1. Bloom’s Taxonomy

2. Bloom’s Taxonomy is a chart of ideas
What is it???
Bloom’s Taxonomy is a chart of ideas
A Taxonomy is an arrangement of ideas
or a way to group things together
Named after the creator, Benjamin Bloom

3. You may see the levels organized differently in other charts
Bloom’s Taxonomy
You may see the levels organized differently in other charts

4. Who is Dr. Benjamin Bloom??
He was a teacher, thinker, & inventor
He worked at a college
He created a list about how we think about thinking

5. The levels of thinking
There are six levels of learning according to Dr. Bloom
The levels build on one another. The six levels all have to do with thinking.
Level one is the lowest level of thinking of thinking
Level six is the highest level of thinking
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation

6. New names??
Some people have renamed these levels to make them easier to remember
Some people even switch the last two levels around
Knowledge- Remembering
Comprehension- Understanding
Application- Applying
Analysis- Analyzing
Synthesis- Creating
Evaluation- Evaluation

7. Knowledge or Remembering
observation and recall of information
knowledge of dates, events, places
knowledge of major ideas
mastery of subject matter
Key words: list, define, tell, describe, identify, show, label, collect, tabulate, quote, name, who, when, where, etc.

8. Recall previous Learned Information.

9. Knowledge/Remembering- Do it…
Write a list of vegetables. 

10. Sample Activities: Label the parts of a plant.
Group together all the four syllable words.
List the freedoms included in the Bill of Rights.
Identify the food group to which each of these foods belongs.
Write definitions to the following words.
Locate examples of capitalization in the following story.
Remember an idea or fact in somewhat the same form in which it was learned
Question and answer sessions
Workbooks/worksheets
Programmed instruction
Remember things read, heard, saw
Games
Information searches
Reading assignments
Drill and practice
Finding definitions
Memory games
Quizzes
Questions have right and wrong answers

11. COMPREHENSION:
Comprehension is defined as the ability to grasp the meaning of material. This may be shown by translating material from one form to another (words or 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.

12. Comprehension or Understanding
understanding information
grasp meaning
translate knowledge into new context
interpret facts, compare, contrast
order, group
predict consequences
Key words: summarize, describe, interpret, contrast, predict, associate, distinguish, estimate, differentiate, discuss

13. Ability to grasp the meaning of material
Communicating an idea
Explaining ideas
Summarizing material
Understanding facts and principles

14. Give reasons for the energy crisis.
Explain why we have bus safety rules.
Outline the steps necessary for an idea to become a law.
Restate the reasons for weather changes.
Summarize the story.
What were the underlying factors that contributed to the Revolutionary War?
Communicate an idea

15. Comprehension/ Understanding- Do it…
Retell the story of the “Three Little Pigs” in your own words.

16. APPLICATION OR APPLYING
Application 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

17. Application or Applying
use information
use methods, concepts, theories in new situations
solve problems using required skills or knowledge
Key words: apply,modify, relate, change, experiment, discover

18. Applying concepts and principles to new situations
Applying laws and theories to practical situations
Solving of mathematical problems
Constructing charts and graphs
Applying rules, methods, concepts, principles, laws, theories

19. Application/Applying- Do it…
Make a model of a swing set with paper and explain how it works.

20. Analysis or Analyzing seeing patterns organization of parts
recognition of hidden meanings
identification of components
Key words: analyze, separate, order, explain, connect, classify, arrange, divide, compare, select, explain, infer

21. Breaking material down into component parts
Understanding the organizational structure
Analysis of relationships between parts
Recognition of organizational principles involved
Understanding both the content and structural form
Analyzing the elements

22. Analysis/ Analyzing- Do it…
Make a family tree showing relationships.

23. ANALYSIS: Analysis refers to the ability to break down material into its component parts so that its organizational structure may be understood. This may include the identification of the parts, analysis of the relationships between parts, and the 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.

24. Synthesis or Creating use old ideas to create new ones
generalize from given facts
relate knowledge from several areas
predict, draw conclusions
Key words: combine, integrate, modify, rearrange, substitute, plan, create, design, invent, what if?, compose, formulate, prepare, generalize, rewrite

25. Synthesis/Creating- Do it…
Design a magazine cover that would appeal to kids in your class.

26. Evaluation or Evaluating
compare and discriminate between ideas
assess value of theories, presentations
make choices based on reasoned argument
verify value of evidence
recognize subjectivity
Key words assess, decide, rank, grade, test, measure, recommend, convince, select, judge, explain, discriminate, support, conclude, compare, summarize

27. Evaluation/Evaluating- Do it…
Make a booklet about 5 rules you see as important. Convince others.

28. EVALUATION: Evaluation 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 are highest in the cognitive hierarchy because they contain elements of all of the other categories, plus value judgments based on clearly defined criteria.
Description (judging):
Ability to judge the value of material
Use of definite criteria for judgments
Value judgments based on clearly defined criteri

29. Bloom’s Taxonomy and Research
When doing research you should always start with the lower levels of thinking
You must have basic knowledge before you can advance to deeper ideas
One great way to improve your knowledge is to READ, READ, READ about your research topic
When doing research, always be sure to stretch your thinking to the higher levels of thinking
After you’ve explored your basic knowledge base, challenge your self to new ideas
Always keep a Bloom’s Taxonomy “cheat” sheet with you to help you hit the higher levels of thinking

30. BLOOM’S REVISED TAXONOMY
Breaking information into parts to explore understandings and relationships
Comparing, organising, deconstructing, interrogating, finding
Analysing
Recognising, listing, describing, retrieving, naming, finding
Remembering
Recalling information
Interpreting, summarising, paraphrasing, classifying, explaining
Explaining ideas or concepts
Understanding
BLOOM’S REVISED TAXONOMY
Generating new ideas, products, or ways of viewing things
Designing, constructing, planning, producing, inventing.
Creating
Checking, hypothesising, critiquing, experimenting, judging
Justifying a decision or course of action
Evaluating
Using information in another familiar situation
Implementing, carrying out, using, executing
Applying
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