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2.1: Bloom’s Taxonomy

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    69261
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    Bloom’s hierarchical classification from low-level to high-level thinking has proven invaluable for classroom instruction. The taxonomy provides a way to classify objectives and learning outcomes while showing its versatility as its use spread to a variety of educational applications. An important resource for writing objectives with verbs classified by level, the taxonomy helps teachers to track whether students are using higher-order thinking skills while engaged in a lesson.

    Bloom’s taxonomy underwent a major revision by Krathwohl & Anderson (2001), as depicted in the Figure One. This revision allows teachers to identify the complexity of thinking required of the students by a lesson. The image below shows the increasing cognitive load and provides a short definition of each level.

    Bloom's Technology pyramid from base to tip: Remembering, Understanding, Applying, Analyzing, Evaluating, Creating.
    Figure 1. Revised Bloom’s Technology

    The verbs associated with differing levels of thinking skills required for any given task provide guidance as a teacher writes outcomes of any lesson for a class. For instance, a lower order outcome may be: The student will recall multiplication tables one through four . A higher order outcome might be: The student will differentiate between nutritious foods and foods with processed ingredients . When teachers understand the complexity of thinking levels required by the lesson, they may ensure that students have a good balance among all skills in the spectrum.

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    Table 1. Verbs for planning with Bloom’s Taxonomy

     

    Contributors and Attributions

    CC licensed content, Original
    • Foundations of Education. Authored by: SUNY Oneonta Education Department. License: CC BY: Attribution

    This page titled 2.1: Bloom’s Taxonomy is shared under a CC BY 4.0 license and was authored, remixed, and/or curated by Tasneem Amatullah, Rosemarie Avanzato, Julia Baxter, Thor Gibbins, Lee Graham, Ann Fradkin-Hayslip, Ray Siegrist, Suzanne Swantak-Furman, Nicole Waid via source content that was edited to the style and standards of the LibreTexts platform.