DISCUSSION

(5 minutes)
1.What is an “objective”?
2. What is an effective lesson objective?
3. What is a “taxonomy’?
4. How do you assess the mastery of the
objectives?
BLOOM’S TAXONOMY

ALEXANDRA FELIZ
WHO WAS DR. BENJAMIN BLOOM?

• He was a teacher, thinker, & inventor.

• He worked at a college.
• He created a list about how we think
about thinking… you may want to
read that again!
1913-1999
WHAT IS BLOOM’S TAXONOMY?
Bloom’s taxonomy is a classification system or Framework used to define and
distinguish different levels of human cognition—i.e., Thinking, learning, and
understanding.

Educators have typically used Bloom’s taxonomy to inform or guide the

development of assessments(tests and other evaluations of student learning), 
curriculum (units, lessons, projects, and other learning activities), and
instructional methods such as questioning strategies.
WHY USE BLOOM’S TAXONOMY?

Teachers can benefit from using frameworks to organize objectives

because:
• Organizing objectives helps to clarify objectives for themselves and for students.
• Having an organized set of objectives helps teachers to:
– “Plan and deliver appropriate instruction”;
– “Design valid assessment tasks and strategies
– “Ensure that instruction and assessment are aligned with the objectives.” 
LEVELS OF COGNITION/THINKING
Knowledge

• There are six levels of learning according to Dr. Comprehension

Bloom.
• The levels build on one another. The six levels Application

all have to do with thinking.

Analysis
• Level one is the lowest level of thinking.
• Level six is the highest level of thinking. Synthesis

Evaluation
LEVELS OF COGNITION/THINKING
LEVELS OF COGNITION/THINKING

1. Knowledge 4. Analysis Note>Students need to

• Draw, Identify, Locate, • Sort, debate, Compare Examine, have the information and
• Write, label, list, Name Debate understanding of a
2. Comprehension concept at the lower level
5. Synthesis
• Confirm, Infer, Discuss before they can solve a
• Plan, Revise, Invent
problem or think at a
• Convert, Match, Predict •
Compose, Design, higher level. E.g. you
3. Application need to know &
6. Evaluation
• Modify, Solve, Sketch understand the plot of a
• Solve, Critique, Assess
• Report, Build , Apply story before you can
• Justify, Judge, Appraise analyze the story and
recreate a new ending.
1. KNOWLEDGE (LOW LEVEL THINKING)

The learner should be Cues and starter verbs E.g. Write a LIST
include
able to: of vegetables.
▪ Define
▪ Acquire specific facts,
▪ List
ideas, or vocabulary.
▪ Record
▪ Recall and move ▪ Repeat
information from short- ▪ Name
term to long-term ▪ Recall
memory.
2. COMPREHENSION
(LOW LEVEL THINKING)
Learners should be able Cues and starter E.g. SUMMARIZE the
to: verbs include: story of the “Three
▪ Grasp the meaning of ▪ Describe Little Pigs”.
material learned ▪ Discuss
▪ Communicate what ▪ Explain
has been learned and ▪ Identify
interpret it
▪ Locate
▪ Reach understanding
▪ Report
3. APPLICATION (LOW LEVEL THINKING)

The learner should Cues and starter E.g. SKETCH your

be able to: verbs include: partner’s face
▪ Use learned ▪ Apply and describe its
knowledge ▪ Illustrate features.
▪ in new or concrete ▪ Demonstrate
ways, or
▪ to solve new
▪ Dramatize
problems. ▪ Employ
▪ Use
4. ANALYSIS (HIGH LEVEL THINKING)
The learner should be Cues and starter E.g. Make a family
able to: verbs include: tree showing
▪ Take ideas and ▪ Analyze relationships.
knowledge apart ▪ Calculate
▪ Dismantle concepts into ▪ Distinguish
their components and ▪ Examine
– seek links between
▪ Experiment
concepts (compare)
– find what is unique ▪ Relate
(contrast) ▪ Solve
5. SYNTHESIS (HIGH LEVEL THINKING)

Learner should be able Cues and starter verbs E.g. Design a

to include: magazine cover
▪ Re-organize parts to ▪ Arrange that would appeal
create a new or original ▪ Compose to kids in your
concept or idea ▪ Formulate class.
▪ Make predictions based ▪ Construct
on analysis of ▪ Predict
knowledge ▪ Design
▪ Create
6. EVALUATION (HIGH LEVEL THINKING)

Learner should be able Cues and starter verbs E.g. Make a booklet
to include: in which you
▪ Assess
▪ Make judgements or EXPLAIN 5 rules
▪ Select
decisions based on logical you see as
▪ Rate
criteria or conditions important.
▪ Estimate
▪ Rate or assess Convince others.
▪ Compare
conclusions
▪ Judge
▪ Make valid choices ▪ Revise
▪ In my opinion
WORK IN GROUPS
• In groups of three, match these verbs with their appropriate
level of Cognition/thinking.
Interpret Execute
Exemplify Implement
Classify Check
Summarize Critique
Infer Generate
Compare Plan
Explain Produce
Recognize Differentiate
Recall Organize
Attribute
CHECK YOUR ANSWERS
• Remember (knowledge) • Analyze (Analysis)
– Recognize
– Differentiate
– Recall
– Organize
• Understand (comprehension)
– Interpret – Attribute
– Exemplify • Evaluate (Evaluation)
– Classify
– Check
– Summarize
– Infer – Critique
– Compare • Create (Synthesis)
– Explain
– Generate
• Apply (Application)
– Plan
– Execute
– Implement – Produce
 SHARE YOUR THOUGHTS!

• What is Bloom’s Taxonomy?

• Why is the BT useful for teachers?
• Can you mention the 6 Levels of Cognition?
• What is an important point you learned?
• What is something you would like to know more about?
It states the content
(situation, theme, or topic) of
the lesson.
It identifies a
communication task that
learners will be able to do by
the end of the lesson.
It contains an assessment
activity that provides insight
into how learners’ achievement of
the lesson objective will be
demonstrated.
USE (CONTENT) TO (COMMUNICATION
TASK) IN (ASSESSMENT ACTIVITY).

SWBAT: use “be going to” to talk about their plans for a
party in a role-play.
PLEASE WRITE ABOUT THE ANSWER TO
THESE QUESTIONS:
1. What were 1-2 of my biggest learnings from this
section?
2. What is something from this section I have already
applied in my regular lessons?
3. What part of this section will you apply in your
regular classes?