IMPLICATION OF

BLOOM’S TAXONOMY
OF LEARNING IN
EDUCATION
MEANING OF BLOOM’S TAXONOMY STARWAYSCOLLEGE
STARWAYS COLLEGE

Bloom’s Taxonomy is a set of three models,

arranged in a hierarchy, used for the classification
of educational learning objectives into levels of
complexity. Bloom’s taxonomy encourages
learners to engage with knowledge at a deeper
and more interactive level, working with what
they are learning in the real-world sense, rather
than just passively taking information on board.
LEVELS OF LEARNING OUTCOMES
 COGNITIVE DOMAIN
These are learning outcomes that describe
academic or mental work.
These place emphasis on the intellectual
aspect of learning.
They emphasize knowledge, understanding
and other academic tasks.
LEVELS OF THE COGNITIVE DOMAIN
 REMEMBERING
This level emphasizes ability to recall
specific ideas or facts or concepts learnt in
the form that they have been learnt. Here, it
does not matter if the pupil understands
what he or she is recalling. All that the
learner is required to do is to remember.
Examples of Remembering include:
reciting the times’ table
naming different parts of the human
anatomy
 answering true or false questions
recalling critical events on a historical
timeline.
The key question here is: can the learner
remember the information?
 IMPLICATION OF THE
REMEMBERING LEVEL
At the knowledge level, the learner is able to recall more information
(that is rote learning) or retain information for a long period of time or
even for life.
What happens if learning stops at the knowledge level?
At the knowledge level,
 critical thinking (out of the box thinking) is not promoted and
 the learner may not be able to apply such knowledge to real life
situations.
There is also the risk of forgetting part of the information during
delivery.
 Behavioural Objectives of the Remembering Level
Identify
Recall
Recite
Reproduce
mention
Define
Recognize
Name
For example, at the end of the lesson, the students should be able to
recite the School Code of Conduct.
 UNDERSTANDING
This is defined as the
construction of meanings and the
building of relationships. It involves
the demonstration of understanding
of the concepts or principles or ideas.
This could be by way of rephrasing,
summarizing or interpreting.

The key question here is: can the

learner explain ideas or concepts?
 IMPLICATIONS OF THE UNDERSTANDING LEVEL
At the comprehension or understanding level, the learner is able to deduce facts
from the lesson taught or passage read. The ability to summarize a concept is
discovered from this level. It also helps learners to internalize what they have learnt
and reflect on t.

What happens if learning stops at this level?

Inability of the learner to effectively apply what he/she has learnt.
He or she will lack the understanding of how the concept works in the real world.
There is no guarantee that the behavior of the learner has changed.

Hence application level needs to be considered.

 Behavioural Objectives of the Understanding Level
Explain
 classify
Select
Indicate
 summarize
 interpret
 illustrate
 translate
 report
For example, at the end of the lesson, the students should be able to
summarize the passage read.
 APPLYING

It involves remembering what has been

learnt, having a good understanding of the
knowledge, and then being able to apply it to
real-world exercises, challenges or situations.
Examples of Applying in action could include:
role-playing mediation and conflict
resolution between two warring countries
demonstrating the steps that take place in
HIV counselling and testing
presenting a talk on solutions to climate
change.

The key question here is: Can the learner

use information in a new way?
IMPLICATIONS OF THE APPLYING
LEVEL
The learner is able to actualize the purpose of learning as the end
result is basically how the knowledge is applied to solve human
problems.
The learner applies classroom learning in the real world.
It makes the lesson more appealing and interesting, especially for
kinesthetic learners.
Innovation is encouraged.

What happens if learning stops at this level?

 learners can become monotonous and stereotyped.
Here, every innovation is prone to criticisms due to different opinions.
 Independent views are still restricted at this stage.
Behavioural Objectives of the Applying
Level
Calculate
Solve
Construct
 compute
Show
Demonstrate
Predict
 provide
 sketch
Dramatize
 develop
 ANALYSING
At this level, a learner can take the knowledge he has remembered,
understood and applied, then delve into that concept to make
associations, discernments or comparisons.

Analyzing would mean that a learner can take complex information,

and simplify it or summarize it.
It involves considering and weighing all facts and characteristics of a
given situation or event in order to throw more light on the subject
or concept.

The key question here is: can the learner distinguish between
different parts?
IMPLICATIONS OF THE ANALYSING LEVEL
The students will have different views of issues based on their perception of
concepts.
They are not limited to only a side of the argument.
It gives room for research and objectivity.
There is a focus on the learner’s ability to consider facts with reference to
situations and conditions.
What happens if learning stops at this level?
 The learners may let their personal bias and prejudice determine their judgment.
Climate of opinions from the environment may affect personal conclusions of the
learners
Absolute independence could be detrimental and guidance is needed before
evaluation takes place.
Behavioural objectives of the Analysing
Level
Differentiate
Contrast
Compare
Separate
 distinguish
 infer
 criticize
Categorize
 correlate
EVALUATING
Here, the pupils are required to make a decision, pass judgement, assess,
criticize, attack, and defend a view or an idea. This involves divergent
thinking and the ability to look at answers critically.
EXAMPLES:
 reading a book and writing a review on its merits
looking at the Universal Declaration of Human Rights and deciding which
rights are more or less relevant to a given country
suggesting ways to introduce digital technology into the classroom
environment
making an informed judgement in a role play of court case proceedings
The key question here is: can a learner justify a stand or decision?
 IMPLICATION OF THE EVALUATING LEVEL
• Learners have the freedom to make their judgement based on their
personal convictions.
However, we cannot rule out errors in judgement.

What happens if learning stops at the evaluation level?

At this level, conclusion is still debatable and might not fit all situations.
Hence, there is need for re-assessment of facts.
Behavioural objectives of the Evaluating
Level
Appraise
Argue Core
 assess  criticize
 attack  critique
 choose  decide
 compare  defend
 conclude Estimate
 contrast  evaluate
interpret.
 CREATING
• Here, the learner is required to combine
separate parts of components or elements
so that new ideas may be developed. That
is, taking various elements and creating a
new, coherent product.

The key question here is: can the learner

create a new product or point of view?
Behavioural Objectives of the Creating Level
model
arrange
summarize
initiate
Design
Develop
invent
originate
organize
modify
prepare
construct
create
Choose a topic from
any subject and
demonstrate how you
would apply the
different levels of the
cognitive domain to
your teaching.
EXAMPLES OF BLOOM’S TAXONOMY
English-language class
• Remembering – Teaching learners the letters of the alphabet through rote
learning.
• Understanding – Learners realize how words, for example, their names, are
constructed by combining letters.
• Applying – Learners use the letters of the alphabet to write words they are
shown.
• Analysing – Learners appraise a list of words and can point out correctly and
incorrectly spelt words.
• Evaluating – Learners determine that the alphabet can be used to form
written communication.
• Creating – Learners construct simple pieces of communication from the words
and phrases learnt.
 Biology class
• Remembering – Teaching learners the scientific parts of a flowering plant
using a diagram.
• Understanding – Learners realise how different parts of the plant relate
and work together.
• Applying – Learners are divided into groups and given plants to cultivate
for a set period. Each group is instructed to give their plant different
amounts of water and sunlight and to use different soils.
• Analysing – The groups examine their own and each other’s plants under
microscopes, to see the effects of variable cultivation on the plants’
different parts.
• Evaluating – Learners propose optimal cultivating guidelines and their
likely outcome.
• Creating – Learners plant a vegetable garden at the school and create a
 Government class
• Remembering – Teaching learners history’s most prominent political
movements.
• Understanding – Students gain an understanding of their different values,
priorities and manifestos.
• Applying – Students divide into groups where each group represents a
different political movement and conduct a class debate on a topical issue,
taking the standpoint of the different movements.
• Analysing – Students appraise how the different political parties addressed
the same issue and identify which parties shared the most common ground
with each other.
• Evaluating – Students give reasons for the merits and relevance of the
different political movements for today’s society.
• Creating – In groups, the students create new fictional political parties with
their own names, values, priorities and manifestos.
 BENEFITS OF BLOOM’S TAXONOMY OF LEARNING
It helps in the intentional preparation of lessons to accommodate
different learning styles(Visual, auditory, audio-visual, kinesthetic)
It is applied in the area of assessment. Questions have to reflect the levels
of the cognitive domain.
It is applied in the area of reporting. Report cards during midterm or end
of the term must reflect the three domains of learning.
The taxonomy aids in developing questions or projects that require the
development of thinking skills and reflection from the remembering level
to the creating level.
It helps educators to identify and develop talents based on psychomotor
learning outcomes.
Educators should utilize the different
levels of the cognitive domain.
Classroom learning must not stop at
the Remember level but must reflect
all the levels of the cognitive
domain. Learners should be able to
apply what they have learnt to real-
life situations and solve real-life
problems.
Assessment questions must also test
the students on the different levels
of the cognitive domain.