edt123newblooms

"Think left and think right and think low and think high. Oh, the thinks you can think up if

only you try!" (Theodor Seuss Geisel)

The Cognitive Process Dimension

Meta-cognitive Knowledge

Procedural Knowledge

Conceptual Knowledge

Factual Knowledge

CreateEvaluateAnalyzeApplyUnderstandRememberThe Knowledge

Dimension

Use Detailed Objectives

Unclear Objectives

• Students will know the dates of important events

• Students will know described cases of mental disorders

• Students will understand the relevant and irrelevant numbers in a mathematical word problem.

• Students will know the best way to solve the word problem.

Clear Objectives

• Each student will recall the 10 major events of the Civil War.

• Each student will classify observed or described cases of mental disorders.

• Each student will distinguish between relevant and irrelevant numbers in a mathematical word problem.

• Each student will judge which of the two methods is he best way to solve the word problem.

Recognize, list, describe, identify, retrieve, name …

Can you recall information ?

• What happened after...?• How many...?• What is...?• Who was it that...?• Can you name ...?• Find the definition of…• Describe what happened after…• Who spoke to...?• Which is true or false...?

Interpret, exemplify, summarize,infer, paraphrase ….

Can you explain ideas or concepts ?

• Can you explain why…?• Can you write in your own words? • How would you explain…?• Can you write a brief outline...?• What do you think could have

happened next...?• Who do you think...?• What was the main idea...?• Can you clarify…?• Can you illustrate…?• Does everyone act in the way that

…….. does?

Implement, carry out, use ….Can you use the knowledge in another familiar situation ?

• Do you know of another instance where…?

• Can you group by characteristics such as…?

• Which factors would you change if…?• What questions would you ask of…?• From the information given, can you

develop a set of instructions about…?

Compare, attribute, organize, deconstruct ….

Can you differentiate between constituent parts?

• Which events could not have happened?• If. ..happened, what might the ending have

been?• How is...similar to...?• What do you see as other possible outcomes?• Why did...changes occur?• Can you explain what must have happened

when...?• What are some or the problems of...?• Can you distinguish between...?• What were some of the motives behind..?• What was the turning point?• What was the problem with...?

Check, critique, judge, hypothesize ….Can you justify a decision or course

of action ?

• Is there a better solution to...?• Judge the value of... What do you think

about...?• Can you defend your position about...?• Do you think...is a good or bad thing?• How would you have handled...?• What changes to.. would you recommend?• Do you believe...? How would you feel if. ..?• How effective are. ..?• What are the consequences..?• What influence will....have on our lives?• What are the pros and cons of....?• Why is ....of value? • What are the alternatives?• Who will gain & who will loose?

Design, construct, plan, produce ….Can you generate new products, ideas or ways of viewing things ?

• Can you design a...to...?• Can you see a possible solution to...?• If you had access to all resources, how would

you deal with...?• Why don't you devise your own way to...?• What would happen if ...?• How many ways can you...?• Can you create new and unusual uses for...?• Can you develop a proposal which would...?

Changes Made to Classic Taxonomy

Generate, CreateCreateEvaluation6

(high)

Critique, CheckEvaluateSynthesis5

Differentiate, OrganizeAnalyzeAnalysis4

Execute, ImplementApplyApplication3

Interpret, SummarizeUnderstandComprehension2

Recall, RecognizeRememberKnowledge1

(low)

VerbsNewOriginalLevel

Bloom's Revised Taxonomy Planning Framework

Quiz Label

Definition List

Fact Workbook

Worksheet Reproduction

Test

Recognising Retrieving

Listing Naming

Describing Locating

Identifying Finding

Remembering

(Recall or recognition of specific information).

Recitation Example

Summary Quiz

Collection List

Explanation Label

Show and tell Outline

Interpreting Paraphrasing

Exemplifying Classifying

Summarising Comparing

Inferring Explaining

Understanding

(Understanding of given information).

Illustration Interview

Simulation Performance

Sculpture Diary

Demonstration Journal

Presentation

Implementing Using

Carrying out Executing

Applying

(Using strategies, concepts, principles and theories in new situations).

Survey Graph

Database Spreadsheet

Mobile Checklist

Abstract Chart

Report Outline

Comparing Outlining

Organising Structuring

Deconstructing Integrating

Attributing

Analysing

(Breaking information down into its component elements).

Debate Investigation

Panel Verdict

Report Conclusion

Evaluation Persuasive Speech

Checking Judging

Hypothesising Testing

Critiquing Detecting

Experimenting Monitoring

Evaluating

(Judging the value of ideas, materials and methods by developing and applying standards and criteria).

Film Song

Story Media product

Project Advertisement

Plan Painting

New game

Designing Inventing

Constructing Devising

Planning Making

Producing

Creating

(Putting together ideas or elements to develop an original idea or engage in creative thinking).

ProductsActions

He who learns but does not think

is lost

(Chinese Proverb)

References:

http://www.swanhillsc.vic.edu.au/home/midyears/toolbox.htm#InspirationTeacher's Toolbox

by Nicky Ryan 2004

http://interact-ctlt.blogspot.com/2007/06/new-blooms-taxonomy.htmlThe Center for Teaching, Learning, and Technology @ Bowling Green

State University

Cruz, E. (2003). Bloom's revised taxonomy. In B. Hoffman (Ed.), Encyclopedia of Educational Technology. Retrieved August 27, 2007, from

http://coe.sdsu.edu/eet/Articles/bloomrev/start.htm

Kurwongbah State School, Eacham Street, Petrie, Qld, 4502, Australia

http://www.kurwongbss.eq.edu.au/thinking/Bloom/blooms.htm