1. Bloom’s Taxonomy Dr. Middlebrooks

2. Bloom’s Taxonomy

3. In 1956, Benjamin Bloom headed a group of educational psychologists who developed a classification of levels of intellectual behavior important in learning. Bloom found that over 95 % of the test questions students encounter require them to think only at the lowest possible level...the recall of information. In 1956, Benjamin Bloom headed a group of educational psychologists who developed a classification of levels of intellectual behavior important in learning. Bloom found that over 95 % of the test questions students encounter require them to think only at the lowest possible level...the recall of information.

4. Bloom’s Taxonomy Bloom identified six levels within the cognitive domain, from the simple recall or recognition of facts, as the lowest level, through increasingly more complex and abstract mental levels, to the highest order which is classified as evaluation. Verb examples that represent intellectual activity on each level are listed here. Bloom identified six levels within the cognitive domain, from the simple recall or recognition of facts, as the lowest level, through increasingly more complex and abstract mental levels, to the highest order which is classified as evaluation. Verb examples that represent intellectual activity on each level are listed here.

5. Bloom’s Taxonomy Knowledge: arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall, repeat, reproduce state. Knowledge: arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall, repeat, reproduce state. Comprehension: classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, restate, review, select, translate, Comprehension: classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, restate, review, select, translate, Application: apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use, write. Application: apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use, write.

6. Bloom’s Taxonomy Analysis: analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test. Analysis: analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test. Synthesis: arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan, prepare, propose, set up, write. Synthesis: arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan, prepare, propose, set up, write. Evaluation: appraise, argue, assess, attach, choose compare, defend estimate, judge, predict, rate, core, select, support, value, evaluate. Evaluation: appraise, argue, assess, attach, choose compare, defend estimate, judge, predict, rate, core, select, support, value, evaluate.

7. Bloom’s Taxonomy As teachers we tend to ask questions in the "knowledge" category 80% to 90% of the time. These questions are not bad, but using them all the time is. Try to utilize higher order level of questions. These questions require much more "brain power" and a more extensive and elaborate answer. Below are the six question categories as defined by Bloom. As teachers we tend to ask questions in the "knowledge" category 80% to 90% of the time. These questions are not bad, but using them all the time is. Try to utilize higher order level of questions. These questions require much more "brain power" and a more extensive and elaborate answer. Below are the six question categories as defined by Bloom.

8. Bloom’s Taxonomy KNOWLEDGE KNOWLEDGE remembering; remembering; memorizing; memorizing; recognizing; recognizing; recalling identification and recalling identification and recall of information recall of information Who, what, when, where, how...? Who, what, when, where, how...? Describe Describe

9. Bloom’s Taxonomy COMPREHENSION COMPREHENSION interpreting; interpreting; translating from one medium to another; translating from one medium to another; describing in one's own words; describing in one's own words; organization and selection of facts and ideas organization and selection of facts and ideas Retell... Retell...

10. Bloom’s Taxonomy APPLICATION APPLICATION problem solving; problem solving; applying information to produce some result; applying information to produce some result; use of facts, rules and principles use of facts, rules and principles How is...an example of...? How is...an example of...? How is...related to...? How is...related to...? Why is...significant? Why is...significant?

11. Bloom’s Taxonomy ANALYSIS ANALYSIS subdividing something to show how it is put together; subdividing something to show how it is put together; finding the underlying structure of a communication; finding the underlying structure of a communication; identifying motives; identifying motives; separation of a whole into component parts separation of a whole into component parts What are the parts or features of...? What are the parts or features of...? Classify...according to... Classify...according to... Outline/diagram... Outline/diagram... How does...compare/contrast with...? How does...compare/contrast with...? What evidence can you list for...? What evidence can you list for...?

12. Bloom’s Taxonomy SYNTHESIS SYNTHESIS creating a unique, original product that may be in verbal form or may be a physical object; creating a unique, original product that may be in verbal form or may be a physical object; combination of ideas to form a new whole combination of ideas to form a new whole What would you predict/infer from...? What would you predict/infer from...? What ideas can you add to...? What ideas can you add to...? How would you create/design a new...? How would you create/design a new...? What might happen if you combined...? What might happen if you combined...? What solutions would you suggest for...? What solutions would you suggest for...?

13. Bloom’s Taxonomy EVALUATION EVALUATION making value decisions about issues; making value decisions about issues; resolving controversies or differences of opinion; resolving controversies or differences of opinion; development of opinions, judgements or decisions development of opinions, judgements or decisions Do you agree...? Do you agree...? What do you think about...? What do you think about...? What is the most important...? What is the most important...? Place the following in order of priority... Place the following in order of priority... How would you decide about...? How would you decide about...? What criteria would you use to assess...? What criteria would you use to assess...?

14. Bloom’s Taxonomy What type of questions are these? What type of questions are these? What happened after...? How many...? Who was it that...? Can you name the...? Describe what happened at...? Who spoke to...? Can you tell why...? Find the meaning of...? What is...? Which is true or false...? What happened after...? How many...? Who was it that...? Can you name the...? Describe what happened at...? Who spoke to...? Can you tell why...? Find the meaning of...? What is...? Which is true or false...?

15. Bloom’s Taxonomy Knowledge Knowledge

16. Bloom’s Taxonomy What type of questions are these? What type of questions are these? Is there a better solution to... Judge the value of... Can you defend your position about...? Do you think... is a good or a bad thing? How would you have handled...? What changes to... would you recommend? Do you believe? Are you a... person? How would you feel if...? How effective are...? What do you think about...? Is there a better solution to... Judge the value of... Can you defend your position about...? Do you think... is a good or a bad thing? How would you have handled...? What changes to... would you recommend? Do you believe? Are you a... person? How would you feel if...? How effective are...? What do you think about...?

17. Bloom’s Taxonomy Evaluation Evaluation

18. Bloom’s Taxonomy What type of questions are these? What type of questions are these? Which events could have happened...? I... happened, what might the ending have been? How was this similar to...? What was the underlying theme of...? What do you see as other possible outcomes? Why did... changes occur? Can you compare your... with that presented in...? Can you explain what must have happened when...? How is... similar to...? What are some of the problems of...? Can you distinguish between...? What were some of the motives behind...? What was the turning point in the game? What was the problem with...? Which events could have happened...? I... happened, what might the ending have been? How was this similar to...? What was the underlying theme of...? What do you see as other possible outcomes? Why did... changes occur? Can you compare your... with that presented in...? Can you explain what must have happened when...? How is... similar to...? What are some of the problems of...? Can you distinguish between...? What were some of the motives behind...? What was the turning point in the game? What was the problem with...?

19. Bloom’s Taxonomy Analysis Analysis

20. Bloom’s Taxonomy What type of questions are these? What type of questions are these? Can you design a... to...? Why not compose a song about...? Can you see a possible solution to...? If you had access to all resources how would you deal with...? Why don't you devise your own way to deal with...? What would happen if...? How many ways can you...? Can you create new and unusual uses for...? Can you write a new recipe for a tasty dish? can you develop a proposal which would... Can you design a... to...? Why not compose a song about...? Can you see a possible solution to...? If you had access to all resources how would you deal with...? Why don't you devise your own way to deal with...? What would happen if...? How many ways can you...? Can you create new and unusual uses for...? Can you write a new recipe for a tasty dish? can you develop a proposal which would...

21. Bloom’s Taxonomy Synthesis Synthesis

22. Bloom’s Taxonomy What type of questions are these? What type of questions are these? Do you know another instance where...? Could this have happened in...? Can you group by characteristics such as...? What factors would you change if...? Can you apply the method used to some experience of your own...? What questions would you ask of...? From the information given, can you develop a set of instructions about...? Would this information be useful if you had a...? Do you know another instance where...? Could this have happened in...? Can you group by characteristics such as...? What factors would you change if...? Can you apply the method used to some experience of your own...? What questions would you ask of...? From the information given, can you develop a set of instructions about...? Would this information be useful if you had a...?

23. Bloom’s Taxonomy Application Application

24. Bloom’s Taxonomy What type of questions are these? What type of questions are these? Can you write in your own words...? Can you write a brief outline...? What do you think could of happened next...? Who do you think...? What was the main idea...? Who was the key character...? Can you distinguish between...? What differences exist between...? Can you provide an example of what you mean...? Can you provide a definition for...? Can you write in your own words...? Can you write a brief outline...? What do you think could of happened next...? Who do you think...? What was the main idea...? Who was the key character...? Can you distinguish between...? What differences exist between...? Can you provide an example of what you mean...? Can you provide a definition for...?

25. Bloom’s Taxonomy Comprehension Comprehension

26. Bloom’s Taxonomy Flower Anatomy Activity Flower Anatomy Activity

27. Bloom’s Taxonomy Dalton, J. & Smith, D. (1986) “Extending Children’s Special Abilities – Strategies for primary classrooms” pp36-7 Dalton, J. & Smith, D. (1986) “Extending Children’s Special Abilities – Strategies for primary classrooms” pp36-7