The Hierarchy of Learning

1. The Hierarchy of Learning Adapted from Benjamin Bloom’s Taxonomy of Educational Objectives

2. Level 1 - Knowledge • A solid foundation is necessary for any building. Knowledge is the foundation of learning. • Knowledge is tested by asking a student to remember previously learned information. • Sample Knowledge Level tasks: • 1 – Match the words with the correct definitions. • 2 – Count to 100 by 5’s. • 3 – Read the story. • 4 – Name the parts of speech. • 5 – List the 5 classes of vertebrates.

3. Knowledge – by Subject Area • Math – Basic Facts • Reading – Phonics • Geography • Landforms • Maps • Science • Matching Pictures • Pictures & Labels • Pictures & Definitions

4. Level 2 - Understanding • The objective at the Understanding Level is to grasp the meaning of information. • Understanding is tested by asking a student to interpret or restate information. • Sample Understanding Level tasks: 1 – Give an example of a mammal. 2 – Solve this addition problem with 3 addends. 3 – Find the subject of the sentences. 4 – Explain why an alligator is a reptile. 5 – Classify these statements as facts or opinions.

5. Understanding: Example Tasks • Math • Basic Operations: add, subtract, multiply, divide whole numbers. • Reading • Describe plot and setting, find the main idea and details in a story. • Geography • Give examples of landforms; find places on a map. • Science • Distinguish between fish and birds.

6. Level 3 - Application • At the Application level, the objective is to apply knowledge to actual situations. • The Application level is task oriented. • Sample Application Level tasks: • 1 – Math word problems. • 2 – Simple science experiments • single “right answer” with no open-ended questions • 3 – Make a compound sentence from two simple sentences.

7. Level 3 - Application • Many jobs only require people who operate at this level. • Most classroom teachers do not teach beyond this level. • Many “good” students who want right answers for questions stay at this level. • Upper level thinking requires going beyond the Application level.

8. Verbs used for Application Tasks

9. Level 4 - Analysis • Analysis involves the breaking down of objects and/or ideas into simpler parts in order to see how the parts are related and organized. • The Analyst asks, “Why?” • Many adults usually don’t like to be asked questions that they can’t answer. • To effectively learn at the analysis level, students must become accustomed to looking for their own information resources.

10. Level 4 – Analysis • One needs to move between levels depending upon the object or idea that is being analyzed and/or developed. • Example: Improvements in the windshield wipers on cars. • Constantly moving wipers were a distraction. Solve the problem. (analysis) • First came different speeds and then intermittent wipers. (synthesis) • After they development, test them. (application)

11. Identify Derive Subdivide Appraise Analyze Classify Outline Correlate Arrange Connect Compare Contrast Prioritize Divide Discriminate Verbs used for Analysis Tasks Some of these verbs are identical to those used for Application tasks, but the content of the tasks differ.

12. Application/Analysis Contrasts • Classification Line – • Application Task - Classify these animals by sorting them according to the characteristics listed on the classification line. • Analysis Task - Classify these animals and make a classification line that can be used to teach others. • Algebra – • Application Task - Factor a trinomial using the a graphing calculator. • Analysis Task - Factor a trinomial using the most efficient method. Explain your reason for choosing this method.

13. Level 5 - Synthesis • Synthesis involves the putting objects and/or ideas together in new or different ways to accomplish a specific purpose or to solve a problem. • The Synthesizer asks, “How can I achieve this objective?” • Synthesis usually involves a lot of trial and error. • Synthesis may also involve small modifications in existing things or ideas.

14. Level 5 – Synthesis • The “inventor” must move easily between the synthesis, analysis, and application levels. He may also need to go back to the knowledge and understanding levels as he learns new concepts. • Research – find needs; ask, “Why?” • Synthesis – determine possible solutions; Ask “What if?” • Application – try it out. • Return to research – find out what doesn’t work and why.

15. Verbs used for Synthesis Tasks At the Synthesis Level, component ideas and/or things are rearranged into something new.

16. Level 6 - Evaluation • The use of the term Evaluation is highly subjective. • Evaluation is making judgments based on internal evidence or external criteria. • To qualify as evaluation, finding errors and/or making improvements is critical.

17. Level 6 - Evaluation • Evaluation is the process of: • determining the flaws in a project or task • determining how to fix any flaws or defects in an activity • Coaches and athletes consistently evaluate their game plans.

18. Verbs used for Evaluation Tasks At the Evaluation Level, making judgments based on internal evidence or external criteria is critical.