Dillon School District Two Revised Bloom’s Taxonomy

The revised taxonomy is two-dimensional, identifying both the kind of knowledge to be learned (knowledge dimension) and the kind of learning expected from students (cognitive processes) to help teachers and administrators improve alignment and rigor in the classroom. This taxonomy will assist educators to improve instruction, to ensure that their lessons and assessments are aligned with one another and with the state academic standards, that their lessons are cognitively rich, and that instructional opportunities are not missed.

Evaluation Synthesis Analysis Application Comprehension Knowledge The Original “Bloom’s Taxonomy The Original Bloom’s Taxonomy

Bloom Revised Bloom Remember Apply Understand Analyze Evaluate Create Evaluation Analysis Synthesis Application Comprehension Knowledge

IN COMBINATION THE SIX REVISED CATEGORIES ARE TERMED “COGNITIVE PROCESS” CATEGORIES AND THEY EXIST ALONG THE COGNITIVE PROCESS DIMENSION.

Q: What happened to knowledge? A: It became a separate dimension – The Knowledge Dimension

THE TAXONOMY TABLE COGNITIVE PROCESS DIMENSION KNOWLEDGE DIMENSION

Remember retrieve relevant knowledge from long term memory – Recognizing – Recalling Can you recall the name of a particular object?

Understand Construct meaning from instructional messages, including oral, written and graphic communication. –Interpreting –Exemplifying –Classifying –Summarizing –Inferring –Comparing –Explaining Can you represent verbal information visually (interpreting)?

Apply Carry out or use a procedure in a given situation. – Executing – Implementing Can you use information in another situation?

Analyze Break material into its constituent parts and determine how the parts relate to one another and to an overall structure or purpose. – Differentiating – Organizing – Attributing Can you break information into parts to explore relationships?

Evaluate make judgments based on criteria and standards –Checking –Critiquing Can you make & justify a decision or course of action?

Create Put elements together to form a coherent or functional whole; reorganize elements into a new pattern or structure –Generating –Planning –Producing Can you generate new products, ideas, or ways of viewing things?

Factual Knowledge Conceptual Knowledge Procedural Knowledge Metacognitive Knowledge

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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

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

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

Metacognitive Knowledge 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?

THE TAXONOMY TABLE 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 KNOWLEDGE DIMENSION Factual Knowledge Conceptual Knowledge Procedural Knowledge Metacognitive Knowledge