FACILITATING

LEARNING AND
BLOOM’S
TAXONOMY
 Bloom’s Taxonomy

Effective
Levels Questioning
skills
Knowledge
2
Comprehension

Application

Analysis

Synthesis

Evaluation
 During this stage of his career, Bloom
collaborated with examiners from other
universities on the writing of The Taxonomy
of Education Objectives, Handbook I: The
Cognitive Domain (1956) and The Affective
Domain (1964). Bloom’s Taxonomy was
translated into more than thirty different
languages, aided teachers and
Benjamin administrators in creating education
experiences thay emphasized higher-order
Samuel Bloom thinking.
4
Bloom (1956) laments:
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 more
extensive and elaborate answer.
5
Six Question Categories

6
 Knowledge

• Remembering
• Memorizing
• Recognizing
• Recalling Identification, and
• Recall of information
 Knowledge

• Who • Where
• What • How
• When • Describe
 “
Comprehension
▹ Interpreting
▹ Translating from one
medium to another
▹ Describing in ones own
words
▹ Organization and
Selection of facts and ideas
9
 “
Comprehension

▹ Retell

10
Application
• Problem solving
• Applying information to 11

produce some results

• Use of facts, rules and
principles
 Application

• How is… an example of… ?

• How is… related to… ? 12

• Why is… significant?

 Analysis
• Subdividing something to show how it is put
together
• Finding the underlying structure of a 13

communication
• Identifying motives
• Seperation of a whole into component parts
 Analysis

• What are the parts or features of… ?

• Classify… according to…
• Outline/Diagram 14

• How does… compare/contrast with… ?

• What evidence can you list for… ?
Synthesis

▹ Creating a unique,
original product that may 15

be in verbal form or may

be a physical object
▹ Combination of ideas to
form a new whole
 Synthesis
▹ What Would you predict /infer from …?
▹ What ideas can you add to…? 16

▹ How would you create / design a new…?

▹ What might happen if you combined…?
▹ What solutions would you suggest for…?
 Evaluation
• Making Value decisions
about issues 17

• Resolving controversies or
differences of opion
• Development of opinions,
Judgement or Decisions
Evaluation
• Do you agree… ?
• What do you think about… ?
• What is the most important… ? 18

• Place the following in order of

priority…
• How would you decide about… ?
• What criteria would you use to
asses… ?
How can we Develop the habit of 19

asking Higher-order questions?

1. Because faculty tend to ``teach the way
they were taught, ‘’ literal-level questions
are typically overused. Therefore, even
when assessing student learning,
instructors should avoid literal level
questions in favor of those requing
higher-order thinking.
2. By using questions requiring higher-
order thinking, teacher questioning
moves beyond an assessment tool and 21

vecomes a valuable instructional tool as

well.
3. To make sure they are emphasizing
higher-order questions according to the 22

kinds of thinking required for students

to respond.
4. One of the keys to formulating
questions designed to develop critical 23

thinking is to use verbs associated with

higher-order thinking tasks.
5. Also important for consideration are
the learning products associated with 24

higher-order thinking tasks.

Effective questioning 25

techniques
1. Pose the question first, before
asking a student to respond.
2. Allow plenty of think time by waiting
at least 7 to 10 seconds before expecting
students to respond.
3. Make sure you give all students
the opportunity to respond rather
than relying on volunteers.
4. Hold students accountable by
expecting, requiring, and facilitating
their participation and contributions.
5. Establish a safe atmosphere for risk
taking by guiding students in the process
of learning from their mistakes.
The cognitive learning domain involves
intellect—the understanding of information
and how that develops through application on
a scale that increases from basic recall to
complex evaluation and
creation.

31
The cognitive domain encompasses of six categories which include

• Knowledge - includes the ability of the learner to recall data or

information. 
• Comprehension - assesses the ability of the learner to understand the
meaning of what is known. 
• Application - shows the ability of the student to use the abstract
knowledge in a new situation.
• Analysis - aims to differentiate facts and opinions. 
• Synthesis - shows the ability to integrate different elements or concepts in
order to form a sound pattern or structure to help establish a new meaning
• Evaluation - shows the ability to come up with judgments about the
importance of concepts. 

32
The affective learning domain involves our
emotions toward learning and how that develops
as we progress from a low order process, such as
listening, to a higher order process, like
resolving an issue.

33
The categories of affective domain include
• Receiving - creates the awareness of feelings and emotions as
well as the ability to utilize selected attention.
• Responding - involves active participation of the learner in
class or during group discussion
• Valuing - involves the ability to see the worth of something
and express it.
• Organization -  The ability of the student to prioritize a value
over another and create a unique value system.
• Characterization - explains the ability to internalize values and
let them control the behavior of the individual. 

34
The psychomotor learning domain involves
our physicality and how that develops from
basic motor
skills to intricate performance.

35
The sub domains of psychomotor include

• Perception - involves the ability to apply sensory information to motor

activity.
• Set/ Setting - involves the readiness to act upon a series of challenges to
overcome them. 
• Guided response - includes the ability to imitate a displayed behavior or
utilize a trial and error method to resolve a situation.
• Mechanism - includes the ability to convert learned responses into habitual
actions with proficiency and confidence. 
• Complex Overt Response - explain the ability to skillfully perform complex
patterns of actions.
• Adaptation/ Adaptability - integral part of the domain which exhibits the
ability to modify learned skills to meet special events.
• Origination - involves creating new movement patterns for a specific
situation. 36
Thanks for listening everyone!

Carla Mae F. Abad

37