Bloom's Taxonomy


In 1956, Benjamin Bloom headed a group of educational psychologists who developed a classification of levels of intellectual behavior important in learning. During the 1990's a new group of cognitive psychologists, lead by Lorin Anderson (a former student of Bloom) and David Krathwohl, updated the taxonomy to reflect relevance to 21st century work. Bloom's Taxonomy in its various forms represents the process of learning. You can not understand a concept if you do not first remember it, similarly you can not apply knowledge and concepts if you do not understand them. It is a continuum from Lower Order Thinking Skills (LOTS) to Higher Order Thinking Skills (HOTS).  Iowa State University's Center for Excellence in Learning and Teaching has an interactive Flash-based model with examples of learning objectives that generally match each of the various combinations of the cognitive process and knowledge dimensions.   It is found here


Remembering

Recall Specific Information Exhibit memory of previously learned materials by recalling facts, terms, basic concepts and answers.

more...


Understanding

Explain Ideas or Concepts Demonstrate understanding of facts and ideas by organizing, comparing, translating, interpreting, giving descriptions and stating main ideas.

Question Prompts
How would you compare ...contrast...?
What was the main idea ...?
Can you explain what is meant by ...?
What could have happened next if ...?
Can you tell in your own words ...?
Who do you think ...?
Who was the main character ...?
Can you distinguish between ____ and ____?
How would you classify ...?
What differences exist between ____ and ____?
Can you define ...?

Verbs
Compare
Discuss
Demonstrate
Explain
Outline
Predict
Restate
Translate
Sequence
Summarize

more...


Applying

Implement or Use the Information Solve problems to new situations by applying adquired knowledge, facts, technuqies and rules in a different way.

Question Prompts
What examples can you find to support...?
How would you organize _____ to show ...?
What questions would you ask of ...?
What facts would you select to demonstrate ...?
What would result if ...?
What other way would you choose to ...?
How would you change ...?
What approach would you use to ...?
Do you know another instance where ...?
Could this have happened in ...?
What factors would you change if ...?

Verbs
Classify
Complete
Demonstrate
Examine
Illustrate
Plan
Practice
Select
Show
Use

more...


Analyzing

Break Information into Parts and Describe the Relationship Examine and break information in to parts by identifying motives or causes. Make inferences and find evidence to support generalizations.

Question Prompts
What ideas justify ...?
How is ____ similar to ____ ...?
What evidence can you find ...?
What is the relationship between ...?
If ____ happened, what might the ending have been?
How is _____ related to _____ ...?
What is the theme of ...?
What motive is there behind ...?
Can you distinguish between ____ and ____?
What are the problems of ...?
Can you sort the different parts ...?
What can you infer ...?

Verbs
Categorize
Classify
Compare
Contrast
Diagram
Dissect
Examine
Explain
Identify
Investigate

more...


Evaluating

Justify a Decision or Course of Action Present and defend opinions by making judgments about information, validity of ideas, or quality of work based on a set of criteria.

Question Prompts
What is your opinion of ...?
How would you defend your position about ...?
Can you assess the importance of ...?
What choice would you have made if ...?
What would you recommend ...?
How would you rate the ...?
How could you evaluate ...?
How could you determine ...?
What facts would you use to prioritize ...?
What judgment would you make about ...?
What is the most significant ...?
Why was it better that ...?

Verbs
Choose
Critique
Debate
Decide
Justify
Influence
Prioritize
Rate
Recommend
Validate

more...


Creating

Generate New Ideas, Products or Views Complete information together in a different way by compining elements in a new pattern or proposing alternative solutions.

Question Prompts
What changes would you make to ...?
How could you improve ...?
Can you suggest an alternative ...?
How would you elaborate on the reason ...?
What can you invent ...?
Can you create a new use for ...?
How would you test ...?
How could you change the plot ...?
How would you design ...?
What could be combined to change ...?
Can you think of a unique way to ...?
What would be your prediction if ...?

Verbs
Create
Compose
Construct
Design
Interpret
Invent
Plan
Reconstruct
Solve
Write

more...


Instructional Design
Featured

Tablets are being used more and more in the classroom. If you are interested in using a tablet but don't know where to start, we can get you started today.

Tablet Central
2013 Academy Page

Get in touch!

We'd love to hear from you.