4. Remember
• Recognize
• Locate knowledge in long term memory
• Recall
• Retrieve relevant knowledge from long term memory
5. Understand
• Interpret
• Change from one form of representation to another
• Classify
• Determine that something belongs to a category
• Summarize
• Abstract a general theme or major point
• Explain
• Construct a cause and effect model of a system
6. Apply
• Execute
• Apply a procedure to a familiar task
• Implement
• Apply a procedure to an unfamiliar task
7. Analyze
• Differentiate
• Distinguish relevant from irrelevant parts
• Organize
• Determine how elements fit or function within a structure
• Attribute
• Determine a point of view, bias, intent
8. Evaluate
• Check
• Detect inconsistencies within a process or product
• Critique
• Detect inconsistencies between a product and external criteria
9. Create
• Generate
• Come up with alternative hypotheses based on criteria
• Plan
• Devise a procedure for accomplishing a task
• Produce
• Invent a product
Not updatedThe levels of affective learning included: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 attending to a stimulus, the student also reacts in some way.Valuing: the student attaches a value to an object, phenomenon, or piece of information.Organising: 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.Characterising: the student has held a particular value or belief that now exerts influence on his / her behaviour so that it becomes a characteristic.
http://ctl.utexas.edu/teaching-resources/design-your-course/design-for-specific-learning/bloom-s-taxonomy-revised/Recognize – Retrieve relevant knowledge from long term memory
Construct meaning from instructional messages – oral, written, graphic communication
Apply – carry out or use a procedure in a given situation
Break material into its constituent parts and detect how the parts relate to one another and to an overall structure or purpose
Make judgments based on criteria or standards
Put elements together to form a new, coherent whole
Colorado Community Colleges Online – a great flash-based tool to understand Bloom’s Taxonomyhttp://at.ccconline.org/faculty/wiki/Teaching_Resources_-_Other_Resources_-_Blooms_Taxonomy