Facilitating Learning

Bloom’s Taxonomy

of Objectives

Prepared by:Mia Ruth L. BarrogaBSE English 2-1

What is Bloom’s Taxonomy

of Objectives?► Is a classification of learning objectives within education proposed in 1956 by a committee of educators chaired by Benjamin Bloom

► Created in order to promote higher forms of thinking in education, such as analyzing and evaluating, rather than just remembering facts.

►Bloom’s taxonomy divides educational objectives into three types: Cognitive(knowing/head), Affective(Feeling/heart) and Psychomotor(doing/hands)

►Bloom's Taxonomy is considered to be a foundational and essential element within the education community as evidenced in the 1981 survey Significant writings that have influenced the curriculum: 1906-1981, by H.G. Shane and the 1994 yearbook of the National Society for the Study of Education

What is Bloom’s Taxonomy

of Objectives?

Bloom’s Taxonomy of Objectives In

Cognitive Domain

comes in different levels which are knowledge, application, analysis, synthesis and evaluation.

KNOWLEDGE:The students must recall or recognize

information: facts, definitions, memorized rules, generalizations, values and skills.

Verbs/Keyword: Remember RecognizeRecallListStateIdentify

Sample question stems: -Who?-What?-Where?-When?-How?-Who are the…?-What is?

Sample Question: Who wrote the Noli Me Tangere?

COMPREHENSION:The students understand the meaning, translation,

interpolation, and interpretation of instructions and problems. State a problem and information in one's own words.

Verbs/Keyword:InterpretTranslate SummarizeTell

Sample question stems:-What do you think could happened next?-Can you provide a definition for…?-In your own words what is …?

Sample Question: Based from the article, what is the meaning of the peace?

APPLICATION:The students use a concept in a new situation or

unprompted use of an abstraction. Applies what was learned in the classroom into novel situations in the work place.

Verbs/Keyword:ApplyUseShowUse of facts and principlesProblem Solving.

Sample question stems:-How is… related to..? -Would this information be useful if…?-Why is.. Significant …?

Sample Question: In what events of life can you apply this kind of method?

ANALYSIS:The students separate material or concepts into

component parts so that its organizational structure may be understood, distinguish between facts and inferences.Verbs/Keyword:Analyze SeparateDistinguish, Subdivide DiscriminatePoint outCompare

Sample question stems:-Can you distinguish between…? -Classify … according to … -Make an outline for … -How does …compare/contrast with..?-What are the parts or features of …? Sample Question: What are the

comparisons of these two things?

SYNTHESIS:The students build a structure or pattern from

diverse elements. Put parts together to form a whole, with emphasis on creating a new meaning or structure. Creating a unique or original product or proposing alternative solutions.

Verbs/Keyword:CombineCompose ConstructReviseSynthesizeDesignPlan

Sample question stems:-How many ways can you ….? -What might happen if you combine…?-Can you write a new…?

Sample Question: By combining the problems you gathered, can you give a possible solutions to the problem?

EVALUATION: The students make judgments about the value of

ideas or materials. Development of opinions or decisions.Verbs/Keyword:CriticizeDefendAssessJustifyJudgeEvaluate

Sample question stems:Can you defend your …? What is the most important…?Do you agree…?What do you think about…?

Sample Question: Do you think Mrs. Janet Lim-Napoles can be used as state witness? Why or why not?

From Bloom, et al., 1956 – As teachers we tend

to ask questions in the "knowledge" category 80% to 90% of the time. These questions are not bad, but using them all the time is. Try to utilize higher order level of questions. These questions require much more "brain power" and a more extensive and elaborate answer.

Thank You for Listening