Bloom’s Taxonomy chart is an essential educational framework that provides a systematic approach to learning and understanding. It was developed by Benjamin Bloom, an American educational psychologist, in collaboration with his colleagues and collaborators in 1956. The chart is often used by educators and instructional designers to plan and assess learning outcomes in a structured and effective way.
In the Bloom’s Taxonomy chart, learning is divided into six stages, each described by a different category known as Bloom’s 6 Levels of Cognitive Skills. These stages are: Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating. Each level represents a different dimension of knowledge and requires the use of specific verbs to describe the level of cognitive skills involved.
For example, in the Remembering stage, learners are expected to recall information and facts. This can be done through activities such as listing, checking, or remembering. In the Understanding stage, learners demonstrate a deeper comprehension of the subject matter by explaining, summarizing, or paraphrasing it. The Applying stage involves the use of acquired knowledge and skills to solve problems, perform tasks, or apply concepts to new situations.
As learners progress through the stages of Bloom’s Taxonomy, they move from lower-order thinking skills to higher-order thinking skills. The Analyzing stage requires learners to break down information, examine its parts, and identify patterns or relationships. In the Evaluating stage, learners make judgments, assess the value or quality of something, and support their opinions with evidence. Finally, in the Creating stage, learners generate new ideas, designs, or products based on their understanding and application of the subject matter.
It is important to note that Bloom’s Taxonomy is not a linear model, and learners may engage in different stages simultaneously or revisit previous stages when necessary. The revised version of Bloom’s Taxonomy, published in 2001 by Anderson and Krathwohl, also incorporates dimensions of knowledge beyond the cognitive domain, including the affective and psychomotor domains.
In summary, Bloom’s Taxonomy chart provides educators with a valuable tool to design lesson plans, assess learning outcomes, and promote higher-order thinking skills. By understanding and applying the stages and dimensions of Bloom’s Taxonomy, educators can create more engaging and effective learning experiences for their students.
Origins and Development of Bloom’s Taxonomy
In the original version of Bloom’s Taxonomy, there were three main categories or domains of educational objectives: cognitive, affective, and psychomotor. However, the cognitive domain, which focused on intellectual skills and knowledge, is the most well-known and widely used category.
The cognitive domain of Bloom’s Taxonomy is divided into six levels or stages, each building upon the previous one. These levels, in ascending order, are: Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating. Each level represents a different level of cognitive complexity and requires different types of thinking and processing skills.
Within each level, Bloom’s Taxonomy provides a list of verbs that teachers can use to construct specific instructional objectives. These verbs indicate what students should be able to do at each level and help guide the instruction and assessment of student learning.
Over the years, Bloom’s Taxonomy has undergone revisions and updates. In 2001, a group of educational researchers led by Lorin Anderson, a former student of Bloom, revised and refined the taxonomy. This revised version, known as Bloom’s Revised Taxonomy, incorporated new research and was designed to be more relevant and useful to educators in the 21st century.
One of the key changes made in the revised taxonomy was the use of action verbs to describe the different levels of thinking. This change was aimed at making the taxonomy more student-centered and focused on the actions and behaviors students should demonstrate at each level. For example, instead of using the verb “remember” for the first level, the revised taxonomy uses the verb “remembering.”
The availability of the revised taxonomy in a chart or graph form has helped educators in understanding and applying Bloom’s Taxonomy in their lesson planning and instruction. The chart provides a visual representation of the taxonomy and the relationships between the levels. It also includes examples and techniques that teachers can use to assess student learning at each level.
Benjamin Bloom and His Contributions
In 1956, Bloom and his collaborators introduced their original taxonomy, which consisted of three domains: Cognitive, Affective, and Psychomotor. The Cognitive domain, often represented by the iconic pyramid in Bloom’s Taxonomy chart, is the most widely known and used. It describes the different stages of learning, from remembering and understanding to applying, analyzing, evaluating, and creating.
Bloom and his colleagues created the taxonomy as a model to help teachers plan and assess student learning more effectively. The taxonomy provides a framework for educators to identify clear learning objectives and select appropriate instructional techniques. It also helps students understand what is expected of them and provides a structure to guide their study and learning process.
The revision of the original taxonomy came in 2001, known as Bloom’s Revised Taxonomy or Bloom’s Taxonomy Revised. This edition addressed some limitations and offered alternative verbs to describe each stage of learning more accurately. The revision also added a new dimension called “Metacognitive Knowledge,” highlighting the importance of self-reflection and self-regulation in the learning process.
Bloom’s Taxonomy has been widely adopted in educational settings, and its impact can be seen in lesson planning, curriculum development, and assessment practices. Teachers and educators often use the taxonomy as a tool for creating instructional objectives, designing learning experiences, and checking for student understanding.
Though Bloom’s Taxonomy is most frequently associated with the Cognitive domain, it is important to recognize that it can be applied within the Affective and Psychomotor domains as well. Each domain addresses different aspects of learning, including emotions, attitudes, values, and physical skills.
Bloom’s Taxonomy Chart: Levels and Categories
The taxonomy is divided into six levels, each representing a different category of learning. These six levels are remember, understand, apply, analyze, evaluate, and create. They start from the basic level of remembering and progress to the higher-order thinking skills of creating and evaluating.
At the remember stage, learners are able to recall facts and information from memory. They can identify and recognize key ideas, events, and concepts. This level involves the ability to retrieve previously learned knowledge and is essential for building a foundation for more complex cognitive tasks.
In the understand stage, learners demonstrate their comprehension and ability to explain concepts and ideas. They can interpret and summarize information, and understand the relationships between different pieces of knowledge. This level requires learners to go beyond simple memorization and develop a deeper understanding of the subject matter.
At the apply stage, learners can use their understanding of concepts and apply them to real-life situations. They can solve problems, transfer knowledge to new contexts, and use techniques or principles to tackle unfamiliar scenarios. This level focuses on the practical application of knowledge and skills.
At the evaluate stage, learners can make judgments and assess the quality or value of ideas, information, or products. They can provide reasoned opinions, weigh evidence, and make decisions based on criteria or standards. This level focuses on developing analytical and evaluative skills.
At the create stage, learners can generate new ideas, products, or solutions. They can use their knowledge and skills to design, invent, compose, or problem-solve. This level emphasizes originality, creativity, and the ability to apply learning in novel ways.
The Bloom’s Taxonomy chart is an important tool for educators as they plan their teaching and create lesson objectives. By understanding the different levels and categories of the taxonomy, educators can design activities and assessments that align with specific learning goals. This chart provides a model for teachers to scaffold instruction and guide students through the stages of cognitive development.
It is worth noting that while the original version of Bloom’s Taxonomy focused primarily on the cognitive domain, the revised version includes two additional dimensions: the affective domain (dealing with attitudes and emotions) and the psychomotor domain (dealing with skills and physical movements). This expanded taxonomy offers educators alternative ways to investigate and assess student learning in areas beyond cognitive knowledge.
Importance of Bloom’s Taxonomy in Education
Understanding the Levels of Bloom’s Taxonomy
At the first level of Bloom’s Taxonomy, remember, students are expected to recall information or facts. This can involve remembering historical events, dates, or other important details. The second level, understand, requires students to break down information and show comprehension of concepts. They should be able to explain ideas in their own words and identify relationships between different elements.
Applying Bloom’s Taxonomy in Teaching
Bloom’s Taxonomy is a useful tool for teachers to plan and structure their lessons effectively. By using verbs associated with each level, educators can create clear objectives and instructions for students. For example, in a history lesson, teachers could ask students to investigate a specific event (analyze) and then produce a brief report summarizing their findings (create).
Furthermore, Bloom’s Taxonomy provides a guide for educators to assess student learning. By using the six levels, teachers can evaluate the depth of understanding and the ability to apply knowledge in different contexts. This allows for a more comprehensive evaluation of student performance, rather than simply checking if they have remembered or understood the material.
Revised Bloom’s Taxonomy
In 2001, a revised version of Bloom’s Taxonomy was developed by a group of educators under the lead of Lorin Anderson, a former student of Bloom. This revised version added a new dimension, known as the “create” level, to the taxonomy. The revised Bloom’s Taxonomy now includes the cognitive, affective, and psychomotor domains, providing a more holistic framework for teaching and learning.
FAQ
What is Bloom’s Taxonomy?
Bloom’s Taxonomy is a framework that helps educators classify different levels of cognitive skills that students can acquire during the learning process.
Why is Bloom’s Taxonomy important in education?
Bloom’s Taxonomy is important in education because it helps teachers determine the level of thinking required for different learning objectives and aids in designing effective instructional strategies to promote higher-order thinking skills among students.
How many levels are there in Bloom’s Taxonomy?
Bloom’s Taxonomy consists of six levels: remembering, understanding, applying, analyzing, evaluating, and creating.
What is the purpose of the remembering level in Bloom’s Taxonomy?
The purpose of the remembering level is to recall previously learned information, such as facts, concepts, or terms. It involves recognizing, recalling, and identifying information without any deeper understanding or interpretation.
At what level does critical thinking come into play in Bloom’s Taxonomy?
Critical thinking comes into play at the analyzing and evaluating levels of Bloom’s Taxonomy. These levels require students to examine information, break it down into components, and make judgments or decisions based on evidence and arguments.
What is Bloom’s Taxonomy?
Bloom’s Taxonomy is a hierarchical framework that classifies educational learning objectives into different cognitive levels.
