BLOOM’S TAXONOMY OF THE COGNITIVE DOMAIN

BLOOM’S TAXONOMY CompetenceSkills Demonstrated Knowledge The recall of specific information Comprehension Understanding of what was read Application Converting abstract content to concrete situations Analysis Comparison and contrast of the content to personal experiences Evaluation Organization of thoughts, ideas, and information from the content Creating Judgment and evaluation of characters, actions, outcomes, etc., for personal reflection and understanding

KNOWLEDGE Memorization  Observation and recall of information  Knowledge of dates, events, places  Knowledge of major ideas  Mastery of subject matter

KNOWLEDGE Memorization  Arrange  Define  Describe  Duplicate  Identify  Label  List  Memorize  Name  Order  Quote  Recall  Recognize  Relate  Repeat  Reproduce

COMPREHENSION Understanding  Understand information  Grasp meaning  Translate knowledge into new content  Interpret facts, compare, contrast  Order, group, infer causes  Predict consequences

COMPREHENSION Understanding  Classify  Describe  Discuss  Explain  Express  Identify  Indicate  Locate  Recognize  Report  Restate  Review  Select  Translate

APPLICATION Using  Use information  Use methods, concepts, theories in new situations  Solve problems using required skills or knowledge

APPLICATIONUsing  Apply  Choose  Demonstrate  Dramatize  Employ  Illustrate  Interpret  Operate  Practice  Schedule  Sketch  Solve  Use  Write

ANALYSISTaking apart  Recognition of patterns  Organization of parts  Discovery of hidden meanings  Identification of components

ANALYSISTaking apart  Analyze  Appraise  Calculate  Categorize  Compare  Contrast  Criticize  Differentiate  Discriminate  Distinguish  Examine  Experiment  Question  Test

EVALUATIONJudging  Compare and discriminate between ideas  Assess value of theories, presentations  Make choices based on reasoned argument  Verify value of evidence  Recognize subjectivity

EVALUATIONJudging  Appraise  Argue  Assess  Attach  Choose  Compare  Defend  Estimate  Judge  Predict  Rate  Select  Support  Value  Evaluate  Explain

CREATE (Synthesis) Go Beyond  Use old ideas to create new ones  Generalize from given facts  Relate knowledge from several areas  Predict, draw conclusions  Come up with alternatives  Imagine application to real world etc.

CREATE (Synthesis) Go Beyond  Arrange  Assemble  Collect  Compose  Construct  Create  Design  Develop  Formulate  Manage  Organize  Plan  Prepare  Propose  Set up  Write

REFERENCES  Bloom, B., Englehart M., Furst, E., Hill, W.,& Krathwohl, D. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive Domain. New York: Longmans Green.

Web resources   m.html m.html  oms/teachers_blooms.html oms/teachers_blooms.html   ogsys/critthnk.html ogsys/critthnk.html

BLOOM’S TAXONOMY applied to GOLDILOCKS AND THE THREE BEARS

KNOWLEDGE the recall of specific information  Who was Goldilocks?  Where did she live? With whom?  What did she do in the forest?

COMPREHENSION an understanding of what was read  This story is about ___________ (topic).  This story tells us _________(main idea).  What did Goldilocks look like?

APPLICATION the converting of abstract content to concrete situations  How were the bears like real people?  Why did Goldilocks go into the little house?  Draw a picture of what the bears’ house looked like.  Draw a map showing Goldilocks’ house, the path in the forest, the bears’ house, etc.

ANALYSIS the comparison and contrast of the content to personal experience  How did each bear react to what Goldilocks did?  How would you react?  Compare Goldilocks to any of your friends.  Do you know any animals (pets) that act human?

EVALUATION the judgment and evaluation of characters, actions, outcomes, etc., for personal reflection and understanding  Why were the bears angry with Goldilocks?  Do you think Goldilocks was happy to get home? Explain your answer.  Do you think she learned anything by going into the bears’ house? Explain your answer.  Would you have gone into the bears’ house? Why or why not?

EVALUATION CON’T.  Do parents have more experience and background than their children? Give an example from your own history.  Do you think this really happened to Goldilocks? Why or why not?  Why would a grown-up write this story for children to read?  Why has the story of Goldilocks been told to children for many, many years?

CREATE (synthesis) the organization of thoughts, ideas, and information from the content  List the events of the story in sequence.  Do you know any other stories about little girls or boys who escaped from danger?  Make a diorama of the bears’ house and the forest.  Make a puppet out of one of the characters. Using the puppet, act out his/her part of the story.

References  ms_taxonomy.html ms_taxonomy.html