REVISED BLOOMS

TAXONOMY

Rajesh Kumar Sharma, Asst Professor,

HCN,SRHU

Table of Contents

Higher Order Thinking

What is Blooms Taxonomy?
Old vs. New
Who uses Blooms?
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
Other Visualizations of Blooms
Digital Revised Blooms Taxonomy

Higher Order Thinking

Thinking is the hardest work there is,
which is probably the reason why so
few engage in it.
-Henry Ford

Quick Facts about Higher Order Thinking

No one thinks perfectly or poorly all the time.

Memorizing something is not the same as

thinking about it.

H:
Higher

You can memorize something without

understanding it.

Thinking is done in both words and pictures.

O: Order

There are three main types of intelligence

and thinking: analytical, creative and
practical.

All three intelligences and ways of thinking

are useful in our everyday lives.

You can improve your thinking skills by

understanding the processes involved in
thinking.

T:
Thinking

http://www.cdl.org/resource-library/articles/highorderthinking.php

Higher Order Thinking (HOT)

HOT does not include memorization.

HOT requires that we do something with the
facts.
We must understand them, connect them to
each other, categorize them, manipulate
them, put them together in new or novel ways,
and apply them as we seek new solutions to new
problems.
Higher Order Thinking involves metacognition.
Metacognition is thinking about your thinking.
When a learner uses metacognition they are
contemplating and revising their thoughts
continuously to make sure they truly understand

Blooms Taxonomy
What is it and where did it come from?

Blooms Timeline

1948: Benjamin Bloom and a group of

psychologists studied classroom activities and
goals teachers has while planning these activities.
Through this study three domains were
concluded:

Cognitive Domain
Affective Domain
Psychomotor Domain

Cognitive

Domain was split into a hierarchy of 6

thinking skills: knowledge, comprehension, application, analysis,
synthesis, and evaluation.
1956: Original Blooms Taxonomy was published
http://learngen.org/Resources/lgend101_norm1/3000/3100_4/3130/3131ali
as2.html

Original Blooms Taxonomy

According to the original Blooms

Taxonomy, the lowest order of
thinking is knowledge (remembering
something) and comprehension
(knowing what something use).

These tiers were used as building

blocks to help teachers scaffold their
lessons and build students up to the
top tier of thinking.

Blooms Timeline Continued

1995: Lorin Anderson, a former student

of Benjamin Bloom, led another team of
psychologists in revising the original
Blooms Taxonomy to represent the 21st
century.
Changes occurred in terminology,
structure, and emphasis. See the next
slide for more information on the
changes.
2001: The final revision of Blooms
Taxonomy was published.

Old vs. New Blooms

Notice the terminology changes in the comparison above.

Whats the Difference?

Original Blooms
Taxonomy

Revised Blooms
Taxonomy

Terminology: Used nouns to describe

the levels of thinking.

Structure: One dimensional using the

Cognitive Process.

Emphasis was originally for

educators and psychologists. Blooms
taxonomy was used by many other
audiences.

Terminology: Uses verbs to

describe the levels of thinking.

Structure: Two dimensional using

the Knowledge Dimension and
how it interacts with the
Cognitive Process. See next slide
for an interactive grid.
Emphasis is placed upon its use
as a more authentic tool for
curriculum planning,
instructional delivery and
assessment.

http://projects.coe.uga.edu/epltt/index.php?title=Bloom
%27s_Taxonomy#Revised_Bloom.27s_Taxonomy_.28RBT.29

Factual
Knowledg
e: The
basic
elements
that must
be known
within a
discipline.

The
Knowled
ge
Remem
Dimensi ber
on
Factual
Knowled
ge

List

The
Underst
and
Summari
ze

Cognitiv Process
e
Evaluat
Apply
e

Classify

Rank

Dimensi
on
Create

Combine

Conceptu
al
Experime
Describe Interpret
Assess
Plan
Conceptua Knowled
nt
l
ge
Knowledg
Procedur
e: The
interrelatio al
Tabulate
Predict Calculate Conclude Compose
Knowled
nships
among the ge
Two Dimensional Blooms Taxonomy
Metafactual
knowledge. Cognitive Appropri Execute Construc
Actionof inquiry,
Actualize
Procedural Knowledge:
How to do something,
methods
Knowled
ate Use
t
and criteria for using a skill, algorithm, technique or method.
ge
Meta-Cognitive Knowledge: The awareness of ones own cognition.

http://projects.coe.uga.edu/epltt/index.php?title=Bloom
%27s_Taxonomy#Revised_Bloom.27s_Taxonomy_.28RBT.29

Who uses Blooms?

Those who know how to think need no
teachers.
-Mahatma Gandhi

We all thinkbut are we using HOT skills?

Cre
ati
ng:
Ho
w
wo
uld
you
ada
pt
the
plo
Evaluating:
t to
Whatcre
choice
would
ateyou
have made
if
a
diff in
you were
ere
the story?
Analyzing:
How is
nt
this storystorelated to
yourry?life?

Using Blooms in the

Classroom
Teachers
can
impleme
nt
Blooms
Taxonom
y by
using
HOT
Question
s!

Using questions
from all levels of
Blooms will
help you
scaffold learning
and differentiate
instruction the
easy way! Applying: What questions
would you ask in an
interview with the main
character?

Understanding: What is the

main idea of the story?
Remembering: Who was the main
character?

Tips for Writing Objectives

(ABCD's of objectives )
Audience - Who? Who is this aimed
at?
Behavior - What? What do you expect
them to be able to do? This should be
an overt, observable behavior, even if
the actual behavior is covert or mental
in nature. If you can't see it, hear it,
touch it, taste it, or smell it, you can't
be sure your audience really learned it.

Condition - How? Under what

circumstances will the learning
occur? What will the student be
given or already be expected to
know to accomplish the learning?
Degree - How much? Must a specific
set of criteria be met? Do you want
total mastery (100%), do you want
them to respond correctly 80% of the
time, etc. A common (and totally

Psychomotor Audien
ce Green
Behavi
or Red
Conditi
on Blue
Degree
- Pink

"Given a standard balance

beam raised to a standard
height, the student (attired in
standard balance beam usage
attire) will be able to walk the
entire length of the balance
beam (from one end to the
other) steadily, without falling
off, and within a six second
time span."

Cognitive
(comprehension level) -

Audien
ce Green
Behavi
or Red
Conditi
on Blue
Degree
- Pink

"Given examples and nonexamples of constructivist

activities in a college
classroom, the student will be
able to accurately identify the
constructivist examples and
explain why each example is or
isn't a constructivist activity in
20 words or less."

Cognitive (application
level) -

Audien
ce Green
Behavi
or Red
Conditi
on Blue
Degree
- Pink

"Given a sentence written in the

past or present tense, the
student will be able to re-write
the sentence in future tense
with no errors in tense or tense
contradiction (i.e., I will see her
yesterday.)."

Cognitive (problem solving/synthesis level)

Audien
ce Green
Behavi
or Red
Conditi
on Blue
Degree
- Pink

- "Given two cartoon characters of

the student's choice, the student will
be able to list five major personality
traits of each of the two characters,
combine these traits (either by
melding traits together, multiplying
together complimentary traits, or
negating opposing traits) into a
composite character, and develop a
short (no more than 20 frames)
storyboard for a cartoon that
illustrates three to five of the major
personality traits of the composite

Cognitive (problem solving/synthesis level)

Audien
ce Green
Behavi
or Red
Conditi
on Blue
Degree
- Pink

Affective - "Given the

opportunity to work in a team
with several people of different
races, the student will
demonstrate an positive
increase in attitude towards
non-discrimination of race, as
measured by a checklist
utilized/completed by non-team
members."

Lower Order Thinking Skill:

Remembering

Remembering Questions

What is ?
Where is ?
How did ___ happen?
Why did ?
When did ?
How would you show
?
Who were the main ?
Which one ?
How is ?

When did ___ happen?

How would you explain ?

How would you describe ..?

Can you recall ?

Can you select ?

Can you list the three ?

Who was ?

Using Remembering in a
Lesson

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.
Make a chart showing
Make an acrostic.
Recite a poem.

Websites to help scaffold with this tier:

www.Spellingcity.c
om
www.Thatquiz.org
www.Aplusclick.co
m
www.Dictionary.co
m
www.socialstudiesf
orkids.com/subject
s/timelines.htm

Lower Order Thinking Skill: Understanding

Understanding Questions

How would you classify

the type of ?
How would you compare
? contrast ?
Will you state or interpret
in your own words ?
How would you rephrase
the meaning ?
What facts or ideas show
?
How would you
summarize ?

What is the main idea of ?

Which statements support ?

Can you explain what is happening

? what is meant ?

What can you say about ?

Which is the best answer ?

Using Understanding in a Lesson

Cut out or draw pictures to

show a particular event.
Illustrate what you think the
main idea was.
Make a cartoon strip showing
the sequence of events.
Retell the story in your own
words.
Paint a picture of some aspect
you like.
Write a summary report of an
event.
Prepare a flow chart to illustrate
the sequence of events.
Make a colouring book.

Websites to help you

scaffold with this tier:

www.Tagxedo.com
www.Wordle.net
www.makebeliefscomix.
com
www.prezi.com
www
.bitstrips.com/create/comic/
www.toondoo.com/
www.netrover.com/~kingski
d/anchors/anchors_main.ht
m

Moving up to Applying

Applying Questions

How would you use ?

What examples can you find
to ?
How would you solve ___
using what youve learned
?
How would you organize ___
to show ?
How would you show your
understanding of ?
What approach would you
use to ?
How would you apply what
you learned to develop ?

What other way would you plan to

?

What would result if ?

Can you make use of the facts to ?

What elements would you choose to

change ?

What facts would you select to show

?

What questions would you ask in an

interview with ?

Using Applying in a Lesson

Construct a model to
demonstrate how it will work.

Make a diorama to illustrate an

important event.

Make a scrapbook about the

areas of study.

Make a papier-mache map to

include relevant information
about an event.

Take a collection of photographs

to demonstrate a particular point.

Make up a puzzle game showing

the ideas from an area of study.

Make a clay model of an item in

the area.

Design a market strategy for your

product.

Dress a doll in costume.

Websites to help you

scaffold with this tier:

www.animoto.com
www.cropmom.com
www.discoveryeducati
on.com/free-puzzlema
ker
/
www.teachingkidsbusin
ess.com/just-for-clic
ks-business-game.
htm
http://marvel.com/ga
mes/cyos

Higher Order Thinking Skill:

Analyzing

Analyzing Questions

What are the parts or

features of ?
How is ___ related to ?
Why do you think ?
What is the theme ?
What motive is there ?
Can you list the parts ?
What inference can you
make ?
What conclusions can
you draw ?

How would you classify...?

How would you categorize...?

Can you identify the different parts

?

What evidence can you find ?

What is the relationship between ?

Can you distinguish between ?

What is the function of ?

What ideas justify ?

Using Analyzing in a Lesson

Design a questionnaire to gather

information.

Write a commercial to sell a new

product.

Conduct an investigation to
produce information to support a
point of view.

Construct a graph to illustrate

selected information.

Make a jigsaw puzzle.

Make a family tree showing

relationships.

Put on a play about the study

area.

Write a biography of the study

person.

Prepare a report.

Arrange a party and record as a

Websites to help you

scaffold with this tier:

http://dissect.froguts.com/
www.zunal.com
www.polleverywhere.com
http
://nces.ed.gov/nceskids/crea
teagraph
/
http://kids.familytreemagazi
ne.com/kids
/
www.kidsturncentral.com/top
ics/hobbies/genforms.
htm
www.timeforkids.com/TFK/kid

Higher Order Thinking Skill:

Evaluating

Evaluating Questions

Do you agree with the

actions? with the outcome?
What is your opinion of ?
How would you prove ?
Disprove?
Can you assess the value or
importance of ?
Would it be better if ?
Why did they (the character)
choose ?
What would you recommend?
How would you rate the ?
What would you cite to defend
the actions ?
How could you determine?
What choice would you have
made ?

How would you prioritize ?

What judgment would you make

about ?

Based on what you know, how would

you explain ?

What information would you use to

support the view?

How would you justify ?

What data was used to make the

conclusion?

What was it better that ?

How would you compare the ideas

? people ?

Using Evaluating in a
Lesson

Prepare a list of criteria to

judge a ..show?
Remember to indicate
priorities and ratings.
Conduct a debate about a
special issue.
Make a booklet about 5 rules
you see as important to
convince others.
Form a panel to discuss views.
Write a letter to .... advising
on changes needed at
Write a half yearly report.
Present your point of view.

Websites to help you

scaffold with this tier:

www.rubistar.com
www.funenglishgames.
com/writinggames/deb
ate.
html
www.idebate.org/debat
abase/search.php?juni
or=
yes
www.bubblesnaps.com
/
www.fodey.com

Higher Order Thinking Skill: Creating

Creating Questions

What changes would you make to

solve ?
How would you improve ?
What would happen if ?
Can you elaborate on the reason
?
Can you propose an
alternative?
Can you invent ?
How would you adapt ___ to
create a different ?
How could you change (modify)
the plot (plan) ?
What could be done to minimize
(maximize) ?
What way would you design ?

What could be combined to improve

(change) ?

Suppose you could ___ what would

you do ?

How would you test ?

Can you formulate a theory for ?

Can you predict the outcome if ?

How would you estimate the results

for ?

What facts can you compile ?

Can you construct a model that

would change ?

Can you think of an original way for

the ?

Using Creating in a Lesson

Invent a machine to do a
specific task.
Design a building to house
your study.
Create a new product, give it a
name and then devise a
marketing strategy.
Write about your feelings in
relation to
Design a record, book or
magazine cover.
Sell an idea.
Devise a way to
Compose a rhythm or put new
words to an old song.

Websites to help you

scaffold with this tier:

www.fantasticcontrapti
on.net
www.magmypic.com/
www.fakemagazinecov
er.com
/
www.createspace.com/T
ools/CoverCreator.
jsp
www.blogger.com
www.wikispaces.com

Other Visualizations of
Blooms
Thought is the blossom; language the
bud; action the fruit behind it.
-Ralph Waldo Emerson

Blooming Orange

This is
based on
the
original
Blooms
but I
thought
it was a
great
illustratio
n.
http://fisheggs.typep
ad.com/fortyfisheggs/2010/06/fis
hegg-129-bloomstaxonomy-levels-ofthinking.html

Blooming Butterfly

DIGITAL Revised Blooms Taxonomy

Technology is integrated in almost every
part of lesson preparation and presentation.
Scholars have now come up with a digital
Blooms Taxonomy. Check it out!!

What do you use everyday? Are you using

your HOT skills?
There is a whole
website
dedicated to
digital Blooms!
Check it out here:
http://visualbloo
ms.wikispaces.com
/

Affective
The way people react emotionally
and their ability to feel another living
thing's pain or joy. Affective objectives
typically target the awareness and
growth in attitudes, emotion, and
feelings.

There are five levels in the affective domain moving through the lowest order processes to
the highest:

Receiving
The lowest level; the student passively
pays attention. Without this level no
learning can occur.
Responding
The student actively participates in the
learning process, not only attends to a
stimulus; the student also reacts in
some way.
Valuing
The student attaches a value to an
object, phenomenon, or piece of

Organizing
The student can put together different
values, information, and ideas and
accommodate them within his/her own
schema; comparing, relating and
elaborating on what has been learned.
Characterizing
The student holds a particular value or
belief that now exerts influence on
his/her behaviour so that it becomes a

Psychomotor
Skills in the psychomotor domain
describe the ability to physically
manipulate a tool or instrument like a
hand or a hammer. Psychomotor
objectives usually focus on change
and/or development in behavior
and/or skills.

Bibliography
EduPress. (n.d.). Questions for the Revised Bloom's Taxonomy.
Retrieved June 5, 2011, from EduPress Inc.:
http://www.highsmith.com/edupress/Quick-Flip-Questions-forthe-Revised-Blooms-Taxonomy-c_23506705/EP729/
Lee, V. S. (1999). Creating a Blueprint for the Constructivist
Classroom. National Teaching & Learning Forum , 8 (4).
Thomas, A., & Thorne, G. (n.d.). Higher Order Thinking.
Retrieved June 5, 2011, from Center for Development and
Learning: http://www.cdl.org/resourcelibrary/articles/highorderthinking.php
University of Kansas. (2002). Reporting. Retrieved June 5, 2011,
from University of Kansas:
http://learngen.org/Resources/lgend101_norm1/3000/3100_4/31
30/3131alias2.html