Bloom’s Taxonomy

1. Bloom’s Taxonomy Erica Abangan EDU 560

2. What is Bloom’s Taxonomy? • It is a list of learning objectives that help teachers take a more holistic approach to teaching • Bloom, along with a group of educational psychologists identified three domains which aid in helping students learn • Cognitive Domain (mental skills) • Affective Domain (growth in feelings or emotions) • Psychomotor Domain (manual or physical skills)

3. COGNITIVE DOMAIN • Involves knowledge and the development of intellectual skills • Includes the recall of specific facts, procedural patterns and concepts that help students develop their intellectual skills and abilities • There are 6 major categories within this domain. • Bloom's Wheel

4. EDUCATIONAL USEFULNESS Where do we use Bloom’s Taxonomy in the classroom? • Using Bloom’s Taxonomy gives classroom teachers a list of action verbs to help teachers establish objectives of lessons • Differentiated Instruction

5. EDUCATIONAL USEFULNESS Where do we use Bloom’s Taxonomy in the classroom? • Bloom divided useful verbs into 6 categories. • All the verbs in a group invoke a specific kind of thinking skill needed to complete an assignment. • The level of thinking you want from a student in an assignment is based on the level from which you select the verb to use.

6. Knowledge Use these verbs to ask a student to recall information • This thinking skill tells you that a student can recall or recognize information, concepts, and ideas in the approximate form in which they were learned. • ACTION VERBS • Define, fill in the blank, identify, label, list, locate, match, memorize, name, recall, spell, state, tell, underline

7. Comprehension Use these verbs to ask a student to show understanding • This thinking skill tells you that a student can grasp and interpret prior learning. • ACTION VERBS • Convert, describe, explain, interpret, paraphrase, put in order, restate, retell in your own words, rewrite, summarize, trace, translate

8. Application Use these verbs to ask a student to use learning in a new situation • This thinking skill tells you that a student can transfer selected information to a life problem or a new task with a minimum of direction • ACTION VERBS • Apply, compute, conclude, construct, demonstrate, determine, draw, find out, give an example, illustrate, make, operate, show, solve, state a rule or principle, use

9. Analysis Use these verbs to ask a student to show that he or she can see parts and relationships • This thinking skill tells you that a student can examine, take apart, classify, predict and draw conclusions. • ACTION VERBS • Analyze, categorize, classify, compare, contrast, debate, deduct, determine the factors, diagnose, diagram, differentiate, dissect, distinguish, examine, infer, specify

10. Synthesis Use these verbs to ask a student to take parts of information to create an original whole • This thinking skill tells you that student can originate, combine, and integrate parts of prior knowledge into a product, plan, or proposal that is new • ACTION VERBS • Change, combine, compose, construct, create design, find an unusual way, formulate, generate, invent, originate, plan, predict, pretend, produce, rearrange, reconstruct, reorganize, revise, suggest, suppose, visualize, write

11. Evaluation Use these verbs to ask a student to make a judgment based on criteria • This thinking skill tells you that a student can appraise, assess, or criticize on the basis of specific standards and criteria • ACTION VERBS • Appraise, choose, compare, conclude, decide, defend, evaluate, give your opinion, judge, justify, prioritize, rank, rate, select, support, value

12. Resources • http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm • http://en.wikipedia.org/wiki/Bloom's_Taxonomy • http://web.uct.ac.za/projects/cbe/mcqman/mcqappc.html • The New Teacher’s Complete Sourcebook by Paula Naegle • The First Days of School by Harry Wong