Bloom taxonomy, teaching and learning //

Blooms taxonomy
Cognitive domain

1. Bloom’s
Taxonomy
Zahid Ur Rehman
BScN, Dip ICU, RN

2. Objectives
By the end of class students will be able:
Discuss the domains of bloom’s taxonomy
Develop learning objectives ranging from lower
thinking to higher order thinking for their teaching
learning projects/or given in an activity form.
Identify the strategies to respond to the level of
cognition.

3. The Three DOMAINS

4. Types (domains) of learning
objectives
Cognitive objectives
Describe the knowledge that
learners are to acquire
Affective objectives
Describe the attitudes, feelings, and
dispositions that learners are expected to develop
Psychomotor objectives
Relate to the manipulative and motor
skills that learners are to master

5. CognitiveDomains
The Cognitive Domain (Bloom, 1956)
Intellectual skills
Knowledge–Remembering the information
Comprehension–Understanding the meaning
Application–Using the information
Analysis–Breaking down into parts
Synthesis–Producing a new whole
Evaluation–Judging the value

6. AffectiveDomains
The Affective Domain (Bloom, 1964)
Emotions, feelings & values
Receiving-Willing to listen or see
Responding-Active participation
Valuing-Internalize the worthiness
Organization-Ability to see the value
Characterization by a value-Behavior consistent
with a value system

7. PsychomotorDomains
The Psychomotor Domain
Muscular, motor skills, “hands-on”
Readiness-Willingness for an activity
Observation-Watches & is interested
Perception-Senses & becomes able
Response-Practices a skill
Adaptation-Develops and masters a skill

8. APPLYING BLOOM’S TAXONOMY TO THE
CLASS ROOM
The creation of Bloom’s taxonomy after the Second World War
reflects the increasing importance of formal education to
industrialized society.In a world in which formal education
began to play a greater role than ever before, Bloom’s
taxonomy quickly became popular as a way to formalize
teaching and learning practices, help write exams and develop
curricula.a fundamental tenet of successful teaching.Among
its many uses, Bloom’s taxonomy provides an excellent
foundation for lessons, as it can be used as a framework in
which to deliver appropriate activities, assessment,
questioning, objectives and outcomes.

10. Level 1
Arrange DefineDescribe List Match Name OrderRecallReproduce
Level 1,Remembering, is the most basic, requiring the least
amount of cognitive rigour.This is about students recalling key
information, for example, the meaning of a word.
Remembering
Example Questions Sample Activities
What happened after…?How many…?
Who was it that…?
Can you name the…?
Describe what happened at…?
Who spoke to…?
Can you tell why…?
Find the meaning of…?
What is…?
Which is true or false…?
Make a list of the main events.
Make a timeline of events.
Make a facts chart.
Write a list of any pieces of information you
can remember.
List all the …. in the story/article/reading
piece.
Make a chart showing…

11. Level 2
Understanding, is to do with students demonstrating an
understanding of the facts remembered.At this level, the student
who recalls the definition of a word, for example, would also be able
to show understanding of the word by using it in the context of
different sentences.
Classify Discuss Explain Identify Report Summarize
Understanding
Example Questions Sample Activities
Can you write in your own words…?
Can you write a brief outline…?
What do you think could have happened
next…?
Who do you think…?
What was the main idea…?
Who was the key character…?
Can you distinguish between…?
What differences exist between…?
Exemplify what you think the main idea
was.
Make a cartoon strip showing the sequence
of events.
Write and perform a play based on the story.
Retell the story in your words.
Paint a picture of some aspect you like.
Write a summary report of an event.

12. Level 3
Applying, is concerned with how students can take their
knowledge and understanding, applying it to different
situations.This usually involves students answering
questions or solving problems.
Apply CalculateDemonstrate Interpret Show Solve Suggest
Applying
Example Questions Sample Activities
Do you know another instance where …?
Could this have happened in…?
Can you group by characteristics such as…?
What factors would you change if…?
Can you apply the method used to some
experience of your own…?
Construct a model to demonstrate how it
will work.
Make a scrapbook about the areas of
study.
Take a collection of photographs to
demonstrate a particular point.
Make a clay model of an item in the
material.
Design a market strategy for your
product using a known strategy.

13. Level 4
Analyzing, is about students being able to draw
connections between ideas, thinking critically, to
break down information into the sum of its parts.
Analyze AssessCompare ContrastDistinguishExplore InferInvestigate
Analyzing
Example Questions Sample Activities
Which events could have happened …?
How was this similar to…?
What was the underlying theme of…?
What do you see as other possible outcomes?
Why did … changes occur?
Can you compare your … with that presented
in…?
Can you explain what must have happened
when…?
What are some of the problems of…?
Design a questionnaire to gather
information.
Write a commercial to sell a new product.
Conduct an investigation to produce
information to support a view.
Make a flow chart to show the critical
stages.
Construct a graph to illustrate selected
information.
Make a family tree showing relationships.
Prepare a report about the area of study.

14. Level 5
Evaluating, is reached when students can make accurate
assessments or judgements about different
concepts.Students can make inferences, find effective
solutions to problems and justify conclusions, while drawing
on their knowledge and understanding.
Argue Assess Critique Defend Evaluate Judge Justify
Evaluating
Example Questions Sample Activities
Is there a better solution to…?Judge the value of…
Can you defend your position about…?
Do you think … is a good or a bad thing?
How would you have handled…?
What changes to … would you recommend?
Do you believe…?
Are you a … person?
How would you feel if…?
What do you think about…?
Conduct a debate about an issue of
special interest.
Make a booklet about 5 rules you see as
important. Convince others.
Form a panel to discuss views, e.g.
“Learning at School.”.
Write a letter to … advising on changes
needed at…
Write a report.
Prepare a case to present your view
about…

15. Level 6
Creating, is the ultimate aim of students’ learning
journey.At this final level of Bloom’s taxonomy, students
demonstrate what they have learnt by creating something
new, either tangible or conceptual.This might include, for
example, writing a report, creating a computer program, or
revising a process to improve its results.
ComposeConstructCreate DeviseGenerateOrganize Plan Produce
Creating
Example Questions Sample Activities
Can you see a possible solution to…?
If you had access to all resources how would you
deal with…?
What would happen if…?
Can you create new and unusual uses for…?
Can you writea new recipe for a tasty dish?
Can you develop a proposal which would…?
Invent a machine to do a specific task.
Design a building to house your study.
Create a new product. Give it a name and plan
a marketing campaign.
Write about your feelings in relation to…
Write a TV show, play, puppet show, role play,
song or pantomime about…?
Design a record, book, or magazine cover for…?

16. As a final example, let’s take a look at a stepped
questioning activity, in which a series of questions are
asked (written down or verbally) that gradually move
up the levels of Bloom’s taxonomy.Such an activity
could be carried out during one single lesson:
1.What can you remember about the story?
(Remembering)
2.Summarize the story in your own words.
(Understanding)
3.Suggest how the main lessons in this story could
help other young people. (Applying)
4.Why did the different characters in the story
behave the way that they did? (Analyzing)
5.Evaluate the strength of the main character’s
decision to leave. (Evaluating)
6.Rewrite the ending of this story, to show a
different outcome. (Creating)

17. References
Anderson, L. W & Krathwohl, D. R., eds. 2001. A
taxonomy for learning, teaching, and assessing: A
revision of Bloom’s taxonomy of educational objectives.
Allyn and Bacon.
Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H.,
Krathwohl, D. R. 1956. Taxonomy of educational
objectives: The classification of educational goals.
Handbook I: Cognitive domain. New York: David McKay
Company.
Gershon, M. 2015. How to use Bloom’s Taxonomy in the
Classroom –The Complete Guide.