A:25 Understanding Bloom's Taxonomy
Sonja L. Howell, Ph. D.
Author | Educational Consultant | Speaker | Ask me about TMID—Transformative Mindset Instructional Design! ??
Bloom's Taxonomy, developed by educational psychologist Benjamin Bloom in the 1950s, remains one of the most influential frameworks for understanding and promoting learning (Anderson & Krathwohl, 2001). It provides educators and learners with a structured approach to cognitive processes, offering a roadmap for designing curriculum, assessing student understanding, and fostering higher-order thinking skills. In this article, we'll delve into the components of Bloom's Taxonomy, explore its relevance in contemporary education, and discuss practical applications for optimizing learning outcomes.
The Components of Bloom's Taxonomy: Bloom's Taxonomy consists of six hierarchical levels, organized from simple to complex cognitive processes (Bloom, 1956). Bloom's Taxonomy provides a structured framework for crafting learning outcomes and measurable objectives that align with different cognitive levels. Here are some examples of the beginnings of outcomes and measurable objectives supported by Bloom's Taxonomy:
Remembering: At the base of the taxonomy lies remembering, which involves recalling facts, concepts, or information without necessarily understanding them. This level includes tasks such as memorization, repetition, and recognition. Strategies for fostering remembering include mnemonic devices, flashcards, and rote learning (Krathwohl, 2002).
Example:
Outcome: Students will recall key dates and events from a historical period.
Objective: Given a list of historical events, students will accurately identify and describe the significance of at least 80% of the events on a quiz.
Action Verbs:
Understanding: Moving beyond mere recall, understanding requires grasping the meaning of information, explaining ideas in one's own words, and interpreting concepts. Learners demonstrate understanding by summarizing, paraphrasing, and illustrating concepts. Activities that promote understanding include concept mapping, summarization exercises, and classroom discussions (Anderson & Krathwohl, 2001).
Example:
Outcome: Students will demonstrate comprehension of a scientific concept.
Objective: After reading a scientific article, students will summarize and explain the main ideas in their own words during a class discussion.
Action Verbs:
Applying: Applying involves using acquired knowledge and understanding to solve problems, complete tasks, or carry out procedures in new situations. This level emphasizes the practical application of learning, requiring learners to transfer their knowledge to real-world contexts. Examples of applications include problem-solving exercises, case studies, and simulations (Krathwohl, 2002).
Example:
Outcome: Students will apply mathematical principles to solve real-world problems.
Objective: Given word problems involving percentages, students will correctly calculate the solutions for at least 90% of the problems on a quiz.
Action Verbs:
Analyzing: Analyzing entails breaking down complex ideas or information into smaller components, identifying patterns, and discerning relationships. This level encourages critical thinking and the examination of underlying structures or principles. Analytical tasks may include categorization, comparison, and cause-and-effect analysis (Anderson & Krathwohl, 2001).
Example:
Outcome: Students will analyze the themes and motifs in a literary work.
Objective: Through close reading and discussion, students will identify recurring themes and analyze their significance in the novel, providing evidence from the text to support their interpretations.
Action Verbs:
Evaluating: Evaluating involves making judgments based on criteria and evidence and assessing the validity or quality of ideas, arguments, or solutions. Learners at this level must justify their opinions, weigh alternative perspectives, and draw conclusions based on reasoned arguments. Evaluation tasks may include debates, critiques, and peer reviews (Krathwohl, 2002).
Example:
Outcome: Students will evaluate the effectiveness of different persuasive techniques in advertising.
Objective: After analyzing several advertisements, students will critically assess the use of rhetorical devices and logical fallacies, identifying strengths and weaknesses in each advertisement's argument.
Action Verbs:
Creating: At the pinnacle of Bloom's Taxonomy lies creating, which involves generating original ideas, products, or solutions through synthesis, innovation, or imagination. This level fosters creativity, innovation, and self-expression, challenging learners to produce something new or unique. Creating tasks may include projects, presentations, and design challenges (Anderson & Krathwohl, 2001).
Example:
Outcome: Students will design a multimedia presentation to showcase their understanding of a historical period.
Objective: Working collaboratively, students will create a multimedia presentation synthesizing information from multiple sources (e.g., texts, images, videos) to depict the historical context, events, and significant figures of a chosen time.
Action Verbs:
These examples illustrate how Bloom's Taxonomy can inform the development of outcomes and measurable objectives that encompass various levels of cognitive complexity, from basic remembering to higher-order creating. By incorporating these action verbs into your learning outcomes and measurable objectives, you can effectively communicate the desired cognitive processes and skills that students are expected to demonstrate. By aligning instructional goals with the appropriate cognitive level, educators can effectively scaffold learning experiences and comprehensively assess student understanding.
Relevance in Contemporary Education: In today's rapidly changing world, Bloom's Taxonomy remains highly relevant in guiding educational practices that cultivate critical thinking, problem-solving, and creativity (Churches, 2008). With the growing emphasis on adaptability, collaboration, and innovation, educators recognize the importance of fostering higher-order thinking skills that transcend rote memorization.
Practical Applications: Educators can leverage Bloom's Taxonomy to design engaging and effective learning experiences that cater to diverse learning styles and abilities (Krathwohl, 2002). Teachers can promote deep understanding and mastery of content by scaffolding instruction to gradually scaffold learners through the cognitive levels. Additionally, incorporating various instructional strategies and assessment methods aligned with Bloom's Taxonomy can allow students to demonstrate their learning meaningfully.
This step-by-step breakdown offers a structured approach to understanding the process of incorporating interactive tasks into written assignments, ensuring alignment with educational goals, and facilitating effective assessment of student progress (Ergashevich, E. A., 2024). Assuming the outcomes have been decided, next, you would create your objectives using the process below.
By setting pedagogical goals before the creation of assignments, educators ensure that their instructional strategies and assessment methods are aligned with the desired learning outcomes, enhancing the overall effectiveness of the teaching and learning process.
Conclusion: Bloom's Taxonomy is a valuable framework for promoting meaningful learning experiences that empower students to think critically, solve problems creatively, and apply their knowledge in diverse contexts. By embracing the principles of Bloom's Taxonomy, educators can foster a culture of lifelong learning and equip students with the essential skills needed to thrive in an ever-evolving world.
References:
Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. Allyn & Bacon.
Churches, A. (2008). Bloom's digital taxonomy. Educational Origami. Retrieved from https://edorigami.wikispaces.com/Bloom%27s+Digital+Taxonomy
Ergashevich, E. A., (2024). The role of Bloom's taxonomy in determining pedagogical objectives in the process of educational lessons. American Journal of Language, Literacy and Learning in STEM Education (2993-2769), 2(1), 264–270. Retrieved from https://grnjournal.us/index.php/STEM/article/view/2684
Krathwohl, D. R. (2002). A revision of Bloom's taxonomy: An overview. Theory into Practice, 41(4), 212-218.
Taxonomy of educational objectives: The classification of educational goals / BS Bloom, MD Engelhart, EJ Furst ... [ i Dr. ] _ —David McKay Company, 1956. —Vol. Handbook I: Cognitive domain.