Bloom’s Taxonomy

1. Bloom’s Taxonomy 1913-1999 Developed By: Dr. Neeraj Kumar Assistant Professor in Teaching of Commerce Malwa Central College of Education For Women, LUDHIANA

2. Bloom's Revised Taxonomy Presented on 23 August, 2013

3. The mind is not a vessel to be filled, but a fire to be ignited. (Plutarch)

4. A turtle makes progress when it sticks its neck out. (Anon)

5. HISTORY • The Original Bloom’s Taxonomy • Taxonomy of Cognitive Objectives • 1950s - developed by Benjamin Bloom, et al (40 people) • The name “Bloom’s Taxonomy” came from the first editor listed on the book – being Benjamin Bloom • Means of expressing qualitatively different kinds of intellectual skills and abilities • Been adapted for classroom use as a planning tool • Provides a way to organize thinking skills into six levels, from the most basic to the more complex levels of thinking

6. Benjamin Bloom (1913-1999)chart maker of the cognitive domain . . . Bloom's contributions to education began during his years in the Office of the Board of Examiners at the University of Chicago (1940-1959). There he headed a group of cognitive psychologists who published the Taxonomy of Educational Objectives, Handbook 1: Cognitive Domain (Bloom, B., Englehart, M. Furst, E., Hill, W., & Krathwohl, D. (1956). In 1959 Bloom spent a year at the Center for Advanced Study in Behavioral Sciences at Stanford University. This year marked a shift in his research. He spent the next 40 years researching problems in learning, rather than problems in testing, measurement, and evaluation. Funny. His latter work never reached the “stature” that educators were to give the taxonomic work . . . work in which he himself had lost interest.

7. Bloom’s Cognitive Taxonomythe classic cognitive domain taxonomy . . . • The Bloom group’s six level classification for intellectual behaviors important in learning puts forward the idea that not all learning objectives and outcomes have equal merit. In the absence of a classification-system (a taxonomy), teachers may choose, for example, to emphasize memorization of facts rather than emphasizing other (and likely more important) learned capabilities. • State level curriculum design did not reflect the intent of such a taxonomy until the late 1990s. • In actual practice, the 6 levels are often reduced to 3 levels. • During the 1990's a new group of cognitive psychologists, lead by Lorin Anderson (a student of Bloom's), updated the taxonomy reflecting relevance to 21st century work (see next slide). • By the way, the Bloom group also worked on the Affective Domain Taxonomy.

8. Taxonomy = Classification Classification of thinking Six cognitive levels of complexity

9. Levels of Thinking Benjamin Bloom, a psychologist, identified the kinds of thinking humans do. He created a TAXONOMY (a classification) of the different levels of thinking our brains can engage in.

10. FRONTLOADING! • Blooms Taxonomy was originally created Benjamin Bloom for categorizing and classifying the levels of intellectual learning that commonly occur in the classroom setting. • It is important that teachers do not just teach lower order thinking skills at the bottom of Blooms Taxonomy such as knowledge and comprehension, but also teach higher order thinking skills at the top of blooms taxonomy such as synthesis and evaluation.  • When students are using the higher order thinking skills they are more likely to retain information, perform better on standardized tests, and most importantly, achieve the ultimate goal of becoming lifelong learners.

11. The 6 Levels of Bloom’s Evaluation Synthesis Analysis Application Comprehension Knowledge

12. Original Terms New Terms • Evaluation • Synthesis • Analysis • Application • Comprehension • Knowledge • Creating • Evaluating • Analyzing • Applying • Understanding • Remembering

13. Creating Evaluating Analyzing Applying Understanding Remembering • Changes were based on 50+ years of consistent history of using Taxonomy for Learning Teaching and Assessing (Bloom’s Taxonomy) • The names of six major categories were changed from noun to verb forms. • The word knowledge was inappropriate to describe a category of thinking and was replaced with the word remembering instead • . • Comprehension and synthesis were retitled to understanding and creating respectively, in order to better reflect the nature of the thinking defined in each category. • Create took the place of Synthesis and moved to signify a more cognitively complex position on the matrix

14. Bloom’s Taxonomy Benjamin Bloom formulated a classification of "the goals of the educational process” (1948 Convention of the American Psychological Association) 3 "domains" of educational activities identified: Cognitive Domain (knowledge, comprehension, and critical thinking) Affective Domain (the way people react emotionally) Psychomotor Domain (ability to physically manipulate a tool or instrument )

15. Cognitive Domain Affective Domain Psychomotor Domain Analyzing Applying Creating Evaluating Remembering Understanding ArticulatingImitatingManipulatingPerformingPrecisioning Characterizing by value or value concept Organizing &conceptualizing Receiving Responding Valuing

16. The Cognitive Domain Involves knowledge and the development of intellectual attitudes and skills A hierarchy of educational objectives Subdivisions ranging from the simplest behaviour to the most complex

17. Bloom’s Taxonomy Creating Evaluation Analysising Applying Understanding Knowledge/Remembering

18. 2005 South Carolina Science Standards Revision THE TAXONOMY TABLE COGNITIVE PROCESS DIMENSION KNOWLEDGE DIMENSION

19. THE TAXONOMY TABLE 1. REMEMBER Recognizing Recalling 2. UNDERSTAND Interpreting Exemplifying Classifying Summarizing Inferring Comparing Explaining 3. APPLY Executing Implementing 4. ANALYZE Differentiating Organizing Attributing 5. EVALUATE Checking Critiquing 6. CREATE Generating Planning Producing 2005 South Carolina Science Standards Revision COGNITIVE PROCESS DIMENSION

20. Knowledge Dimension 2005 South Carolina Science Standards Revision • Factual Knowledge • Conceptual Knowledge • Procedural Knowledge • Metacognitive Knowledge

21. 2005 South Carolina Science Standards Revision Factual Knowledge • The basic elements students must know to be acquainted with a discipline or solve problems in it. • Knowledge of terminology • Knowledge of specific details and elements

22. 2005 South Carolina Science Standards Revision Conceptual Knowledge • The interrelationships among the basic elements within a larger structure that enable them to function together. • Knowledge of classifications and categories • Knowledge of principles and generalizations • Knowledge of theories, models and structures

23. 2005 South Carolina Science Standards Revision Procedural Knowledge • How to do something, methods of inquiry and criteria for using skills, algorithms, techniques and methods. • Knowledge of subject-specific skills and algorithms • Knowledge of subject-specific techniques and methods • Knowledge of criteria for determining when to use appropriate procedures

24. Metacognitive Knowledge 2005 South Carolina Science Standards Revision • Knowledge of cognition in general as well as awareness and knowledge or one’s own cognition. • Strategic knowledge • Knowledge about cognitive tasks, including appropriate contextual and conditional knowledge • Self-knowledge How did I get that answer?

25. THE TAXONOMY TABLE Factual Knowledge KNOWLEDGE DIMENSION Conceptual Knowledge ProceduralKnowledge Metacognitive Knowledge 2005 South Carolina Science Standards Revision COGNITIVE PROCESS DIMENSION 1. REMEMBER Recognizing Recalling 2. UNDERSTAND Interpreting Exemplifying Classifying Summarizing Inferring Comparing Explaining 3. APPLY Executing Implementing 4. ANALYZE Differentiating Organizing Attributing 5. EVALUATE Checking Critiquing 6. CREATE Generating Planning Producing

26. 2005 South Carolina Science Standards Revision Putting All the Pieces Together…

27. Bloom’s Taxonomy Knowledge /Remembering Knowledge/Remembering is defined as the remembering of previously learned material. This may involve the recall of a wide range of material, from specific facts to complete theories, but all that is required is the bringing to mind of the appropriate information. Learning outcomes: Knowledge represents the lowest level of learning outcomes in the cognitive domain. Examples of learning objectives at this level are: know common terms know specific facts know methods and procedures know basic concepts know principles University of Cape Town http://web.uct.ac.za/projects/cbe/mcqman/mcqappc.html

28. 2005 South Carolina Science Standards Revision Remember • retrieve relevant knowledge from long term memory 1.1 Recognizing • Identifying 1.2 Recalling • Retrieving

29. Bloom’s Taxonomy Knowledge /Remembering Exam Question Cues: List Define Tell Describe Identify Show Label Collect Examine Tabulate Quote Name Who When Where University of Cape Town http://web.uct.ac.za/projects/cbe/mcqman/mcqappc.html

30. Teacher roles Directs Tells Shows Examines Questions Evaluates Student roles Responds Absorbs Remembers Recognises Memorises Defines Describes Retells Passive recipient Classroom Roles for Remembering

31. Bloom’s Taxonomy Understanding Understanding is defined as the ability to grasp the meaning of material. This may be shown by translating material from one form to another (words to numbers), by interpreting material (explaining or summarizing), and by estimating future trends (predicting consequences or effects). These learning outcomes go one step beyond the simple remembering of material, and represent the lowest level of understanding. Examples of learning objectives at this level are: understand facts and principles interpret verbal material interpret charts and graphs translate verbal material to mathematical formulae estimate the future consequences implied in data justify methods and procedures University of Cape Town http://web.uct.ac.za/projects/cbe/mcqman/mcqappc.html

32. Standards Revision Understand • Construct meaning from instructional messages, including oral, written and graphic communication. 2.1 Interpreting • Clarifying • Paraphrasing • Representing • Translating 2.3 Classifying • Categorizing • Subsuming 2.2 Exemplifying • Illustrating • Instantiating

33. Standards Revision Understand - continued 2.6 Comparing • Contrasting • Mapping • Matching 2.4 Summarizing • Abstracting • Generalizing 2.5 Inferring • Concluding • Extrapolating • Interpolating • Predicting 2.7 Explaining • Constructing Models

34. Bloom’s Taxonomy Understanding Exam Question Cues: Summarize Describe Interpret Contrast Predict Associate Distinguish Estimate Differentiate Discuss Extend University of Cape Town http://web.uct.ac.za/projects/cbe/mcqman/mcqappc.html

35. 2005 South Carolina Science Standards Revision Understand Sample Indicators • Illustrate the phases of the Moon and the Moon’s effect on ocean tides. • Explain the motions of the Earth and the Moon and the effects of these motions as they orbit the Sun (including day, year, phases of the Moon, eclipses and tides). • Summarize the functions of proteins, carbohydrates and fats in the human body.

36. Teacher roles Demonstrates Listens Questions Compares Contrasts Examines Student roles Explains Describes Outlines Restates Translates Demonstrates Interprets Active participant Classroom Roles for Understanding

37. Bloom’s Taxonomy Applying Applying refers to the ability to use learned material in new and concrete situations. This may include the application of such things as rules, methods, concepts, principles, laws, and theories. Learning outcomes in this area require a higher level of understanding than those under comprehension. Examples of learning objectives at this level are: apply concepts and principles to new situations apply laws and theories to practical situations solve mathematical problems construct graphs and charts demonstrate the correct usage of a method or procedure University of Cape Town http://web.uct.ac.za/projects/cbe/mcqman/mcqappc.html

38. Standards Revision Apply • Carry out or use a procedure in a given situation. 3.1 Executing • Carrying out 3.2 Implementing • Using

39. Bloom’s Taxonomy Applying Exam Question Cues: Apply Demonstrate Calculate Complete Illustrate Show Solve Examine Modify Relate Change Classify Experiment Discover University of Cape Town http://web.uct.ac.za/projects/cbe/mcqman/mcqappc.html

40. Standards Revision Apply Sample Indicators • Apply established rules for significant digits, both in reading scientific instruments and in calculating derived quantities from measurement. • Use appropriate tools and instruments (including a microscope) safely and accurately when conducting a controlled scientific investigation.

41. Teacher roles Shows Facilitates Observes Evaluates Organises Questions Student roles Solves problems Demonstrates use of knowledge Calculates Compiles Completes Illustrates Constructs Active recipient Classroom Roles for Applying

42. Key scienfitic instuments that we (comp sci’s) use Bloom’s Taxonomy Analysing Analysing refers to the ability to break down material into its component parts so that its organizational structure may be understood. It is one of the key scienfitic instuments that we use in computer science. This may include the identification of parts, analysis of the relationship between parts, and recognition of the organizational principles involved. Learning outcomes here represent a higher intellectual level than comprehension and application because they require an understanding of both the content and the structural form of the material. Examples of learning objectives at this level are: recognize unstated assumptions recognises logical fallacies in reasoning distinguish between facts and inferences evaluate the relevancy of data analyse the organizational structure of a work (art, music, writing) can the student distinguish between the different parts? University of Cape Town http://web.uct.ac.za/projects/cbe/mcqman/mcqappc.html

43. Standards Revision Analyze • Break material into its constituent parts and determine how the parts relate to one another and to an overall structure or purpose. 4.1 Differentiating • Discriminating • Distinguishing • Focusing • Selecting

44. 2005 South Carolina Science Standards Revision Analyze - continued 4.2 Organizing • Finding coherence • Integrating • Outlining • Parsing • Structuring 4.3 Attributing • Deconstructing

45. Bloom’s Taxonomy Analysis Exam Question Cues: Analyse Separate Order Explain Connect Classify Arrange Divide Compare Select Explain Infer University of Cape Town http://web.uct.ac.za/projects/cbe/mcqman/mcqappc.html

46. 2005 South Carolina Science Standards Revision Analyze Sample Indicators • Distinguish among observations, predictions and inferences. • Organize and interpret the data from a controlled scientific investigation in terms of whether they refute or verify the hypothesis. • Attribute global climate patterns to geographic influences (including latitude, topography, elevation, and proximity to water).

47. Teacher roles Probes Guides Observes Evaluates Acts as a resource Questions Organises Dissects Student roles Discusses Uncovers Argues Debates Thinks deeply Tests Examines Questions Calculates Investigates Inquires Active participant Classroom Roles for Analysing

48. Bloom’s Taxonomy Evaluating Evaluating is concerned with the ability to judge the value of material (statement, novel, poem, research report) for a given purpose. The judgments are to be based on definite criteria. These may be internal criteria (organization) or external criteria (relevance to the purpose) and the student may determine the criteria or be given them. Learning outcomes in this area contain elements of all the other categories, plus conscious value judgments based on clearly defined criteria. Examples of learning objectives at this level are: judge the logical consistency of written material, judge the adequacy with which conclusions are supported by data judge the value of a work (art, music, writing) by the use of internal criteria judge the value of a work (art, music, writing) by use of external standards of excellence University of Cape Town http://web.uct.ac.za/projects/cbe/mcqman/mcqappc.html

49. 2005 South Carolina Science Standards Revision Evaluate • make judgments based on criteria and standards 5.1 Checking • Coordinating • Detecting • Monitoring • Testing 5.2 Critiquing • Judging

50. Bloom’s Taxonomy Evaluating Evaluating Assess Decide Rank Grade Test Measure Recommend Convince Select Judge Explain Discriminate Support Conclude Compare Summarize University of Cape Town http://web.uct.ac.za/projects/cbe/mcqman/mcqappc.html