Are you trying to teach people without identifying educational objectives?

If you keep doing that, your learners may waste their time succeeding in things that are of no
use to them. To avoid that, clarify your instructional goals using Bloom’s Taxonomy.

Bloom’s Taxonomy (2001, Revised by David Krathwohl and Lorin Anderson)

Benjamin Bloom’s Bloom’s taxonomy (1956). A six-step hierarchy of learning objectives: Each step in the
hierarchy demonstrates increasing learning complexity and higher-order thinking skills.
https://helpfulprofessor.com/blooms-taxonomy-examples/
Why Bloom’s Taxonomy is important
• Bloom’s Taxonomy can help educators map learning within a single lesson or
even a whole course.
• Using the taxonomy as a guide, trainers can identify clear instructional goals
corresponding to each taxonomy level and create plans to achieve them.
• By setting achievable objectives for learners, instructors make them more active
and responsible for their education.
• The taxonomy can also be useful for evaluating learners correctly. [An essay, for
example, is probably not the best form of testing when learners only need to
remember basic facts and terminology related to the topic. But it will be
appropriate at the evaluation stage when they are expected to formulate their
opinion on an issue.]
• Bloom’s taxonomy allows educators and facilitators to gauge the learners’
progress. It helps teachers determine which level every learner is on and assign
them individual and even team tasks.

Bloom’s Taxonomy verbs

https://www.valamis.com/hub/blooms-taxonomy
When talking about Bloom’s taxonomy, action verbs associated with the categories and
cognitive processes are often mentioned. Instructors use these verbs to describe activities
required for achieving educational objectives corresponding to each level. Using Bloom’s
taxonomy verbs can help learners explicitly navigate what they must do to demonstrate
their mastery of the objective.

Note: Neither Bloom’s original book nor his followers’ book contains a list of such
verbs. The authors of a study (University of Arkansas) lists 47 verbs collected from 35
universities and textbooks notes that, “there was very little agreement between these lists,
most of which were not supported by evidence explaining where the verbs came from.”

Action Words for Bloom’s Taxonomy

Knowledge Understand Apply Analyze Evaluate Create
define explain reframe design, plan
identify describe solve analyze criticize compose
describe interpret apply compare evaluate create, write
label paraphrase illustrate classify order combine
list summarize modify contrast appraise formulate
name classify use distinguish judge invent
state compare calculate infer support hypothesize
match differentiate change separate compare substitute
recognize discuss choose explain decide compile
select distinguish demonstrate select discriminate construct
examine extend categorize recommend develop
discover connect
locate predict experiment summarize generalize
memorize associate differentiate assess integrate
relate
quote contrast show divide choose modify
recall convert sketch order convince organize
reproduce demonstrate complete prioritize defend prepare
tabulate estimate construct survey estimate produce, make
tell express dramatize calculate grade rearrange
copy identify, indicate interpret conclude measure rewrite
discover infer manipulate correlate predict adapt
duplicate relate paint deduce rank anticipate
enumerate restate prepare devise score arrange
listen select teach diagram select assemble
observe translate act dissect test choose
omit ask, cite collect estimate argue collaborate
read discover compute evaluate conclude facilitate
recite generalize explain experiment consider imagine
record group, order list focus critique intervene
repeat illustrate operate debate manage
retell judge practice illustrate distinguish originate
visualize observe simulate organize editorialize propose
report transfer outline justify simulate
represent write plan persuade solve
research question rate support
review, rewrite test weigh test
show, trace validate
2024. Miami University. https://miamioh.edu/cte/assessment/writing-student-learning-outcomes/blooms-action-
verbs/index.html
How do you deliver the instruction?
1. Identify audience needs.
2. Establish learning goals and outcomes.
3. Assess learning.
4. Select instructional strategies and create a plan.
5. Design instructional materials.
6. Delivering instruction in the classroom.
7. Evaluating and improving instruction.
8. Practicing reflective teaching.

How do you write simple instructions? (Tips on how to write instructions)

1. Arrange the steps in a task in a logical sequence.
2. Use short sentences: do not convey more than a single idea in a sentence.
3. Use appropriate tone to make the instructions clear.
4. Use active voice.

What are the types of instructions used in a classroom?

These include direct instruction, inquiry-based learning, problem-based learning,
project-based learning, hybrid classrooms, game-based learning, and simulations.

A Guide to Giving Clear Instructions to Students

1. Use Clear and Precise Language.
2. Repeat Your Directions.
3. Explain the Purpose of the Task.
4. Make Sure Your Students Understand.
5. Use an Appropriate Tone.
6. Describe the Specifics. ...
7. Provide Examples. ...
8. Break Tasks into Manageable Chunks.