe judgment and evaluation of characters, actions, outcomes, etc., for personal reflection and understanding

Why were the bears angry with Goldilocks? Do you think Goldilocks was happy to get

home? Explain your answer. Do you think she learned anything by going into

the bears’ house? Explain your answer. Would you have gone into the bears’ house?

Why or why not?

EVALUATION CON’T. Do parents have more experience and background

than their children? Give an example from your own history.

Do you think this really happened to Goldilocks? Why or why not?

Why would a grown-up write this story for children to read?

Why has the story of Goldilocks been told to children for many, many years?

Creating Make a diorama of the bears’ house and the

forest. Make a puppet out of one of the characters.

Using the puppet, act out the story.

References

http://www.ops.org/reading/blooms_taxonomy.html