WEEK 9: BLOOM’S TAXONOMY

OBJECTVES:
1. DISCUSS THE BLOOM’S TAXONOMY
2. IDENTIFY THE LEVEL OF BLOOM’S TAXONOMY
3. ENUMERATE THE PURPOSE OF BLOOM’S TAXONOMY
Benjamin blooms (1913-1999) was an American educational psychologist best known
for developing bloom’s taxonomy, a framework for categorizing educational goals. He
earned his Ph.D. from the university of Chicago in 1942 and became a prominent
figure in educational psychology.
Key contributions:
1. Bloom’s taxonomy
In 1956, bloom led a group of educators to create a classification system for learning
objectives, which categorize cognitive skills into levels ranging from basic recall to higher-
order critical thinking in education.
2. Assessment and evaluation
Bloom’s works focused on improving assessment methods in education, emphasizing the
need for assessments that measure not just knowledge retention but also understanding
and application.
3. Mastery learning
He advocated for mastery learning, and instructional strategy where students must
achieve a high level of understanding before moving on the next concept. This approach
aimed to ensure that all students could learn efficiently.
4. Influence in education
Bloom’s ideas significantly influenced curriculum design and instructional strategies in the
United States and globally, fostering a shift towards outcomes-based assessment

Throughout his career, bloom contributed to various educational theories and practices,
leaving a lasting impact on how educators approach teaching and learning
Key objectives of bloom’s original taxonomy:

1. Classification
To classify learning objectives across various educational levels, helping educators
design curriculum and assessment.
2. Instructional guidance
To guide teachers in developing instructional methods that encourage deeper cognitive
engagement.

3. Assessment development
To assist in creating assessment that measures not just knowledge recall, but also
understanding and application of concept.

REVISION BY ANDERSON AND KRATHWOHL:

1. Terminology
The levels where rephrase as verb (creating instead of synthesis), emphasizing
active learning.
2. Orders of levels
 The hierarchy was adjusted to reflect a more fluid process of learning with
“creating” placed at the highest level, recognizing the importance of innovation in
education.
3. Cognitive process dimension
The revised revision introduced a two- dimensional framework, incorporating both
cognitive processes and knowledge dimensions, offering a more nuanced
understanding of ow knowledge is acquired and utilized.

PURPOSE OF REVISION:

The revision aimed to align he taxonomy with contemporary educational practices,

emphasizing the importance of higher-order thinking skills in a rapidly changing
world. It sought to provide educators with a more relevant and applicable
framework for designing learning experiences that promote critical thinking and
creativity in students.

BENJAMIN BLOOM’S MOTIVATION FOR CREATING HIS TAXONOMY:

1. PROMOTE HIGHER-ORDER THINGKING
Bloom recognized that traditional education often focused heavily on rote memorization.
He wanted to encourage teachers to foster critical thinking, analysis and creativity in
students.

2. Addressing diverse learning needs

Bloom aimed to provide educators with a framework that cold accommodate different
learning styles and paces, helping all students achieve mastery of content.
3. Guide curriculum development
He believed that a structured classification of learning objectives would aid educators in
designing more effective curricula, ensuring that learning was purposeful and aligned with
educational goals.

4. Improving assessment
Bloom sought to enhance assessment methods, advocating for evaluation that measured
a range of cognitive skills, not just factual recall, to provide a more comprehensive
understanding of student learning.

5. Educational research
As an academic, bloom was committed to advancing the field of educational psychology.
He wanted his taxonomy to serve as a tool for research and discussion among educators
and scholars.

Overall, bloom’s personal commitment to enhancing education promoting meaningful

learning experiences drove him to develop taxonomy that would have a lasting impact on
teaching and learning practices.

LEVELS OF BLOOM’S TAXONOMY

1. *Remembering*: Technology aids in memorization through online flashcards, quizzes, and
searchable databases, enhancing recall of facts and information.
2. *Understanding*: Multimedia resources like videos, infographics, and interactive content
help clarify concepts, making understanding more accessible.
3. *Applying*: Technology provides tools for simulations and practical applications, allowing
students to apply their knowledge in real-world scenarios.
4. *Analyzing*: Software for data analysis and visual representation helps students break down
complex information and identify patterns.
5. *Evaluating*: Online platforms facilitate peer reviews and discussions, enabling students to
critique work and support their judgments with evidence.
6. *Creating*: Digital tools empower students to create original content, such as blogs, videos,
and presentations, fostering creativity and innovation.

Anderson's REVISED BLOOM’S TAONOMY (2001)

1. *Remembering*: Similar to the original, technology supports recall through apps and online
resources for quick access to information.
2. *Understanding*: Technology enhances comprehension through interactive e-learning
modules and collaborative platforms that allow for discussion.
3. *Applying*: Tools like coding environments and design software enable practical
implementation of concepts learned, encouraging hands-on experience.
4. *Analyzing*: Data analytics tools and critical thinking applications help students dissect
information and understand relationships within data.
5. *Evaluating*: Technology encourages critical evaluation through online discussion forums
and digital peer assessment tools that foster reflective thinking.
6. *Creating*: Digital platforms and collaborative tools facilitate the creation of complex
projects, allowing students to combine knowledge in innovative ways.
In both versions, technology enhances engagement and effectiveness across all cognitive levels,
promoting a more interactive and personalized learning experience.

KEY DIFFERENCES:
TERMINOLOGY- the revised version uses action verbs to emphasize active learning.
REORDERING- “creating” is placed at the highest level in the revised version, reflecting the
importance of innovation and creativity in education.
DYNAMIC FRAMEWORK- the revised taxonomy recognizes the complexity of learning
processes, accommodating a more nuanced understanding of how knowledge is acquired and
applied.
These levels provide a structured way for educators to design learning objectives, assessments,
and activities that promote deeper understanding and skill development.

THE PURPOSE OF THE ORIGINAL AND REVISED BLOOM’S TAXONOMY

- To enhanced student learning by providing a structured framework for educators to design
and assess educational experiences.
ORIGINAL
1.framework for learning objectives
it helps educators classify educational goals into levels, guiding the development of curriculum
and instruction.
2. promoting higher-order thinking
By encouraging moves from lower levels (remembering) to higher level (evaluating and creating)
it fosters critical thinking and deeper understanding.
3.guiding assessment
It assists in creating assessments tat not only test knowledge recall but also evaluate
understanding and application, ensuring a comprehensive measure of students learning.

The purpose of both Bloom's taxonomy and its revised version is to enhance student learning by
providing a structured framework for educators to design and assess educational experiences.
Here’s how each version serves this purpose:
### Original Bloom's Taxonomy:
1. *Framework for Learning Objectives*: It helps educators classify educational goals into
levels, guiding the development of curriculum and instruction.
2. *Promoting Higher-Order Thinking*: By encouraging moves from lower levels (e.g.,
Remembering) to higher levels (e.g., Evaluating and Creating), it fosters critical thinking and
deeper understanding.
3. *Guiding Assessment*: It assists in creating assessments that not only test knowledge recall
but also evaluate understanding and application, ensuring a comprehensive measure of student
learning.
### Revised Bloom's Taxonomy:
1. *Active Learning Focus*: The revised version emphasizes active learning through the use of
verbs, encouraging students to engage in higher-order thinking processes.
2. *Dynamic Learning Framework*: By recognizing that learning can be fluid, it reflects the
complexities of modern education, allowing for flexibility in teaching strategies.
3. *Two-Dimensional Framework*: The incorporation of knowledge dimensions alongside
cognitive processes helps educators tailor learning experiences that address different types of
knowledge, promoting a well-rounded education.

### Overall Purpose in Relation to Student Learning: Both versions aim to create effective
learning environments that promote engagement, critical thinking, and creativity. By providing a
structured approach, they help educators design lessons that cater to various cognitive levels,
ultimately enhancing students' understanding and ability to apply their knowledge in real-world
contexts. This framework supports the development of essential skills necessary for success in
an increasingly complex and dynamic world.

The relationship between technology and both versions of Bloom's taxonomy—original and
Anderson's revised version—highlights the evolving nature of education.
In the original taxonomy, technology supports the lower levels (Remembering and
Understanding) through resources like online databases and videos. As we move up to Applying
and Analyzing, tools like simulations and data analysis software enhance critical thinking and
practical application.
Anderson's revision emphasizes verbs and cognitive processes, aligning technology even more
closely with educational outcomes. For example, technology aids in "Creating" by enabling
collaborative tools for projects and digital content creation, while also fostering higher-order
thinking in "Evaluating" through peer assessments and reflective platforms.
Overall, technology serves as a catalyst for deeper engagement and understanding across both
frameworks, facilitating a more interactive and personalized learning experience.
Here’s a breakdown of the relationship between technology and each level of both the original
Bloom's taxonomy and Anderson's revised version:
### Original Bloom's Taxonomy:
1. *Remembering*: Technology aids in memorization through online flashcards, quizzes, and
searchable databases, enhancing recall of facts and information.
2. *Understanding*: Multimedia resources like videos, infographics, and interactive content help
clarify concepts, making understanding more accessible.
3. *Applying*: Technology provides tools for simulations and practical applications, allowing
students to apply their knowledge in real-world scenarios.
4. *Analyzing*: Software for data analysis and visual representation helps students break down
complex information and identify patterns.
5. *Evaluating*: Online platforms facilitate peer reviews and discussions, enabling students to
critique work and support their judgments with evidence.
6. *Creating*: Digital tools empower students to create original content, such as blogs, videos,
and presentations, fostering creativity and innovation.
### Anderson's Revised Bloom's Taxonomy:

1. *Remembering*: Similar to the original, technology supports recall through apps and online
resources for quick access to information.
2. *Understanding*: Technology enhances comprehension through interactive e-learning modules
and collaborative platforms that allow for discussion.
3. *Applying*: Tools like coding environments and design software enable practical
implementation of concepts learned, encouraging hands-on experience.
4. *Analyzing*: Data analytics tools and critical thinking applications help students dissect
information and understand relationships within data.
5. *Evaluating*: Technology encourages critical evaluation through online discussion forums and
digital peer assessment tools that foster reflective thinking.
6. *Creating*: Digital platforms and collaborative tools facilitate the creation of complex projects,
allowing students to combine knowledge in innovative ways.

In both versions, technology enhances engagement and effectiveness across all cognitive levels,
promoting a more interactive and personalized learning experience.

Here are sample technologies that teachers can use for student learning, aligned with both
Bloom's original taxonomy and Anderson's revised version:

### Original Bloom's Taxonomy:

1. *Remembering*:
- *Quizlet*: Flashcards and quizzes for memorization.
- *Kahoot!*: Interactive quizzes for quick recall.

2. *Understanding*:
- *Edpuzzle*: Interactive video lessons with embedded questions.
- *Google Slides*: Multimedia presentations to explain concepts.

3. *Applying*:
- *Simulations (PhET)*: Interactive simulations for practical application in science.
- *Tinkercad*: Online 3D design tool for hands-on learning in engineering.
4. *Analyzing*:
- *Excel/Google Sheets*: Data analysis and visualization tools.
- *MindMeister*: Mind mapping software to explore relationships between concepts.

5. *Evaluating*:
- *Peergrade*: Online peer assessment tool for providing feedback.
- *Google Classroom*: Discussion forums for critical evaluation of ideas.

6. *Creating*:
- *Canva*: Graphic design platform for creating presentations and posters.
- *WeVideo*: Video editing tool for producing original content.

### Anderson's Revised Bloom's Taxonomy:

1. *Remembering*:
- *Quizlet*: Supports memorization through various study modes.
- *Flashcard apps*: Help reinforce basic concepts.

2. *Understanding*:
- *Nearpod*: Interactive lessons that promote comprehension through engagement.
- *Padlet*: Collaborative boards for summarizing and sharing understanding.

3. *Applying*:
- *Code.org*: Platforms for coding that allow students to apply programming concepts.
- *Google Earth*: Allows students to explore geographical concepts through application.

4. *Analyzing*:
- *Tableau*: Data visualization software to analyze data sets.
- *Socrative*: Assessment tool that allows teachers to gauge understanding and analyze
responses.

5. *Evaluating*:
 - *Flipgrid*: Video response platform for sharing and critiquing ideas.
- *Wikispaces*: Collaborative wiki projects that encourage evaluation of information.

6. *Creating*:
- *Adobe Spark*: Tools for creating graphics, web pages, and videos.
- *Scratch*: Programming platform that allows students to create their own games and
animations.

These technologies facilitate deeper learning by aligning with the cognitive processes described
in both versions of Bloom's taxonomy.