Who is Benjamin Bloom?

• Bloom developed the “Taxonomy of Cognitive Objectives.”• In the 1950’s, the taxonomy was developed by Benjamin Bloom, a

professor at University of Chicago. Model was finalized in 1956.• The model is a means of expressing qualitatively different kinds of thinking.• The model has been adapted for classroom use as a planning tool.• It continues to be one of the most universally applied reasoning models.• It provides a way to organize thinking skills into six levels, from the most basic to the higher order levels of thinking.• 1990s- Lorin Anderson (former student of Bloom) revisited the taxonomy.• As a result, a number of changes were made for the 2001 model.

HIGHER LEVEL THINKING ORDER:Kicking Up Your Level of Critical Thinking

Benjamin Bloom’s Taxonomy of Thinking

BENJAMIN BLOOM’S TAXONOMY OF THINKING

LEVEL TEACHER ROLE STUDENT ROLE HOW DEMONSTRATEDKnowledge:

remembering facts

Shows/presents infoProvides resources

Reads, listens, watches, observes, takes notes

States who, what, where, when, why, and how

Comprehension:understanding

facts

Observes, listens, questions, guides,

evaluates and responds

Understands and can recognize in other forms. Can explain to others and

use it.

Gives a personal or original example of how to use the

information

Application:solving a problem

involving facts

Observes, coaches, facilitates, and questions

Applies prior knowledge and understanding to new

situations.

Solves problems on own. Knows when info/skill is needed to solve new problems or tasks.

Analysis:logically

ordering facts

Observes, probes, guides, asks critical questions

Examines process. Breaks down info into components to clarify the whole picture.

Teaches knowledge/skill to another and is a resource. Can compare/contrast info/skill with

other info/skill

Synthesis:creating by using facts

Supports, guides, stimulates and facilitates

Uses all knowledge to develop new tools, plan effectively, and create

alternatives

Combines, develops, and creates

Evaluation:judging the

facts

Listens, discusses, challenges, and accepts

Is open and appreciative of the value of ideas,

procedures, and methods. Can make well-supported

judgments

Formulates and presents well-supported judgments, displays

consideration of others, examines personal options, and

makes wise choices

Knowledge: remembering

facts

Comprehension: understanding

facts

Application:solving a problem

involving factsAnalysis:

logically ordering facts

Synthesis:creating by using

factsEvaluation:judging the

facts

KNOWLEDGE:IS “REMEMBERING” IT

• The teacher introduces, shows, and presents information and provides resources for the students.

• The student reads, listens, watches or observes, takes notes, is able to recall information, asks and responds to questions. The student will practice self-help.

• The student can demonstrate knowledge by stating who, what, where, when, why, and how.

COMPREHENSION:IS “UNDERSTANDING” IT

• The teacher observes, listens, questions, evaluates, guides, and responds to students.

• The student understands the information or skill and can recognize it in other forms. She can explain it to others and make use of it. The student practices self-help.

• The student can demonstrate comprehension by giving a personal or original example of how to use the information.

APPLICATION:IS “SOLVING THE PROBLEM”

• The teacher observes, coaches, facilitates and questions work being done.

• The student can apply prior knowledge and understanding to new situations. The student practices self-help.

• The student can demonstrate application by solving problems on his own. He recognizes when the information/skill is needed and can use it to solve new problems or complete tasks.

ANALYSIS:IS “ORDERING IT LOGICALLY”

• The teacher observes, probes, guides, asks critical questions, and acts as a resource to students.

• The student examines process. She breaks down information into component parts and can explain the individual parts. She knows how and when to put the parts back together so that the organization of the whole becomes clearer. She practices self-help.

• The student can demonstrate analysis by teaching the knowledge or skill effectively to another person and act as a resource for others. She can compare/contrast information/skill with other knowledge or skills.

SYNTHESIS:IS “CREATING”

• The teacher supports, guides, stimulates, and facilitates assessment.

• The student uses all knowledge, understanding, and skills to develop new tools, plan effectively, and create alternatives. He practices self-help.

• The student can demonstrate synthesis by combining, developing, and creating.

EVALUATION:IS “JUDGING”

• The teacher listens, discusses, challenges, and accepts.

• The student is open to and appreciative of the value of ideas, procedures, and methods and can make well-supported judgments, backed up by knowledge, understanding, and skills. She practices self-help.

• The student can demonstrate evaluation by formulating and presenting well-supported judgments, displaying consideration of others, examining personal options, and making wise choices.

The new version (2001) is different from the old version (1956) in that it uses action words,

supports fluidity among the levels during extended brain processing and switches the

top two levels.

Your Task

• In your group, use the Quick Flip for Critical Thinking tool to write questions about your art piece.

• Your questions should be written according to the level indicated from Bloom’s Taxonomy of Thinking.

• Write posed questions on big post-it.

Rate the Question Rubric 

Use three criteria to rate a powerful question:

  √

Bloom's Taxonomyof Thinking Level-

is the question on the appropriate

level?

Question is on a knowledge or comprehension level

Question is on an application level

Question is on an analysis or

synthesis level

Question is on an evaluative level

____

ContentConnection-

does the questionguide the content

to that level?

Question connects thinking about the

content on knowledge and/or comprehension

level

Question connects thinking about the

content on an application level

Question connects thinking about the content

on an analysis and/or synthesis

level

Question connects thinking about the content on an evaluative

level

____

Clarity of Question-

is the question clear?

Question is unclear and/ or can be misinterpreted

Question is clear but lacks challenge in

thought

Question is clear and provokes thought

Question is insightful and provokes

creative thought____

        Total √ ____