What is Bloom’s What is Bloom’s Taxonomy?Taxonomy?

Bloom's TaxonomyBloom's Taxonomy is a classification of is a classification of learning objectives within education.learning objectives within education.

It refers to a classification of the different It refers to a classification of the different objectives that educators set for students objectives that educators set for students (learning objectives). The taxonomy was (learning objectives). The taxonomy was first presented in 1956 by Benjamin Bloom. first presented in 1956 by Benjamin Bloom. It is a foundational and essential element It is a foundational and essential element within the education community.within the education community.

Original Terms New Original Terms New TermsTerms

EvaluationEvaluation

SynthesisSynthesis

AnalysisAnalysis

ApplicationApplication

ComprehensionComprehension

KnowledgeKnowledge

•Creating

•Evaluating

•Analysing

•Applying

•Understanding

•Remembering(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)

Change in TermsChange in Terms The names of six major categories were changed from The names of six major categories were changed from

nounnoun to to verbverb forms. forms. As the taxonomy reflects different forms of As the taxonomy reflects different forms of thinkingthinking and and

thinking is an thinking is an active active process verbs were more accurate. process verbs were more accurate. The subcategories of the six major categories were also The subcategories of the six major categories were also

replaced by verbs replaced by verbs Some subcategories were reorganised.Some subcategories were reorganised. The knowledge category was renamed. Knowledge is a The knowledge category was renamed. Knowledge is a

product of thinking and was inappropriate to describe a product of thinking and was inappropriate to describe a category of thinking and was replaced with the word category of thinking and was replaced with the word remembering remembering instead.instead.

Comprehension became Comprehension became understandingunderstanding and synthesis was and synthesis was renamed renamed creatingcreating in order to better reflect the nature of in order to better reflect the nature of the thinking described by each category.the thinking described by each category.

(http://rite.ed.qut.edu.au/oz-teachernet/training/bloom.html (accessed July 2003) ; Pohl, 2000, p. 8) (http://rite.ed.qut.edu.au/oz-teachernet/training/bloom.html (accessed July 2003) ; Pohl, 2000, p. 8)

Change in EmphasisChange in EmphasisMore authentic tool for curriculum More authentic tool for curriculum

planning, instructional delivery and planning, instructional delivery and assessment.assessment.

Aimed at a broader audience. Aimed at a broader audience. Easily applied to all levels of schooling.Easily applied to all levels of schooling.The revision emphasises explanation The revision emphasises explanation

and description of subcategories.and description of subcategories.

(http://rite.ed.qut.edu.au/oz-teachernet/training/bloom.html (accessed July 2003; Pohl, 2000, p. (http://rite.ed.qut.edu.au/oz-teachernet/training/bloom.html (accessed July 2003; Pohl, 2000, p. 10).10).

BLOOM’S REVISED TAXONOMY

CreatingCreatingGenerating new ideas, products, or ways of viewing thingsGenerating new ideas, products, or ways of viewing thingsDesigning, constructing, planning, producing, inventing.Designing, constructing, planning, producing, inventing.

  EvaluatingEvaluating

Justifying a decision or course of actionJustifying a decision or course of actionChecking, hypothesising, critiquing, experimenting, judgingChecking, hypothesising, critiquing, experimenting, judging

   Analysing Analysing

Breaking information into parts to explore understandings and relationshipsBreaking information into parts to explore understandings and relationshipsComparing, organising, deconstructing, interrogating, findingComparing, organising, deconstructing, interrogating, finding

  ApplyingApplying

Using information in another familiar situationUsing information in another familiar situationImplementing, carrying out, using, executingImplementing, carrying out, using, executing

  UnderstandingUnderstanding

Explaining ideas or conceptsExplaining ideas or conceptsInterpreting, summarising, paraphrasing, classifying, explainingInterpreting, summarising, paraphrasing, classifying, explaining

  RememberingRemembering

Recalling informationRecalling informationRecognising, listing, describing, retrieving, naming, findingRecognising, listing, describing, retrieving, naming, finding

  

RememberingRemembering

The learner is able to recall, restate and The learner is able to recall, restate and remember learned information.remember learned information. RecognisingRecognising ListingListing DescribingDescribing IdentifyingIdentifying RetrievingRetrieving NamingNaming LocatingLocating FindingFinding

    Can you recall information?Can you recall information?

  

Remembering cont’Remembering cont’ ListList MemoriseMemorise RelateRelate ShowShow LocateLocate DistinguishDistinguish Give exampleGive example ReproduceReproduce QuoteQuote RepeatRepeat LabelLabel RecallRecall KnowKnow GroupGroup ReadRead WriteWrite OutlineOutline

• Listen• Group• Choose• Recite• Review• Quote• Record• Match• Select• Underline• Cite• Sort

Recall or recognition of

specific information

Products include:

• Quiz

• Definition

• Fact

• Worksheet

• Test

• Label

• List

• Workbook

• Reproduction

•Vocabulary

UnderstandingUnderstandingThe learner grasps the meaning of information by The learner grasps the meaning of information by

interpreting and translating what has been interpreting and translating what has been learned.learned. InterpretingInterpreting ExemplifyingExemplifying SummarisingSummarising InferringInferring ParaphrasingParaphrasing ClassifyingClassifying ComparingComparing ExplainingExplaining

    Can you explain ideas or concepts?Can you explain ideas or concepts?

Understanding cont’Understanding cont’ RestateRestate IdentifyIdentify DiscussDiscuss RetellRetell ResearchResearch AnnotateAnnotate TranslateTranslate Give examples ofGive examples of ParaphraseParaphrase ReorganiseReorganise AssociateAssociate

• Describe• Report• Recognise• Review• Observe• Outline• Account for• Interpret• Give main

idea• Estimate• Define

Understanding of given

information

Products include:

• Recitation

• Summary

• Collection

• Explanation

• Show and tell

• Example

• Quiz

• List

• Label

• Outline

ApplyingApplying  The learner makes use of information in a context The learner makes use of information in a context

different from the one in which it was learned.different from the one in which it was learned.

ImplementingImplementingCarrying outCarrying outUsingUsingExecutingExecuting  

  Can you use the information in another Can you use the information in another

familiar situation?familiar situation?

Applying cont’Applying cont’ TranslateTranslate ManipulateManipulate ExhibitExhibit IllustrateIllustrate CalculateCalculate InterpretInterpret MakeMake PracticePractice ApplyApply OperateOperate Interview Interview

• Paint• Change• Compute• Sequence• Show• Solve• Collect• Demonstrate• Dramatise• Construct• Use• Adapt• Draw

Using strategies, concepts, principles and theories in new

situations

Products include:

• Photograph

• Illustration

• Simulation

• Sculpture

• Demonstration

• Presentation

• Interview

• Performance

• Diary

• Journal

AnalysingAnalysingThe learner breaks learned information into its parts to The learner breaks learned information into its parts to

best understand that information.best understand that information. ComparingComparing OrganisingOrganising DeconstructingDeconstructing AttributingAttributing OutliningOutlining FindingFinding StructuringStructuring IntegratingIntegrating

  

Can you break information into parts to explore Can you break information into parts to explore understandings and relationships?understandings and relationships?

Analysing cont’Analysing cont’ DistinguishDistinguish QuestionQuestion AppraiseAppraise ExperimentExperiment InspectInspect ExamineExamine ProbeProbe SeparateSeparate InquireInquire ArrangeArrange InvestigateInvestigate SiftSift ResearchResearch CalculateCalculate Criticize Criticize

• Compare• Contrast• Survey• Detect• Group• Order• Sequence• Test• Debate• Analyse• Diagram• Relate• Dissect• Categorise• Discriminate

Breaking information down into its component

elements

Products include:

• Graph

• Spreadsheet

• Checklist

• Chart

• Outline

• Survey

• Database

• Mobile

• Abstract

• Report

EvaluatingEvaluatingThe learner makes decisions based on in-depth The learner makes decisions based on in-depth

reflection, criticism and assessment.reflection, criticism and assessment. CheckingChecking HypothesisingHypothesising CritiquingCritiquing ExperimentingExperimenting JudgingJudging TestingTesting DetectingDetecting MonitoringMonitoring

    Can you justify a decision or course of action?Can you justify a decision or course of action?

Evaluating cont’Evaluating cont’ JudgeJudge RateRate ValidateValidate PredictPredict AssessAssess ScoreScore ReviseRevise InferInfer DetermineDetermine PrioritisePrioritise Tell whyTell why CompareCompare EvaluateEvaluate DefendDefend SelectSelect MeasureMeasure

• Choose• Conclude• Deduce• Debate• Justify• Recommend• Discriminate• Appraise• Value• Probe• Argue• Decide• Criticise• Rank• Reject

Judging the value of ideas, materials and

methods by developing and applying standards

and criteria.

Products include:

• Debate

• Panel

• Report

• Evaluation

• Investigation

• Verdict

• Conclusion

•Persuasive speech

CreatingCreatingThe learner creates new ideas and information The learner creates new ideas and information

using what has been previously learned.using what has been previously learned. DesigningDesigning ConstructingConstructing PlanningPlanning ProducingProducing InventingInventing DevisingDevising MakingMaking

  Can you generate new products, ideas, or Can you generate new products, ideas, or ways of viewing things?ways of viewing things?

Creating cont’Creating cont’ ComposeCompose AssembleAssemble OrganiseOrganise InventInvent CompileCompile ForecastForecast DeviseDevise ProposePropose ConstructConstruct PlanPlan PreparePrepare DevelopDevelop OriginateOriginate ImagineImagine GenerateGenerate

• Formulate

• Improve

• Act

• Predict

• Produce

• Blend

• Set up

• Devise

• Concoct

• Compile

Putting together ideas or elements to develop

a original idea or engage in creative

thinking.

Products include:

• Film

• Story

• Project

• Plan

• New game

• Song

• Newspaper

• Media product

• Advertisement

• Painting

Lower and Higher Order Lower and Higher Order QuestionsQuestions

Lower level questions are those at the Lower level questions are those at the remembering, understanding and lower remembering, understanding and lower level application levels of the taxonomy.level application levels of the taxonomy.

Usually questions at the lower levels are Usually questions at the lower levels are appropriate for:appropriate for:

Evaluating students’ preparation and Evaluating students’ preparation and comprehensioncomprehension

Diagnosing students’ strengths and Diagnosing students’ strengths and weaknessesweaknesses

Reviewing and/or summarising contentReviewing and/or summarising content

www.oir.uiuc.edu/Did/docs/QUESTION/quest1.htmwww.oir.uiuc.edu/Did/docs/QUESTION/quest1.htm

Lower and Higher Order Lower and Higher Order QuestionsQuestions

Higher level questions are those requiring Higher level questions are those requiring complex application, analysis, evaluation or complex application, analysis, evaluation or creation skills.creation skills.

Questions at higher levels of the taxonomy are Questions at higher levels of the taxonomy are usually most appropriate for:usually most appropriate for:

Encouraging students to think more deeply and Encouraging students to think more deeply and criticallycritically

Problem solvingProblem solvingEncouraging discussionsEncouraging discussionsStimulating students to seek information on their Stimulating students to seek information on their

ownown

www.oir.uiuc.edu/Did/docs/QUESTION/quest1.htmwww.oir.uiuc.edu/Did/docs/QUESTION/quest1.htm

Course ExpectationsCourse Expectations

It is expected of every student in It is expected of every student in FLOCS programs to operate and FLOCS programs to operate and process at the levels of higher order process at the levels of higher order thinking.thinking.

Students will demonstrate through Students will demonstrate through responses to case studies their responses to case studies their ability to analyze data, evaluate ability to analyze data, evaluate possibilities, and create solutions.possibilities, and create solutions.

Bloom on the InternetBloom on the Internet Bloom's(1956) Revised TaxonomyBloom's(1956) Revised Taxonomy

http://rite.ed.qut.edu.au/oz-teachernet/training/bloom.htmlhttp://rite.ed.qut.edu.au/oz-teachernet/training/bloom.html

An excellent introduction and explanation of the revised Taxonomy by Michael Pole on the oz-TeacherNet An excellent introduction and explanation of the revised Taxonomy by Michael Pole on the oz-TeacherNet site written for the QSITE Higher order Thinking  Skills Online Course 2000. Pohl explains the terms and site written for the QSITE Higher order Thinking  Skills Online Course 2000. Pohl explains the terms and provides a comprehensive overview of the sub-categories, along with some suggested question starters provides a comprehensive overview of the sub-categories, along with some suggested question starters that aim to evoke thinking specific to each level of the taxonomy. Suggested potential activities and that aim to evoke thinking specific to each level of the taxonomy. Suggested potential activities and student products are also listed.student products are also listed.

   Bloom’s Revised TaxonomyBloom’s Revised Taxonomy

http://coe.sdsu.edu/eet/articles/bloomrev/index.htmhttp://coe.sdsu.edu/eet/articles/bloomrev/index.htm

Another useful site for teachers with useful explanations and examples of questions from the College of Another useful site for teachers with useful explanations and examples of questions from the College of Education at San Diego State University.Education at San Diego State University.

   Taxonomy of Technology IntegrationTaxonomy of Technology Integration

http://education.ed.pacificu.edu/aacu/workshop/reconcept2B.htmlhttp://education.ed.pacificu.edu/aacu/workshop/reconcept2B.html

This site compiled by the Berglund Center for Internet Studies at Pacific University, makes a valiant effort This site compiled by the Berglund Center for Internet Studies at Pacific University, makes a valiant effort towards linking ICT (information and communication technologies) to learning via Bloom's Revised towards linking ICT (information and communication technologies) to learning via Bloom's Revised Taxonomy of Educational Objectives (Anderson, et. al., 2001). The taxonomy presented on this site is Taxonomy of Educational Objectives (Anderson, et. al., 2001). The taxonomy presented on this site is designed to represent the varying cognitive processes that can be facilitated by the integration of ICT designed to represent the varying cognitive processes that can be facilitated by the integration of ICT into the teaching and learning process.into the teaching and learning process.

Critical and Creative Thinking - Bloom's TaxonomyCritical and Creative Thinking - Bloom's Taxonomy

  http://eduscapes.com/tap/topic69.htmhttp://eduscapes.com/tap/topic69.htm

  Part of Eduscape.com, this site includes a definitive overview of critical and creative thinking as well as how Part of Eduscape.com, this site includes a definitive overview of critical and creative thinking as well as how Bloom’s domains of learning can be reflected in technology-rich projects. Many other links to Internet Bloom’s domains of learning can be reflected in technology-rich projects. Many other links to Internet resources to support Bloom’s Taxonomy, as well as research and papers on Thinking Skills. Well worth resources to support Bloom’s Taxonomy, as well as research and papers on Thinking Skills. Well worth a look.a look.

Bloom on the InternetBloom on the Internet http://www.tedi.uq.edu.au/Assess/Assessment/bloomtax.htmlhttp://www.tedi.uq.edu.au/Assess/Assessment/bloomtax.html

http://www.acps.k12.va.us/hammond/readstrat/BloomsTaxonomy2.htmlhttp://www.acps.k12.va.us/hammond/readstrat/BloomsTaxonomy2.html

http://www.teachers.ash.org.au/researchskills/dalton.htmhttp://www.teachers.ash.org.au/researchskills/dalton.htm

http://www.officeport.com/edu/blooms.htmhttp://www.officeport.com/edu/blooms.htm

http://www.quia.com/fc/90134.htmlhttp://www.quia.com/fc/90134.html

http://www.utexas.edu/student/utlc/handouts/1414.html Model questions and http://www.utexas.edu/student/utlc/handouts/1414.html Model questions and keywordskeywords

http://schools.sd68.bc.ca/webquests/blooms.htmhttp://schools.sd68.bc.ca/webquests/blooms.htm

http://www.coun.uvic.ca/learn/program/hndouts/bloom.htmlhttp://www.coun.uvic.ca/learn/program/hndouts/bloom.html

http://caribou.cc.trincoll.edu/depts_educ/Resources/Bloom.htmhttp://caribou.cc.trincoll.edu/depts_educ/Resources/Bloom.htm

http://www.kent.wednet.edu/KSD/MA/resources/blooms/teachers_blooms.htmlhttp://www.kent.wednet.edu/KSD/MA/resources/blooms/teachers_blooms.html

http://www.hcc.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/http://www.hcc.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/questype.htmquestype.htm

http://www.nexus.edu.au/teachstud/gat/painter.htm Questioning Techniques that http://www.nexus.edu.au/teachstud/gat/painter.htm Questioning Techniques that includes reference to Bloom’s Taxonomy.includes reference to Bloom’s Taxonomy.

http://scs.une.edu.au/TalentEd/EdSupport/Snugglepot.htm http://scs.une.edu.au/TalentEd/EdSupport/Snugglepot.htm

Print ResourcesPrint Resources Clements, D.; C. Gilliland and P. Holko. (1992). Clements, D.; C. Gilliland and P. Holko. (1992). Thinking in Thinking in

Themes: An Approach Through the Learning CentreThemes: An Approach Through the Learning Centre. . Melbourne: Oxford University Press.Melbourne: Oxford University Press.

Crawford, Jean (ed.) (1991). Crawford, Jean (ed.) (1991). Achieveing Excellence: Units of Achieveing Excellence: Units of Work for levels P-8Work for levels P-8. Carlton South, Vic.: Education Shop, . Carlton South, Vic.: Education Shop, Ministry of Education and Training, Victoria. Ministry of Education and Training, Victoria.

Crosby, N. and E. Martin. (1981). Crosby, N. and E. Martin. (1981). Don’t Teach! Let Me LearnDon’t Teach! Let Me Learn. . Book 3Book 3. Cheltenham, Vic.: Hawker Brownlow. . Cheltenham, Vic.: Hawker Brownlow.

Dalton, Joan. (1986). Dalton, Joan. (1986). Extending Children’s Special Abilities: Extending Children’s Special Abilities: Strategies for Primary ClassroomsStrategies for Primary Classrooms. Victoria: Department of . Victoria: Department of School Education, Victoria. School Education, Victoria.

Forte, Imogene and S. Schurr. (1997). Forte, Imogene and S. Schurr. (1997). The All-New Science Mind The All-New Science Mind Stretchers: Interdisciplinary Units to Teach Science Stretchers: Interdisciplinary Units to Teach Science Concepts and Strengthen Thinking SkillsConcepts and Strengthen Thinking Skills. Cheltenham, Vic.: . Cheltenham, Vic.: Hawker Brownlow. Hawker Brownlow.

Fogarty, R. (1997). Fogarty, R. (1997). Problem-based learning and other Problem-based learning and other curriculum models for the multiple intelligences classroomcurriculum models for the multiple intelligences classroom. . Arlington Heights, IL: IRI/Skylight Training and Publishing, Inc. Arlington Heights, IL: IRI/Skylight Training and Publishing, Inc.

Frangenheim, E. (1998). Frangenheim, E. (1998). Reflections on Classroom Thinking Reflections on Classroom Thinking Strategies.Strategies. Loganholme: Rodin Educational Consultancy. Loganholme: Rodin Educational Consultancy.

Print ResourcesPrint Resources Knight, BA., S. Bailey, W. Wearne and D. Brown. (1999). Knight, BA., S. Bailey, W. Wearne and D. Brown. (1999). Blooms Blooms

Multiple Intelligences Themes and Activities.Multiple Intelligences Themes and Activities. McGrath, H and T. Noble. (1995). McGrath, H and T. Noble. (1995). Seven Ways at Once: Units Seven Ways at Once: Units

of Work Based on the Seven Intelligences. Book 1of Work Based on the Seven Intelligences. Book 1. South . South Melbourne: Longman.Melbourne: Longman.

Pohl, M. (2000). Pohl, M. (2000). Teaching Complex Thinking: Critical, Teaching Complex Thinking: Critical, Creative, Caring.Creative, Caring. Cheltenham, Vic.: Hawker Brownlow. Cheltenham, Vic.: Hawker Brownlow.

Pohl, Michael. (1997). Teaching Pohl, Michael. (1997). Teaching Thinking Skills in the Primary Thinking Skills in the Primary Years: A Whole School ApproachYears: A Whole School Approach. Cheltenham, Vic.: Hawker . Cheltenham, Vic.: Hawker Brownlow Education. Brownlow Education.

Pohl, Michael. (2000). Pohl, Michael. (2000). Learning to Think, Thinking to Learn: Learning to Think, Thinking to Learn: Models and Strategies to Develop a Classroom Culture of Models and Strategies to Develop a Classroom Culture of ThinkingThinking. Cheltenham, Vic.: Hawker Brownlow. . Cheltenham, Vic.: Hawker Brownlow.

Ryan, Maureen. (1996). Ryan, Maureen. (1996). The Gifted and Talented Children’s The Gifted and Talented Children’s Course: Resolving Issues, Book 13- 7-8 Year OldsCourse: Resolving Issues, Book 13- 7-8 Year Olds. . Greenwood, WA: Ready-Ed Publications. Greenwood, WA: Ready-Ed Publications.