I.

Definition
 Bloom's taxonomy is a set of three hierarchical models used for
classification of educational learning objectives into levels of
complexity and specificity.
 Bloom's Taxonomy attempts to classify learning stages from
remembering facts to creating new ideas based on the acquired
knowledge.

II. History
 It was published in 1956.
 It was an attempt to create a framework for levels of understanding and
levels of cognitive gain based on different activities that a teacher may
do in the classroom.
 A significant contribution of the taxonomy is that it was the first
framework to establish different levels of the skills which students
develop, and activities which they perform in the classroom.
 Much of the value of Bloom's taxonomy is that surpassed the learning
of knowledge, to consider how to ..... that knowledge.
 He was first to establish the levels of knowledge, but as time passed, it
became not only about knowledge, but also on the kinds of skills and
activities that one does.

Traditional approach to course design New Approach to course design

VS
 Focus mainly on topics  What are students learning?
 Things to cover  What are the ways in which knowledge is
 Specific topics that a teacher needs to deliver applied?
to his/her students.  How to build that into the course?
 Empty vessels to be filled with knowledge.

1. Original
Limitation:
According to the speaker, a limitation of
Bloom’s original taxonomy (1956) prioritizes
the level of knowledge at the broad basis of
the pyramid at the expense of how to apply it,
which remained at the peak of the pyramid .

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 2. Second version

 They discovered that the BT focused on the knowledge, but it did not
focus well on the skill set, methodology, approaches, psychological
frameworks, etc.

III. Bloom’s Revised Taxonomy

 It shifted from domain of knowledge towards action.
 The addition of a framework of actionable verbs.
 Shift from knowledge to cognitive gain.
 Change of evaluate to create at the top of the hierarchy.

IV. The last version

 Students need to spend more time on the higher order.

 We still have a solid base of knowledge, understanding, and retention,
but we need give more time for students to evaluate, create and
analyze.
 A more recent development of Bloom’s taxonomy is a shift from the
pyramid shape to a more substantial wedge with a larger amount of
higher-order thinking skills.

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 1. Remembering
 Knowing involves recognizing or remembering facts, terms, basic
concepts, or answers without necessarily understanding what they
mean.

2. Understanding
 Understanding involves demonstrating an understanding of facts and
ideas by organizing, comparing, translating, interpreting, giving
descriptions, and stating the main ideas.

3. Applying
 Applying involves using acquired knowledge, e.g., Learners should
be able to use acquired knowledge, facts, techniques, and rules to
solve problems, identify connections and relationships and how they
apply in new situations.

4. Analyzing
 Analyzing involves examining and breaking information into
component parts, determining how the parts relate to one another,
identifying motives or causes, making inferences, and finding
evidence to support generalizations.
5. Evaluating
 Evaluating involves presenting and defending opinions by making
judgments about information, the validity of ideas, or quality of work
based on a set of criteria.

6. Creating
 Creating involves building a structure or pattern from diverse elements;
it also refers to the act of putting parts together to form a whole.

I. The cognitive process dimension in Bloom’s Revised

taxonomy
Categories & cognitive Alternative Definition &Examples
processes names
1. Remember Retrieve relevant knowledge from long-term memory.

A. Recognizing Identifying  Locating knowledge in long-term memory that is consistent

with presented material (e.g., Recognize the dates of
important events in U.S. history)

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 B. Recalling Retrieving  Retrieving relevant knowledge from long-term memory (e.g.,
Recall the dates of important events in U.S. history)

2. Understand Construct meaning from instructional messages, including oral, written, and
graphic communication.

 Interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining.

3. Apply Carry out or use a procedure in a given situation.

 Executing and implementing

4. Analyze Break material into its constituent parts and determine how the parts relate to.one
another and to an Overall structure or purpose
 Differentiating, comparing, organizing and attributing.

5. Evaluate Make judgments based on criteria and standards

 Checking and critique.

6. Create Put elements together to form a coherent or functional whole; reorganize elements into a
new pattern or structure.
 Generating, planning, and producing