Levels of Learning

Doorways to Improved
Thinking

Where do we
begin in
seeking
to improve
human
thinking?

 Asking students
to think at higher
levels, beyond
simple recall is an
excellent way to
stimulate students
thought processes.
Different types of
questions require us
to use different
levels of thinking.

Whats
Blooms
Taxonomy?

EVALUATI
ON
SYNTHE
SIS
ANALYSIS
APPLICATION
COMPREHENSIO
N
KNOWLEDGE

Blooms Taxonomy (1956)

Whats
Revised
Blooms
Taxonomy?

The revised Blooms

taxonomy provides the
measurement tool for
thinking. The changes
in RBT occur in three
broad
categories:
Terminologies;
Structure; and
Emphasis

A. Visual Comparison of the Two Taxonomies

( Terminology Changes)

1956
2001
( OBT )
( RBT )EVALUATI
ON
SYNTHESI
S
ANALYSIS
APPLICATI
ON
COMPREHENSI
ON
KNOWLEDGE

CREATING
EVALUATIN
G
ANALYZING
APPLYING
UNDERSTANDIN
G
REMEMBERIN
G

Changes in Terms
The names of six major categories were
changed from noun to verb forms.
Taxonomy reflects different forms of
thinking and thinking is an active process,
hence verbs are more accurate.
The knowledge category was renamed.
Knowledge is a product of thinking and
was inappropriate to describe a category
of thinking and was replaced with word
remembering instead.
Comprehension became understanding
and synthesis renamed creating in order
to better reflect the nature of the
thinking
described by each category.

Remembering ( Knowledge )
( Shallow processing: drawing
out factual answers, testing
recall & recognition)

The learner is able

to recall, restate and
remember information

Key words for Remembering:

Recognizing
Retrieving
Choosing
Describing
Defining
Identifying
labeling

Listing
Locating
Finding
Naming
Stating
selecting

 How is
Sample Questions
for
___________________?
Remembering
When

What is ___________________?
Where is __________________?
How did
____________happen?
Why did __________________?
When did_________________?
How would you
show_______?
Who were the
main_________?
Which one________________?

did___________happen?
How would you explain
____________?
How would you describe
___________?
Can you recall
______________?
Can you
select______________?
Can you list three
___________?

Remembering
Questions starting
with what, where, when,
why & how whose
answers could be
retrieved, recognized &
recall from the text or on
the lines of the text read
fall under remembering.

Understanding
(Comprehension)
(translating, interpreting &
extrapolating)
The learner
grasp the
meaning of
information by
interpreting &
extrapolating what
has been
learned.

Key Words for

Understanding

Comparing
Contrasting
Demonstrating
Interpreting
Explaining
Extending
Illutrating
Giving examples
restating

Inferring
Outlining
Relating
Rephrasing
Translating
Summarizing
Classifying
Paraphrasing
rewriting

Sample Questions for

Understanding
State in your own
words
Which are facts? /
opinion?
What does this
means?
Is this the same
as..?
Giving an example
Select the best
definition

Condense this
paragraph
What would happen
if...?
What part doesnt fit?
How would you
compare?/contrast?
What is the main idea
of?
How would
summarized?

Questions with what, where,

why and how questions whose
answers could be taken
between the lines of the text
through organizing, comparing,
translating, interpreting,
extrapolating, classifying,
summarizing and stating main
ideas fall under understanding.

Applying
( Knowing when to apply, why to
apply & recognizing patterns of
transfer to situation that are new,
unfamiliar or have a new slant for
students )

The leaner makes use of the

acquired knowledge, facts,
techniques and rules in a
different way

Knowing Words for

Applying

Applying
Solving
Using
Constructing
Experimentin
g with
developing

Carrying
Computing
Implementi
ng
Modifying
Utilizing

Sample Questions for Applying

How would you organized ______ to show_______?

How would you show your understanding of
______?
What facts would you select to show what _______?
What elements would you change______________?
What other way would you plan to _____________?
What questions would you ask in an interview with
___________?
How would you apply what you learned to
develop___________?
How would you solve _________ using what you
have learned?

Evaluating
( according to some set of criteria & state
why)

The learner makes

decisions based on indepth reflection,
criticism and
assessment through
checking & critiquing.

Key Words for Evaluating

Judging
Evaluating
Appraising
Defending
criticizing

Assessment
Justifying
Concluding
Comparing
Defending

Sample Questions for

Analyzing
What fallacies, consistence,
inconsistencies
appear_________?
Which is more
important_______?
Do you agree
________________?
How would you evaluate
________?

Creating
( Combining statement into a
pattern not clearly there before)

The learner creates

new ideas and
information using
what have been
previously learned.

Key words for creating

Designing
Construct
ing
Planning
producing

Inventin
g
Devising
Making

Sample Questions for

Creating
Can you design a __________?
What possible solution to
__________?
How many ways can you
___________?
Can you create a proposal
which would ___________?

B. Structural
Changes
Blooms original cognitive
taxonomy was a one
dimensional form consisting of
factual, Conceptual and
Procedural but these were
never fully understood of used
by teachers because most of
educators were given in training
consisted of a simple chart with
the listing of levels and related
accompanying verbs.

Levels of Learning
Knowledge /
Comprehension
Arrange
Cite
Classify
Concept
Copy
Define
Distinguish
Explain
Express
Give
Examples

Identify
Indicate
Label
List
Locate
Match
Make

Order
Outline
Recall
Recite
Record
Relate
Reproduce
Repeat
Report
Restate
Specify
Summarize
Tell
Translate
Underline

Application
Apply
Assemble
Calculate
Change
Choose
Compute
Defend
Demonstra
te
Draft
Draw
Organize
Employ
Estimate
Explain

Illustrate
Infer
Interact
Modify
Operate
Practice
Predict
Prepare
Produce
Show
Sketch
Use

Problem Solving
Analyze
Appraise
Arrange
Assess
Categorize
Combine
Compute
Construct
Compose
Differentiat
e
Estimate
Distinguish
Examine
Formulate
Criticize

Illustrate
Infer
Inspect
Interpret
Modify
Organize
Plan
Predict
Prepare
Recognize
Solve
Support
Write

The Revised Blooms Taxonomy takes

the form of two-dimensional table. The
Knowledge Dimension or the kind of
knowledge to be learned & the second is
the Cognitive Process Dimension or the
process used to learn.
The
Knowled
Reme
ge
mDimensi
bering
ons
Factual
Concept
ual
Procedu
ral
MetaCognitiv

The Cognitive Process Dimensions

Under
-standi
ng

Applyi
ng

Analyz
ing

Evaluati Creatin
ng
g

Factual Knowledge refers to

the essential facts, terminology,
details or elements student
must know or be familiar with
in order to solve a problem in it.
Conceptual Knowledge is
knowledge of classification,
principles, generalizations,
theories, models or
structure pertinent to
particular disciplinary area.

Procedural Knowledge

refers
to information or knowledge that
helps students to do something
specific to a discipline subject area
of study. It also refers to methods of
inquiry, very specific or finite skills,
algorithms, techniques and
particulars.
Meta-cognitive Knowledge is

a strategic or reflective
knowledge about how to go
about solving problems,
cognitive tasks to include
contextual knowledge &

BLOOMS REVISED TAXONOMY

H
I
G
H
E
R

Creating
Generating new ideas, products or ways of viewing things
Designing, constructing, planning, producing , inverting
O
Evaluating
R
D
Justifying decision or course of action
E
R
Checking, hypothesizing, critiquing, implementing, judging
T
Analyzing
H
I
Breaking information into parts to explore understanding &
N
K
relationships
I
N
Comparing, organizing, deconstructing, interrogating, finding
G
Applying
Using information in another familiar situation
Implementing, carrying out, using, executing
Understanding
Explaining ideas or concepts
Interpreting, summarizing, paraphrasing, classifying, explaining
Remembering
Recalling information
Recognizing , listening, describing, retrieving, naming, finding

C. Change in Emphasis

Emphasis is the
third and final
category of changes. It
is placed upon its use
as a more authentic
tool for curriculum
planning, instructional

Apply :
( MetaCognitive
)

Analyze:
( Procedur
al
Knowledg
e)

Construct theory as to
why Efren
continued to work with
street
children in spite of the
several
obstacles he would be
meeting.

Differentiate
between how
Efren reacted & you

Evaluate:
( Conceptu
al )

Create:

Assess whether
or not you think
Efren deserves to
be the CNN hero?
Compose a
song, skit, poem or
rap to convey
Efrens story to the
children of the 21st

 The New
century
has brought us
the Revised
Blooms
Taxonomy which
is really new
improved. Try it
out; the author
thinks you will
like it better
than a cake

THAN
K
YOU
!!
DJA
!