1. PRESENTED BY
MRS. POOJA GODIYAL

2. •Science of organizing
things and classifying
them according to
various criteria.
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MRS. POOJA GODIYAL

3. BLOOM’S TAXONOMY
• Created by Benjamin Bloom in
1956
• Revised in 2001, by a former student
of Bloom’s, Lorin Anderson, who
led a group of assessment
specialists, curriculum theorists, and
psychologists.
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4. • Bloom’s taxonomy is based on the
belief that learners must begin by
learning basic, foundational
knowledge about a given
subject before they can progress to
more complex types of thinking such
as analysis and evaluation.
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5. DEFINITION
• Bloom’s taxonomy is a classification system used to define
and distinguish different levels of human cognition—i.e.,
thinking, learning, and understanding.
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6. • Help educators to inform or guide the development of
assessments (tests and other evaluations of student learning),
curriculum (units, lessons, projects, and other learning
activities), and instructional methods such as questioning
strategies.
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These domains are also referred to
by the acronym KSA, as follows:
• K = Knowledge (cognitive)
• S = Skills (psychomotor)
• A = Attitudes (affective)

8. COGNITIVE DOMAIN
The six levels of the original Bloom’s
taxonomy -
• Knowledge
• Comprehension
• Application
• Analysis
• Synthesis
• Evaluation
Modified now -
• Remember
• Understand
• Apply
• Analyze
• Evaluate
• Create
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9. PSYCHOMOTOR
• Students develop physical or manual
skills, such as the use of motor skills,
coordination, and physical
movement.
• Depending on the age group or
setting, psychomotor skills can
include anything from dressing a
wound to operating heavy machinery.
These skills are measured in terms of
procedures, technique, precision, and
speed.
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10. AFFECTIVE DOMAIN
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11. BLOOM’S TAXONOMY
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14. Level 1
Remember: To recall facts and ideas
• Can the learners remember key facts and terminology?
• There is just rote memorization and recollection of facts without much
understanding,
• Example activities at the Remembering level: memorize a poem, recall
state capitals, remember math formulas
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15. • For example, If we learn about
lemons, we want to remember the
name, shape, colour, size and that
they are sour. Once we memorize
these essentially meaningless facts
we move to the second level of
learning.
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16. Suggested Questions
• How many…?
• Who was it that…?
• What happened after…?
• Can you name the person who…?
• Who said that…?
• What does this mean…?
• Why did…?
• Which is true and which is
false…?
Suggested Activities
• Match character names and
profiles
• Arrange scrambled story scenes in
sequence
• Identify most important attributes
of main characters
• Create a chart / picture / diagram
of the information
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17. Level 2
Understand: To comprehend information and grasp
its meaning
• Students then move up to understanding, using the knowledge they
gained in the previous level.
• On level two, we learn to understand.
• Example: organize the animal kingdom based on a given framework,
illustrate the difference between a rectangle and square, summarize the
plot of a simple story
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18. • We begin to decode information and
learn that a lemon is yellow when its
ripe to eat and if we take a bite that its
really super sour, we also understand
that lemons love sunshine and they
contain lots of vitamin C which is a
great natural antioxidant that keeps us
healthy. Now as we really understand
a lemon, we can work with it.
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19. Suggested Questions
● Can you write in your own
words...?
● What do you think will happen
next...?
● Can you provide a short
outline...?
● Who was the main character...?
● Who do you think…?
● What was the main idea…?
● Can you distinguish between…?
● What were the differences
between…?
Suggested Activities
● Write a summary of the main
events
● Retell the story in your own
words
● Explain what you think the main
idea of the piece was
● Predict what could happen next
in the story
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20. Level 3
Apply: To use information, theories, concepts and
skills to solve problems
• At this stage, learners are expected to apply their knowledge and
understanding in a particular way.
• On the third level, we apply what we know.
• Example: use a formula to solve a problem, select a design to meet a
purpose, reconstruct the passage of a new law through a given
government/system
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21. • We have understood that while lemons are
sour, they are also a great provider of
vitamin C. To apply this knowledge in a
meaningful way we could boil a lemon
into hot water and add some honey, than
serve this hot lemon to our sick sister who
is in need of a treatment.
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22. Suggested Questions
●Have you experienced anything like
this in your own life…?
● What questions would you ask…?
● Could this have happened in…?
● How could you use this …?
● What would happen if…?
Suggested Activities
● Make a model to show how it
works
●Rewrite the scene according to
how you would react
● Transfer the main character to a
different setting
● Produce examples from real life
based on the central problem in
the story
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23. Level 4
Analyze:To make connections; recognize patterns and deeper
meanings
• Analyzing is a high-level skill that requires more cognitive
processing than lower-order skills.
• This involves examining, and breaking down information into
components, determining how the parts relate to one another and
finding evidence to support generalizations.
• Example: identify the ‘parts of’ democracy, explain how the steps
of the scientific process work together, identify why a machine isn’t
working
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24. • We study the lemon flesh,
examine the skin and look at
levels of vitamins. We conclude
that we can eat everything inside
while the skin tastes bitter and
contains traces of toxic pesticides.
It ought not to be consumed.
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25. Suggested Questions
● What is the underlying theme…?
● Can you identify the main idea /
character / events…?
● Can you distinguish between…?
● What other possible outcomes
could work here…?
Suggested Activities
● Select the parts of the story that
were the most exciting, happiest,
saddest, believable, fantastic etc
● Differentiate fact from opinion in
the text
● Distinguish between events in the
story that are credible and
fantastical
● Compare and contrast two
important characters
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26. Level 5
Evaluate:To make and justify a judgment
• Evaluating material is only possible once the lower-order skills have been
mastered.
• Now we are ready to evaluate, we analyse, critique and compare.
• Example : make a judgment regarding an ethical dilemma, interpret the
significance of a given law of physics, illustrate the relative value of a
technological innovation in a specific setting—a tool that helps recover topsoil
farming, for example.
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27. • To evaluate our lemon as a good
source of vitamins, we compare it to
other sources such as affordability,
taste and packaging waste. If we
evaluate our thoughts critically and
without bias we learn where the
lemon scores high and where other
scores higher.
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28. Suggested Questions
● What is your position on the text
and can you defend it…?
● Determine the most important
points of the text and rank them in
order…?
● What would you have done…?
● How effective was…?
Suggested Activities
●Write a review of the text
expressing your personal opinion
on it
● Assess the value of the story
● Compare and contrast this story
with another you have read
● Judge the main character and
their actions from a moral or
ethical point of view
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29. Level 6
Create:To combine elements of learning to create new or
original work
• Creating new or original work is the pinnacle of the revised Bloom’s taxonomy.
• This is the highest level of thinking and requires the deepest learning and the
greatest degree of cognitive processing.
• Example: design a new solution to an ‘old’ problem that honors/acknowledges
the previous failures, delete the least useful arguments in a persuasive essay,
write a poem based on a given theme and tone
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30. • Now, after we have learned, understood,
applied, analysed and evaluated, we are
ready to create. As we now really
understand lemons also in comparison to
similar things we can formulate a plan to
create our own natural lemonate.
• Its now easy to come up with a cute shop
design with a good name and a good
slogan “Natural, Healthy, Yummy”
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31. Suggested Questions
● What would happen if…?
● Can compose a song about…?
● Can you see another solution
to…?
● How many ways can you…?
Suggested Activities
●Compose an internal monologue
for the main character during a
pivotal moment
●Imagine you are one of the
characters and write a diary entry
● Create a new character and
explain how they would fit into
the story
●Changing the setting and the
characters, retell the story in
your own words
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35. How to use Bloom’s levels of thinking
As an educator or course designer, Bloom’s taxonomy is helpful during
the course planning process. It acts as a framework to guide the
following decisions:
• How to structure the course
• How quickly to introduce new concepts
• When to reinforce concepts
• How to assess concepts
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36. 1. How to structure the course
• According to Bloom’s taxonomy, learners must complete each level of
thinking before moving to the next.
• For an educator, you want to introduce basic facts and concepts first,
before moving on to more complex tasks such as understanding,
applying, analyzing, evaluating and creating.
• Following Bloom’s taxonomy helps course designers avoid the trap of
asking learns to engage in higher-order thinking tasks before they
have mastered less complex levels of thinking such as remembering
and understanding.
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37. 2. How quickly to introduce new concepts
• By separating different levels, Bloom’s taxonomy helps instructors
decide how quickly to introduce new concepts.
• For example, if learner on a particular course can recall facts and
concepts and paraphrase certain points, they have probably mastered
the first two levels of Bloom’s taxonomy.
• If they then struggle to use that information in a new situation, this
tells the course instructor that the learners are still struggling with the
third level – Apply – and need more time before progressing the fourth
level – Analyze.
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38. 3. When to reinforce concepts
• Bloom’s taxonomy also helps teachers and instructors decide when
reinforcement is necessary.
• To continue the above example, if learners are struggling with the third
level of thinking – Apply – it indicates that they need to reinforce their
knowledge and understanding of the topic.
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39. 4. How to assess concepts
• One of the main reasons for the widespread popularity of Bloom’s among
teachers and educators is that it helps them set their assessments at the right
level.
• An instructor for a foundational level college course would likely aim
their initial assessments at Level 1 – Remember or Level 2 – Understand.
• If they targeted higher levels of thinking such as analyze or create,
they would risk overwhelming their students.
• However, an instructor for a post-graduate class could well assume that the
students have solid knowledge and understanding of certain foundational
topics and could set assessments that target higher-levels of thinking.
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40. How to use Bloom’s taxonomy in course design
Bloom’s taxonomy is commonly used by educators in a school or
college setting to create curriculum, set assignments, and plan
lessons.
However, it is also helpful to course designers in main ways:
• Match course content with learner needs
• Give clear goals to achieve
• Set the correct pace of the course.
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41. 1. Match course content with learner needs
• Course designers and instructors can use the tools of Bloom’s
taxonomy to tailor a course to the needs of the participants, ensuring
that the learners demonstrate the proper cognitive abilities at each
stage of the training before moving on to the next stage.
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42. 2. Give clear goals to achieve
• One of the many pitfalls that professional training can fall into is
failing to give participants clear goals to achieve.
• Following Bloom’s taxonomy ensures that course participants are
given clear, concise, and measurable goals to achieve.
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43. 3. Set the correct pace of the course
• Following the six levels of Bloom’s taxonomy for corporate training course design helps
instructors set the correct pace for the course.
Look:
• Participants asked to ‘compare’, ‘discuss’ or ‘predict’ will understand that the course is
focused on the lower levels of thinking. If they are asked to ‘relate’ or ‘investigate’, they
will understand that they have moved onto the analysis stage. If instructors constantly
measure participants progress, they can determine whether the course is moving too
quickly or too slowly and make adjustments accordingly.
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44. Conclusion
• The great value of Bloom’s taxonomy is in its flexibility as a tool across diverse
fields of learning.
• Its wide scope provides a useful framework to organize and plan learning
experiences that are designed to cover the broad range of cognitive abilities
without being two prescriptive.
• Just as Bloom’s taxonomy ranks Create as its highest level, when approaching
planning and/or assessment using this taxonomy, be creative in its use to get the
most benefit from it in your classroom.
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