The Revised Blooms Taxonomy Applications to Choosing Technology

The Revised Bloom’s Taxonomy & Applications to Choosing Technology for Learning

Intro to Bloom’s Taxonomy 1950’s Bloom’s Taxonomy is a classification of thinking, which defines six cognitive levels of increasing complexity. Originally developed by Bloom in the 1950’s. 1990’s Lorin Anderson, a former student of Bloom, revised the taxonomy (with others) to be more inclusive (K – 16+) and to address 21 st Century learning requirements. Today, Bloom’s Taxonomy is one of the most universally applied models in classrooms and training rooms alike. It is used to: • Write learning objectives • Plan lessons and activities • Match technology and other tools/activities to the desired learning outcome. • Categorize the most simple to the most difficult skills to be learned. • Effectively align objectives to assessment techniques and standards NOTE: If Bloom’s Taxonomy is new to you, other resources are available in the unit for selfstudy.

Bloom’s Taxonomy – Original & Revised Original Taxonomy 1950’s Revised Taxonomy 1990’s Evaluation Creating Synthesis Evaluating Analysis Analyzing Application Applying Comprehension Understanding Knowledge Remembering Used nouns to describe cognitive levels. Now using verbs to describe cognitive levels, because learning is an active pursuit.

Common Verbs (and Clarifying Questions) Used for Categorizing Outcomes/Activities Can students explain ideas or concepts? Verbs • Classifying • Comparing • Exemplifying • Explaining • Inferring • Interpreting • Paraphrasing • Summarizing Question Can students recall information? Verbs • Describing • Finding • Identifying • Listing • Retrieving • Naming • Locating • Recognizing Applying Understanding Question Verbs Remembering • Implementing • Carrying out • Using • Executing Can students use the information in another familiar situation?

Common Verbs - Continued Can students justify a decision or a course of action? Verbs • Checking • Critiquing • Detecting • Experimenting • Hypothesising • Judging • Monitoring • Testing Question Verbs Can students break information into parts to explore understandings and relationships? Creating Evaluating Question Verbs • Attributing • Comparing • Deconstructing • Finding • Integrating • Organizing • Outlining • Structuring Question Analyzing • Constructing • Designing • Devising • Inventing • Making • Planning • Producing Can students generate new products, ideas, or ways of viewing things?

Using Bloom’s to Choose Tech Question Verbs Creating • Constructing • Designing • Devising • Inventing • Making • Planning • Producing Can students generate new products, ideas, or ways of viewing things? (Penney, n. d. ) Planning Ask yourself for any activity: • What cognitive level should the students’ learning reach? • Can students do these types of activities with the apps / software / hardware in question? OR • Which apps / software / hardware support these activities?

Using Bloom’s to Choose Tech Question Verbs Creating • Constructing • Designing • Devising • Inventing • Making • Planning • Producing Can students generate new products, ideas, or ways of viewing things? (Penney, n. d. ) Example Using Penney’s (n. d. ) example at the “Creating” cognitive level, think about Prezi, an online presentation software, or Gimp, a free graphic design software. • Do the verbs under the ‘Creating’ level match what can be done in these? • Can students construct, design, plan, produce, etc. something new with Prezi or Gimp? NOTE: Sometimes an app / software / hardware may fit multiple levels. Make sure the specific use and activity fit the appropriate goals.

References Forehand, M. (2008). Bloom’s Taxonomy. [Website] Retrieved from http: //projects. coe. uga. edu/epltt/index. php? title=Bloom%27 s_Taxonomy Giesen, J. (2009). Teaching with the Revised Bloom’s Taxonomy. Retrieved from http: //www. niu. edu/facdev/programs/handouts/blooms. shtml Penney, S. (n. d. ). Bloom's digital taxonomy pyramid. Retrieved from http: //www. usi. edu/distance/bdt. htm