Bloom's Taxonomy

According to Bloom’s Taxonomy, human thinking skills can be broken down into the following six categories.

Knowledge: remembering or recalling appropriate, previously learned information to draw out factual (usually right or wrong) answers. Use words and phrases such as: how many, when, where, list, define, tell, describe, identify, etc., to draw out factual answers, testing students' recall and recognition.

Comprehension: grasping or understanding the meaning of informational materials. Use words such as: describe, explain, estimate, predict, identify, differentiate, etc., to encourage students to translate, interpret, and extrapolate.

Application: applying previously learned information (or knowledge) to new and unfamiliar situations. Use words such as: demonstrate, apply, illustrate, show, solve, examine, classify, experiment, etc., to encourage students to apply knowledge to situations that are new and unfamiliar.

Analysis: breaking down information into parts, or examining (and trying to understand the organizational structure of) information. Use words and phrases such as: what are the differences, analyze, explain, compare, separate, classify, arrange, etc., to encourage students to break information down into parts.

Synthesis: applying prior knowledge and skills to combine elements into a pattern not clearly there before. Use words and phrases such as: combine, rearrange, substitute, create, design, invent, what if, etc., to encourage students to combine elements into a pattern that's new.

 Evaluation: judging or deciding according to some set of criteria, without real right or wrong answers. Use words such as: assess, decide, measure, select, explain, conclude, compare, summarize, etc., to encourage students to make judgements according to a set of criteria.

Bloom in the 21st Century

Bloom's Circle Graphic w/ Products and Activities

Bloom Articles

http://www.uni.edu/stdteach/TWS/BloomRevisedTaxonomy_KeyWords-1-1.pdf

BloomsTaxonomyVerbs.pdf

Applying Bloom's Taxonomy

Beyond bloom

Taxonomy game.ppt
Blooms Questions.pdf   
Bloom quiz.tiff

Krathwohl

Affective Domain, "The taxonomy is ordered according to the principle of internalization. Internalization refers to the process whereby a person's affect toward an object passes from a general awareness level to a point where the affect is 'internalized' and consistently guides or controls the person's behavior (Seels & Glasgow, 1990, p. 28)."

Receiving: Awareness, willingness to hear, selected attention.

Responding: Active participation on the part of the learners. Attends and reacts to a particular phenomenon. Learning outcomes may emphasize compliance in responding, willingness to respond, or satisfaction in responding (motivation).

Valuing: The worth or value a person attaches to a particular object, phenomenon, or behavior. This ranges from simple acceptance to the more complex state of commitment. Valuing is based on the internalization of a set of specified values, while clues to these values are expressed in the learner’s overt behavior and are often identifiable.

Organization: Organizes values into priorities by contrasting different values, resolving conflicts between them, and creating an unique value system. The emphasis is on comparing, relating, and synthesizing values.

Characterization: Has a value system that controls their behavior. The behavior is pervasive, consistent, predictable, and most importantly, characteristic of the learner. Instructional objectives are concerned with the student's general patterns of adjustment (personal, social, emotional).

http://assessment.uconn.edu/docs/LearningTaxonomy_Affective.pdf

Educational Psychology Interactive: Taxonomy of the Affective Domain

Williams

Williams’ Taxonomy of Creative Thinking

Williams’ Taxonomy has eight levels, also arranged in a hierarchy, with certain types of student behavior associated with each level:

- Fluency: generating a great many ideas, related answers or choices.

- Flexibility: changing everyday objects to generate a variety of categories, by taking detours and varying sizes, shapes, quantities, time limits, requirements, objectives or dimensions.

- Originality: seeking new ideas by suggesting unusual twists to change content or coming up with clever responses.

- Elaboration: expanding, enlarging, enriching or embellishing possibilities that build on previous thoughts or ideas.

- Risk Taking: dealing with the unknown by taking chances, experimenting with new ideas or trying new challenges.

- Complexity: creating structure in an unstructured setting or building a logical order in a given situation.

- Curiosity: following a hunch, questioning alternatives, pondering outcomes and wondering about options.

- Imagination: visualizing possibilities, building images in the mind, picturing new objects, reaching beyond the limits of the practical

Williams_Taxonomy_of_creative_thinking.pdf

Williams taxonomy.doc

Williams Quiz.tiff