Bloom's taxonomy revised *teacher's tool

Clipart

Credits

Prepared by Elizabeth Pigeon ESL Consultant, CSSTL, 2021, Kindly revised by Anita Romano, CSSP Working Document

Using Bloom's Taxonomy to differentiate instruction

With respect to the order of high-level cognitive skills (Create, Evaluate, Analyze) and low-level cognitive skills (Apply, Understand, Memorize), Cantin (2011) states that "These levels do not necessarily have to be followed in order, but to use higher-level cognitive processes, factual concepts or knowledge must be known, mastered and have already been applied. Otherwise, this learning may (or may not) occur during the more complex task."

Source: https://wiki.teluq.ca/wikitedia/index.php/Taxonomie_de_Bloom_r%C3%A9vis%C3%A9e_(Anderson_et_al.)

Introduction

The revised Bloom taxonomy (2001) by Anderson and Krathwohl is a pedagogical design model that groups learning objectives into six categories or types of cognitive domain activities. This revised taxonomy brings changes to the six hierarchical categories of Bloom's original taxonomy; three levels were renamed and two were moved. Starting from the simplest to the most complex, it is about: remembering, understanding, applying, analyzing, evaluating and creating. This arrangement, less rigid than Bloom's original taxonomy, is more suited to the field of "practical" learning that combines cognitive, psychomotor and psychoaffective skills.

Example Learning Objectives: By the end of this lesson, the student will be able to

• Relate observations (what did you see)
• Listen
• Read
• Do a scavenger hunt

• Draw a picture or diagram
• Locate and label items on a map
• Do copywork

• Answer multiple choice questions
• Do fill-in-the-blanks
• Take notes from a book or lecture
• Spell

• Make a list
• Label
• Memorize
• Recite
• Practice flash cards
• Make a mind map
• Create a timeline
• Make a chart or graph

Lesson Activites

• Can you list three ...?
• Can you recall ...?
• Can you select ...?
• How did
• ______ happen?
• How is ...?
• How would you describe ...?
• How would you explain ...?
• How would you show ...?

Questions:

• Definition
• Fact
• Label
• List
• Quiz
• Reproduction
• Test
• Workbook
• Worksheet

Outcomes:

• Describing
• Finding
• Identifying
• Listing
• Locating
• Naming
• Recognising
• Retrieving

Actions:

• Show
• Spell
• State
• Tell
• Trace
• What
• When
• Where
• Which
• Who
• Why
• Write

• Observe
• Omit
• Quote
• Read
• Recall
• Recite
• Recognise
• Record
• Relate
• Remember
• Repeat
• Reproduce
• Retell
• Select

• Choose
• Copy
• Define
• Duplicate
• Find
• How
• Identify
• Label
• List
• Listen
• Locate
• Match
• Memorise
• Name

Remembering

Key words:

Example Learning Objectives: By the end of this lesson, students will be able to discuss, distinguish, explain, recognize, explain,

• Write a summary
• Do a verbal or written narration
• Write a book report
• Do an analogy
• Make an outline
• Make a Venn diagram
• Write a description of a character
• Do sequencing activities
• Alphabetize
• Draw a picture of the main idea or the most important events

Lesson Activities

• Can you explain what is happening . . . what
• is meant . . .?
• How would you classify the type of ...?
• How would you compare ...?contrast ...?
• How would you rephrase the meaning ...?
• How would you summarise ...?
• What can you say about ...?
• What facts or ideas show ...?
• What is the main idea of ...?

Questions

• Collection
• Examples
• Explanation
• Label
• List
• Outline
• Quiz
• Show and tell
• Summary

Outcomes

• Classifying
• Comparing
• Exemplifying
• Explaining
• Inferring
• Interpreting
• Paraphrasing
• Summarising

Actions

• Outline
• Predict
• Purpose
• Relate
• Rephrase
• Report
• Restate
• Review
• Show
• Summarise
• Translate

• Extend
• Generalise
• Give examples

• Illustrate
• illustrate
• Indicate
• Infer
• Interpret
• Match
• Observe

• Ask
• Cite
• Classify
• Compare
• Contrast
• Demon‐
• strate
• Discuss
• Estimate
• Explain
• Express

Key words

Understanding

Example Learning Objectives:

• Role play
• Demonstrate or teach someone a skill
• Draw a map
• Make a model to show how something works
• Apply something learned in one subject to another
• Make a crossword puzzle (or other puzzle) of concepts and terms learned
• Make a Powerpoint presentation or some other multi-media presentation
• Make a diorama of an event
• Make a collage about a certain theme or concept
• Write instructions for doing a certain activity
• Use vocabulary words in a sentence
• Use math in a real world situation like cooking

Lesson Activities

• How would you use...?
• What examples can you find to ...?
• How would you solve _______ using what you have learned ...?

• How would you organise _______ to show ...?

• How would you show your understanding of ...?

Questions:

• Demonstration
• Diary
• Illustrations
• Interview
• Journal
• Performance
• Presentation
• Sculpture
• Simulation

Outcomes

• Carrying out
• Executing
• Implementing
• Using

Actions

• Practice
• Relate
• Represent
• Select
• Show
• Simulate
• Solve
• Summarise
• Teach
• Transfer
• Translate
• Use

• Employ
• Experiment with

• Group
• Identify
• Illustrate
• Interpret
• Interview
• Link
• Make use of
• Manipulate
• Model
• Organise
• Perform
• Plan

• Act
• Administer
• Apply
• Associate
• Build
• Calculate
• Categorise
• Choose
• Classify
• Connect
• Construct
• Correlation
• Demonstrate
• Develop
• Dramatise

Key words

Applying

• Make a flow chart to show steps or stages
• Compare and contrast
• Diagram a sentence
• Take something apart to see how it works
• Put things into categories

• Make an outline
• Make a questionnaire or survey
• Debate
• Dissect
• Make a chart showing facts and opinions
• Label the parts of something
• Conduct an investigation
• Make a family tree

Lesson activities

• What are the parts or features of ...?
• How is _______ related to ...?

• Why do you think ...?
• What is the theme ...?

• Can you list the parts ...?
• What inference can you make ...?
• What conclusions can you draw ...?
• How would you classify ...?
• How would you categorise ...?

Questions

• Abstract
• Chart
• Checklist
• Database
• Graph
• Mobile
• Report
• Spread sheet
• Survey

Outcomes

• Attributing
• Deconstructing
• Integrating
• Organising
• Outlining
• Structuring

Actions

• Examine
• Find
• Focus
• Function
• Group
• Highlight
• In‐depth
• discussion
• Inference
• Inspect
• Investigate
• Isolate
• List
• Motive
• Omit
• Order
• Organise
• Point out

• Prioritize
• Question
• Rank
• Reason
• Relation‐
• ships
• Reorganise
• Research
• See
• Select
• Separate
• Similar to
• Simplify
• Survey
• Take part in
• Test for
• Theme
• Comparing

• Analyse
• Appraise
• Arrange
• Assumption
• Breakdown
• Categorise
• Cause and
• effect
• Choose
• Classify
• Differences
• Discover
• Discriminate
• Dissect
• Distinction
• Distinguish
• Divide
• Establish

Key words

Analyzing

• Do you agree with the actions/outcomes...?
• What is your opinion of...?
• How would you prove/disprove...?
• Can you assess the value/importance of...?
• Would it be better if...?
• Why did they (the character) choose...?
• What would you recommend...?
• How would you rate the...?

• How would you prioritise...?
• What judgement would you make about...?

• Abstract
• Chart
• Checklist
• Database
• Graph
• Mobile
• Report
• Spread sheet
• Survey

• Attributing
• Checking
• Deconstructing
• Integrating
• Organising
• Outlining
• Structuring

• Measure
• Opinion
• Perceive
• Persuade
• Prioritise
• Prove
• Rate
• Recommend
• Rule on
• Select
• Support
• Test
• Useful
• Validate
• Value
• Why

• Disprove
• Dispute
• Effective
• Estimate
• Evaluate
• Explain
• Give reasons
• Good
• Grade
• How do we
• know?
• Importance
• Infer
• Influence
• Interpret
• Judge
• Justify
• Mark

• Agree
• Appraise
• Argue
• Assess
• Award
• Bad
• Choose
• Compare
• Conclude
• Consider
• Convince
• Criteria
• Criticise
• Debate
• Decide
• Deduct
• Defend
• Determine

Questions

Outcomes

Actions

• Conduct an experiment
• Lead a discussion on the value of some concept
• Write about the advantages and disadvantages of something
• Evaluate the effectiveness of some item
• Do a self-evaluation
• Write a review
• Rate something
• Estimate the value of an item
• Defend your position or another person’s position on some issue
• Do peer-editing
• Create a rubric for a project

Lessons Activities

Key words

Evaluating

• Conduct an experiment
• Lead a discussion on the value of some concept
• Write about the advantages and disadvantages of something
• Evaluate the effectiveness of some item
• Do a self-evaluation
• Write a review
• Rate something
• Estimate the value of an item
• Defend your position or another person’s position on some issue
• Do peer-editing
• Create a rubric for a project

Lesson Activities

Questions

• Find the errors in…
• What fallacies are there in…?
• Do you agree with…? Why or why not?
• What do you think about…?
• What is the most important…?
• How would you prioritize…?
• What criteria would you use to evaluate…?
• Is there a better solution to that problem?
• How valuable is…?
• How would you have dealt with that situation?
• How would you feel if…?
• What influence will that have on…?
• What are the alternatives?
• Who will gain and who will lose by this?
• What is the logical choice in this situation?
• Was that decision ethical?
• What is the best, moral choice in this situation?
• Was that an appropriate decision?
• Is that reasoning valid?
• Can you defend your position on…?
• What changes would you recommend?
• What are the pros and cons of…?
• How did you come to that conclusion?

Evaluating

• Liste à puces
• Liste à puces

By the end of this lesson, the student will be able to design an original ....

Example of Learning Objective:

• Derive
• Modify
• Develop
• Animate
• Arrange
• Combine
• Construct

• How would you design a…?
• What would be a solution to…?
• If you had these resources, how would you deal with…?
• Devise your own way to…
• How many ways can you come up with to…?
• Give a rule for…
• What is an alternative to…?
• How would you find out if…?
• Create a…
• Come up with an invention for…
• What are some new and unusual uses for…?
• Develop a…
• Brainstorm ways to…
• Formulate a plan for…

Questions:

• Build
• Design
• Invent
• Journal
• Do a KWL chart
• Create a product
• Do creative writing
• Write a song
• Do an art project
• Create a game
• Write a new ending for a story
• Write non-fiction
• Develop your own science experiment or project
• Write a diary entry of some person from history
• Create a new way of solving a problem

Lesson activities

• Design
• Formulate
• Build
• Invent
• Create
• Compose
• Generate

Key words

Creating

https://www.homeschoolwithlove.com/2013/10/13/lesson-activities-inspired-blooms-taxonomy/https://www.homeschoolwithlove.com/2013/10/12/ask-better-questions/ https://www.cebm.net/wp-content/uploads/2016/09/Blooms-Taxonomy-Teacher-Planning-Kit.pdf https://wiki.teluq.ca/wikitedia/index.php/Taxonomie_de_Bloom_r%C3%A9vis%C3%A9e_(Anderson_et_al.)?fbclid=IwAR2PhRc0Gx-Uf92it1kashW008QlPtDsoQRUKNkwCW_2hEK11ylvbeP7I9g#Types_des_connaissances http://www.clipartsuggest.com/the-revised-bloom-s-taxonomy-anderson-krathwohl-2001-continues-k3FWQP-clipart/

Credits