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Bloom's Revised Taxonomy

Bloom's Revised Taxonomy was originally developed in the 1950s by Benjamin Bloom to classify thinking skills into six levels from basic to higher order thinking. In the 1990s, a team led by Lorin Anderson revised the taxonomy, changing the names of the six categories from nouns to verbs and updating the subcategories. The revised taxonomy is used to guide effective teaching practices and classify thinking according to remembering, understanding, applying, analyzing, evaluating, and creating - the six cognitive levels from basic to more complex.

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0% found this document useful (0 votes)
43 views

Bloom's Revised Taxonomy

Bloom's Revised Taxonomy was originally developed in the 1950s by Benjamin Bloom to classify thinking skills into six levels from basic to higher order thinking. In the 1990s, a team led by Lorin Anderson revised the taxonomy, changing the names of the six categories from nouns to verbs and updating the subcategories. The revised taxonomy is used to guide effective teaching practices and classify thinking according to remembering, understanding, applying, analyzing, evaluating, and creating - the six cognitive levels from basic to more complex.

Uploaded by

Lyka Lao
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Bloom’s Revised

Taxonomy
By: Lynn Lyka Lao Lagamon
• 1950s- developed by Benjamin Bloom
• Means of expressing qualitatively different kinds of thinking
• Classifies thinking skills into six levels, from the most basic
to the higher order levels of thinking
-a guide to Productive Pedagogies: Classroom
reflection manual states that:
‘’Higher-order thinking by students involves the
transformation of information and ideas.’’

• 1990s- a team lead by Lorin Anderson (former student of


Bloom) revisited the taxonomy
• The names of six major categories were changed from noun
to verb forms.
• The subcategories of the six major categories were also
replaced by verbs
• The knowledge category was renamed
• Comprehension became understanding and synthesis was
renamed creating
Higher-order thinking
Remembering
-recognizing or recalling knowledge from memory.
Remembering is when memory is used to produce or retrieve
definitions, facts, or lists, or to recite previously learned
information.

• Recognising
• Listing
• Describing
• Identifying
• Retrieving
• Naming
• Locating
• Finding
Understanding
-constructs meaning from different types of functions be
they written or graphic messages or activities.

• Interpreting
• Exemplifying
• Summarising
• Inferring
• Paraphrasing
• Classifying
• Comparing
• Explaining
Applying
-carrying out or using a procedure through executing, or
implementing. Applying relates to or refers to situations where
learned material is used through products like models,
presentations, interviews or simulations.

• Implementing
• Carrying out
• Using
• Executing
Analyzing
-breaking materials or concepts into parts, determining
how the parts relate to one another or how they interrelate, or
how the parts relate to an overall structure or purpose.

• Comparing
• Organising
• Attributing
• Outlining
• Finding
• Structuring
• Integrating
Evaluating
-Making judgments based on criteria and standards
through checking and critiquing. Critiques, recommendations,
and reports are some of the products that can be created to
demonstrate the processes of evaluation.

• Checking
• Critiquing
• Experimenting
• Judging
• Testing
• Detecting
• Monitoring
Creating
-Creating requires users to put parts together in a new
way, or synthesize parts into something new and different
creating a new form or product. This process is the most difficult
mental function in the new taxonomy.

• Planning
• Producing
• Inventing
• Devising
• Making
• Constructing

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