REVISED BLOOM’S

TAXONOMY:
Pathway to
Improve N G
I
K
N
I
H
T
OBJECTIVES
The development of critical and creative
kinds of thinking is a major goal for education in
the 21st century. This presentation aims to help
furnish the teachers with all of the scaffolding
and assistance she/he will need to be able to
involve learners in developing their abilities to
engage in higher order processes.
The development of improved
thinking among our students
should be our focus of attention.
The Revised Bloom’s Taxonomy
will provide the pathway that would
lead to improve thinking.
 PRIMING ACTIVITY
Let’s answer the anticipation Guide
individually.
Anticipation Guide
Directions:
Read the statements carefully.
Say AGREE if you go with the
statement and DISAGREE if you are
not in favor.
1. Asking students to think at
the higher level beyond
simple recall is an excellent
way to stimulate students’
thought processes.
2. Bloom’s Taxonomy is a classification of thinking organized in accordance with the interest of
the learners.

6. When the learners makes the decisions based on an in-depth reflection criticism and assessment through checking and critiquing, the level of learning his performing is creating.
3. Changes in the Revised
Bloom’s Taxonomy occur in
terminologies, structure and
processes.
4. The main focus of
Bloom’s Taxonomy is
to improve student
learning and thinking.
5. Creating is the
Highest among the
Thinking Skills.
6. Change in Emphasis in RBT
is placed upon its use as
an authentic tool for
curriculum planning,
instructional delivery and
assessment.
7. Factual Knowledge refers
to the essential facts,
terminology, details or
element students must
know or be familiar with
in order to solve a
problem.
8. The knowledge
dimensions consist of
factual, conceptual,
procedural and meta-
cognitive.
9. Higher order thinking
applies to all subject areas.
There is a link between the
skills, processes and content.
10. Knowledge and prior
experience are not necessary for
higher order thinking. Basic and
higher order skills can be clearly
separated, and they don’t
operate in an integrated manner.
Where do we begin
in seeking to
improve human
thinking?
Lecture-discussion on
“Revised Bloom’s
Taxonomy: Pathway
to Improve Thinking”.
What is Bloom’s Taxonomy?
• Bloom’s Taxonomy is a classification
of thinking organized by levels of
complexity. It gives teachers and
students an opportunity to learn and
practice a range of thinking and
provides a simple structure for many
different kinds of questions.
 Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

Bloom’s Taxonomy (1956)

• A group of cognitive psychologists,
curriculum theorists and instructional
researchers, and testing and assessment
specialists published in 2001 a revision of
Bloom’s Taxonomy with the title 
A Taxonomy for Teaching, Learning, and Ass
essment
. This title draws attention away from the
somewhat static notion of “educational
objectives” (in Bloom’s original title) and
points to a more dynamic conception of
classification.
 What is REVISED BLOOM’S
TAXONOMY?
The Revised Bloom’s Taxonomy
provides the measurement tool for
thinking. The changes in RBT
occur in three broad categories:
• Terminologies
• Structure
• Emphasis
A. Visual Comparison of Two
Taxonomies (Terminology Changes)

Evaluation Creating

Synthesis Evaluating

Analysis Analyzing

Application Applying

Comprehension Understanding

Knowledge Remembering

1956 2001

(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)

 Changes in Terms
• Noun to Verb

• Thinking is an active process therefore

verbs are more accurate
• Knowledge is a product of thinking and
was inappropriate to describe a
category of thinking and was replaced
with the word remembering
 Changes in Terms

• Comprehension became
understanding and synthesis
was renamed creating in order
to better reflect the nature of
the thinking described by each
category.
 1. Remembering
The learner is able to recall, restate and remember
learned information.
– Recognizing
– Listing
– Describing
– Identifying
– Retrieving
– Naming
– Locating
– Finding
  Can you recall information?
 
 Remembering cont’
• List
• Memorize
• Listen
• Relate • Group Recall or
• Show
• Locate
• Choose recognition of
• Distinguish • specific
Recite information
• Give example
• Reproduce • Review
• Quote • Quote
• Repeat
• Label • Record
• Recall • Match Products include:
• Know • Quiz
• Group • Select • Label
• Read • • Definition • List
•
Underline
Write
• Outline • Cite • Fact • Workbook
• Sort • Worksheet • Reproduction
• Test •Vocabulary
 Remembering: Engagement
Activities and Products
• Make a story map showing the main events
of the story.
• Make a time line of your typical day.
• Make a concept map of the topic.
• Write a list of keywords you know about….
• What characters were in the story?
• Make a chart showing…
• Make an acrostic poem about…
• Recite a poem you have learned.
REMEMBERING (Knowledge)
(Shallow processing: drawing our
factual answers, testing recall and
recognition)

• The learner is able to recall,

restate and remember
information.
 Sample Questions for
Remembering
• What is _________________?
• Where is ________________?
• How did it happen ____________?
• Why did __________________?
• When did ________________?
• How would you show ________________?
• Who were the main _________________?
• Which one _________________?
• How is ____________________?
• When did ________________happen?
• How would you explain ___________?
• How would you describe __________?
• Can you recall _______________?
• Can you select _______________?
• Can you list three ______________?
• Who was ______________?
• Questions starting with what,
where, when, why and how
whose answers could be
retrieved, recognized and
recalled from the text or on the
lines of the text read, fall under
remembering.
 2. Understanding
The learner grasps the meaning of information by
interpreting and translating what has been learned.
– Interpreting
– Exemplifying
– Summarizing
– Inferring
– Paraphrasing
– Classifying
– Comparing
– Explaining
  Can you explain ideas or concepts?
 Understanding cont’
• Restate • Describe
• Identify • Report Understanding
• Discuss
• Recognize of given
• Retell information
• Review
• Research
• Observe
• Annotate
• Outline
• Translate
• Give examples of • Account for Products include:
• Paraphrase • Interpret • Recitation • Example
• Reorganize • Give main • Summary • Quiz
• Associate idea • Collection • List
• Estimate • Explanation • Label
• Define • Show and tell • Outline
 Understanding: Engagement
Activities and Products
• Write in your own words…
• Cut out, or draw pictures to illustrate a particular event in the story.
• Report to the class…
• Illustrate what you think the main idea may have been.
• Make a cartoon strip showing the sequence of events in the story.
• Write and perform a play based on the story.
• Write a brief outline to explain this story to someone else
• Explain why the character solved the problem in this particular way
• Write a summary report of the event.
• Prepare a flow chart to illustrate the sequence of events.
• Make a colouring book.
• Paraphrase this chapter in the book.
• Retell in your own words.
• Outline the main points.
 UNDERSTANDING
(Comprehension)
(translating, interpreting and extrapolating)

• The learner grasps the meaning

of information by interpreting and
extrapolating what has been
learned.
 Sample Questions for
Understanding

• State in your own words…

• Which are facts? Opinions?
• What does this means…?
• Is this the same as…?
• Giving an example
• Select the best definition
• Condense this paragraph…
• What would happen if…?
• What part doesn’t fit?
• How would you compare…?
contrast…?
• What is the main idea of…?
• How would you summarize…?
 Questions with what, where,
why and how whose answers
could be taken between the lines
of the text through organizing,
comparing, translating,
interpreting, extrapolating,
classifying, summarizing and
stating main ideas fall under
understanding.
 3. Applying
 The learner makes use of information in a context
different from the one in which it was learned.

– Implementing
– Carrying out
– Using
– Executing
  Can you use the information in another
familiar situation?
 Applying cont’
• Translate • Paint
• Manipulate • Change Using strategies,
• Exhibit • Compute concepts, principles
and theories in new
• Illustrate • Sequence situations
• Calculate • Show
• Interpret • Solve
• Make • Collect
• Practice • Demonstrate Products include:
• Apply • Dramatize • Photograph • Presentation
• Operate • Construct • Illustration • Interview
• Interview • Use • Simulation • Performance
• Adapt • Sculpture • Diary
• Draw • Demonstration • Journal
 Applying: Engagement Activities
and Products
• Construct a model to demonstrate how it looks or works
• Practise a play and perform it for the class
• Make a diorama to illustrate an event
• Write a diary entry
• Make a scrapbook about the area of study.
• Prepare invitations for a character’s birthday party
• Make a topographic map
• Take and display a collection of photographs on a particular topic.
• Make up a puzzle or a game about the topic.
• Write an explanation about this topic for others.
• Dress a doll in national costume.
• Make a clay model…
• Paint a mural using the same materials.
• Continue the story…
 APPLYING
(Knowing when to apply, why to apply and
recognizing patterns of transfer to situation
that are new, unfamiliar or have a new slant
for students)

The learner make use of the

acquired knowledge, facts,
techniques and rules in a
different way.
Sample Questions for Applying
• How would you organize ________ to
show _______?
• How would you show your understanding
of _________?
• What facts would you select to show
what__________?
• What elements would you change
__________?
• What other way would you plan to
________?
• What questions would you ask in an
interview with _________?
• How would you apply what you learned
to develop ________?
• How would you solve ________ using
what you have learned?
 4. Analyzing
The learner breaks learned information into its parts to best
understand that information.
– Comparing
– Organizing
– Deconstructing
– Attributing
– Outlining
– Finding
– Structuring
– Integrating
 
Can you break information into parts to explore
understandings and relationships?
 Analyzing cont’
• Distinguish • Compare
• Question • Contrast
• Appraise • Survey Breaking
• Experiment • Detect information down
• Inspect • into its component
Group
• Examine elements
• • Order
Probe
• Separate • Sequence
• Inquire • Test
• Arrange • Debate
• Investigate • Analyze Products include:
• Sift • Diagram • Graph • Survey
• Research • Relate
• Calculate • Spreadsheet • Database
• Dissect
• Criticize • Categorize • Checklist • Mobile
• Discriminate • Chart • Abstract
• Outline • Report
 Analyzing: Engagement Activities
and Products
• Use a Venn Diagram to show how two topics are the same and different
• Design a questionnaire to gather information.
• Survey classmates to find out what they think about a particular topic. Analyse
the results.
• Make a flow chart to show the critical stages.
• Classify the actions of the characters in the book
• Create a sociogram from the narrative
• Construct a graph to illustrate selected information.
• Make a family tree showing relationships.
• Devise a role play about the study area.
• Write a biography of a person studied.
• Prepare a report about the area of study.
• Conduct an investigation to produce information to support a view.
• Review a work of art in terms of form, color and texture.
• Draw a graph
• Complete a Decision Making Matrix to help you decide which breakfast cereal to
purchase
 ANALYZING
(breaking down into parts, forms)

The learner breaks learned

information into its parts
determining how the parts relate
to interrelate to one another to an
overall structure or purpose
through differentiating, organizing
and attributing.
Sample Questions for Analyzing
• Which statement is relevant?
• What is the conclusion?
• What does the author believe? Assume?
• Make a distinction between _______
• What ideas justify the conclusion?
• Which is the least essential statement?
• What literary form is used?
 5. Evaluating
The learner makes decisions based on in-depth
reflection, criticism and assessment.
– Checking
– Hypothesizing
– Critiquing
– Experimenting
– Judging
– Testing
– Detecting
– Monitoring
  Can you justify a decision or course of action?
 Evaluating cont’
• Judge • Choose
• Rate
• Validate
• Conclude Judging the value of
• Predict • Deduce ideas, materials and
• Assess • Debate methods by developing
• Score • Justify and applying standards
• Revise • and criteria.
Recommend
• Infer •
•
Discriminate
Determine
• Prioritize • Appraise
• Tell why • Value
• Compare • Probe Products include:
• Evaluate • Argue • Debate • Investigation
• Defend • Decide
• • Panel • Verdict
Select •
• Measure
Criticize
• Report • Conclusion
• Rank
• Reject • Evaluation •Persuasive
speech
 Evaluating: Engagement
Activities and Products
• Write a letter to the editor
• Prepare and conduct a debate
• Prepare a list of criteria to judge…
• Write a persuasive speech arguing for/against…
• Make a booklet about five rules you see as important.
Convince others.
• Form a panel to discuss viewpoints on….
• Write a letter to. ..advising on changes needed.
• Write a half-yearly report.
• Prepare a case to present your view about...
• Evaluate the character’s actions in the story
 EVALUATING
(according to some set of criteria
and state why)

The learner makes

decisions based on in-depth
reflection, criticism and
assessment through checking
and critiquing.
Sample Questions for Evaluating
• What fallacies, consistencies,
inconsistencies appear ________?
• Which is more important _________?
• Do you agree ______________?
• What information would you use _______?
• Do you agree with the ______________?
• How would you evaluate __________?
 6. Creating
The learner creates new ideas and information
using what has been previously learned.
– Designing
– Constructing
– Planning
– Producing
– Inventing
– Devising
– Making
 Can you generate new products, ideas, or ways
of viewing things?
 Creating cont’
• Compose
• Assemble • Formulate
• Organize • Improve Putting together ideas
• Invent or elements to develop
• Compile • Act an original idea or
• Forecast engage in creative
•
• Predict thinking.
Devise
• Propose • Produce
• Construct
• Plan • Blend
• Prepare • Set up Products include:
• Develop • Film • Song
• Originate • Devise
• Imagine • Story • Newspaper
•
• Concoct
Generate • Project • Media product
• Compile • Plan • Advertisement
• New game • Painting
 Creating: Engagement Activities
and Products
• Use the SCAMPER strategy to invent a new type of sports shoe
• Invent a machine to do a specific task.
• Design a robot to do your homework.
• Create a new product. Give it a name and plan a marketing campaign.
• Write about your feelings in relation to...
• Write a TV show play, puppet show, role play, song or pantomime about..
• Design a new monetary system
• Develop a menu for a new restaurant using a variety of healthy foods
• Design a record, book or magazine cover for...
• Sell an idea
• Devise a way to...
• Make up a new language and use it in an example
• Write a jingle to advertise a new product.
 CREATING
(combining statement into a pattern not
clearly there before)

The learner creates new ideas and

information using what have been
previously learned.
 Sample Questions for Creating

• Can you design a ______________?

• What possible solution to ________?
• How many ways can you ________?
• Can you create a proposal which
would _________?
B. STRUCTURAL CHANGES
Bloom’s original cognitive taxonomy
was a one-dimensional form consisting of
Factual, Conceptual and Procedural – but
these were never fully understood for use
by the teachers because most of what
educators were given in training consisted
of a simple chart with the listing of levels
and related accompanying verbs.
 LEVELS OF LEARNING
Knowledge/Comprehension
Arrange Explain Match Report
Cite Express Name Restate
Classify Give Order Review
Convert Examples Outline Specify
Copy Identify Recall Summarize
Define Indicate Recite Tell
Describe Label Record Translate
Discuss List Relate Underline
Distinguish Locate Reproduce
 LEVELS OF LEARNING

Application
Apply Draft Infer Produce
Assemble Dramatize Interpret Relate
Calculate Draw Modify Schedule
Change Employ Operate Select
Choose Estimate Practice Show
Compute Explain Predict Sketch
Defend Illustrate Prepare Use
Demonstrate
Discover
 LEVELS OF LEARNING
Problem Solving
Analyze Criticize Inspect Question
Appraise Debate Interpret Rate
Argue Defend Judge Relate
Arrange Differentiate Justify Recognize
Assemble Discriminate Manage Score
Assess Distinguish Modify Select
Categorize Estimate Organize Solve
Compare Evaluate Plan Support
Compose Examine Predict Test
Conclude Formulate Prepare Value
Construct Illustrate Propose Write
Create Infer
 The Revised Bloom’s Taxonomy takes the
form of Two-dimensional table. The Knowledge
Dimension or the kind of knowledge to be
learned and second is the Cognitive Process
Dimension or the process used to learn.

The The Cognitive Process Dimensions

Knowledge Remember Understand- Applying Analyzing Evaluating Creating
Dimensions -ing ing

Factual
Conceptual
Procedural
Metacog-
nitive
• Factual Knowledge
– refers to the essential facts,
terminology, details or
elements student must know
or be familiar with in order to
solve a problem in it.
• Conceptual Knowledge
– is knowledge of classification,
principles, generalizations,
theories, models or structure
pertinent to a particular
disciplinary area.
• Procedural Knowledge
– refers to information or knowledge
that helps students to do something
specific to a discipline subject, area of
study. It also refers to methods of
inquiry, very specific or finite skills,
algorithms, techniques and particulars
• Meta-cognitive Knowledge
– is a strategic or reflective
knowledge about how to go
solving problems, cognitive
tasks to include contextual and
conditional knowledge and
knowledge of self.
C. CHANGE IN EMPHASIS
Emphasis is the third and final
category of changes. It is placed
upon its use as a more “authentic
tool for curriculum planning,
instructional delivery and
assessment”.
• More authentic tool for curriculum
planning, instructional delivery and
assessment.
• Aimed at a broader audience
• Easily applied to all levels of schooling
• The revision emphasizes explanation
and description of subcategories
 Sample Questions
about News Item
• Remember • Describe how Diana
(Conceptual became a recipient of
Knowledge) Bahay Tuluyan’s street
education campaign..

• Understand • How would you explain

(Factual) Diana’s success in being a
street educator?
 Sample Questions about News Item
• Apply • Construct a theory as to why
(Metacog- Diana continued to be a street
nitive) educator in spite of the many
challenges she had to face?

• Compare how Diana and you

• Analyze would react to the challenges
(Procedural she met as she grew up.
Knowledge)
 Sample Questions about News Item
• Evaluate • Predict what will be Diana’s
(Conceptual) life 10 years from now.

• Create • Compose a song, skit,

poem or rap to convey
Diana’s story to the children
of the 21st century.
 BLOOM’S REVISED TAXONOMY
Creating
Generating new ideas, products, or ways of viewing things
Designing, constructing, planning, producing, inventing.
 
Evaluating
Justifying a decision or course of action
Checking, hypothesizing, critiquing, experimenting, judging
 
 Analyzing
Breaking information into parts to explore understandings and relationships
Comparing, organizing, deconstructing, interrogating, finding
 
Applying
Using information in another familiar situation
Implementing, carrying out, using, executing
 
Understanding
Explaining ideas or concepts
Interpreting, summarizing, paraphrasing, classifying, explaining
 
Remembering
Recalling information
Recognizing, listing, describing, retrieving, naming, finding
How does Bloom’s Taxonomy
used in the classroom?
• The goal of an educator’s using Bloom's
taxonomy is to encourage higher-order
thought in their students by building up
from lower-level cognitive skills.
• Behavioral and cognitive learning outcomes
are given to highlight how Bloom's
taxonomy can be incorporated into larger-
scale educational goals or guidelines.
•Based on the presentation, what
information could be deducted?
•In your respective school, how could you
ensure the development of higher order
thinking skills, the critical and creative
thinking skills among learners?
•React on the answers you have given in the
Anticipation Guide before and after the
session.
 REFLECT…

What new insights have you

gained from our session?
What self realizations have
you discovered?
“The new century has brought us
the Revised Bloom’s Taxonomy
which is really new and improved.
Try it out; the author thinks
you will like it better
than a cake”.
“A good teacher makes you
think even when you
don’t want to.”

(Fisher, 1998, Teaching Thinking)

 References:
• Clements, D.; C. Gilliland and P. Holko. (1992). Thinking in Themes: An Approach
Through the Learning Centre. Melbourne: Oxford University Press.

• Crawford, Jean (ed.) (1991). Achieveing Excellence: Units of Work for levels P-8.
Carlton South, Vic.: Education Shop, Ministry of Education and Training, Victoria.

• Crosby, N. and E. Martin. (1981). Don’t Teach! Let Me Learn. Book 3.

Cheltenham, Vic.: Hawker Brownlow.

• Dalton, Joan. (1986). Extending Children’s Special Abilities: Strategies for Primary
Classrooms. Victoria: Department of School Education, Victoria.

• McGrath, Helen & Toni Noble (2001). Seven Ways at Once.

• O’Tuel, Frances S. And Ruth K (1993). Bullard. Developing Higher Order Thinking
in the Content Areas K – 12.