The Revised Bloom’s Taxonomy: The Revised Bloom’s Taxonomy: What is it and why is it important? What is it and why is it important?

Lorin W. AndersonLorin W. Anderson

Purveyor of Common SensePurveyor of Common Sense

[andregroup@sc.rr.com][andregroup@sc.rr.com]

A FUNDAMENTAL TRUTHA FUNDAMENTAL TRUTHWe don’t see the world as it is; we see We don’t see the world as it is; we see

the world through the lens through the world through the lens through which we look at it.which we look at it.

Unfortunately, many people believe that Unfortunately, many people believe that everyone sees the world they way they do. everyone sees the world they way they do. To reinforce this belief they form “tribes” that To reinforce this belief they form “tribes” that include those who see things the way they include those who see things the way they do and exclude those who do not. do and exclude those who do not.

The proliferation of these tribes has led to a The proliferation of these tribes has led to a serious problem in education. serious problem in education. http://www.youtube.com/watch?v=AShBoF1http://www.youtube.com/watch?v=AShBoF1FPSEFPSE

From 1949 until 1956, Benjamin Bloom and From 1949 until 1956, Benjamin Bloom and a host of educators worked together to a host of educators worked together to develop a common lens that allowed develop a common lens that allowed educators to see the world in the same way educators to see the world in the same way and provided a common language to talk and provided a common language to talk about problems and ways of solving them. about problems and ways of solving them. This lens was referred to as a taxonomy … This lens was referred to as a taxonomy … a taxonomy of educational objectives.a taxonomy of educational objectives.

Bloom had great hopes for the Bloom had great hopes for the Taxonomy. He believed it “could do Taxonomy. He believed it “could do much to bring much to bring order out of chaosorder out of chaos in the in the field of education.” Specifically, it field of education.” Specifically, it could provide a could provide a conceptual frameworkconceptual framework around which descriptions of around which descriptions of educational programs could be educational programs could be oriented and it could furnish the oriented and it could furnish the scheme needed for helping teachers scheme needed for helping teachers see the see the varied possibilities of varied possibilities of educationeducation..

But why objectives?But why objectives?

“Would you tell me please, which way I ought to go from here?" asked Alice.

"That depends a great deal on where you want to go to," said the Cat.

"I don't much care, where," said Alice.

"Then it doesn't matter which way you go," said the Cat. “You’re bound to get somewhere.”

Objectives Give Purpose to What Objectives Give Purpose to What We Do!!!We Do!!!

If you play a new board game or a video If you play a new board game or a video game, one of the first things you want to game, one of the first things you want to know is, “What is the object of the game?” know is, “What is the object of the game?” Without an object, people can still shake Without an object, people can still shake dice, spin spinners, and move markers, dice, spin spinners, and move markers, but they don’t know how, when, or why? but they don’t know how, when, or why?

Without objectives, much of what happens Without objectives, much of what happens in schools and classroom is aimless. It in schools and classroom is aimless. It should not be surprising that students can should not be surprising that students can tell you what they DID in school, but when tell you what they DID in school, but when asked what they LEARNED in school, their asked what they LEARNED in school, their response is most often “Nothing.”response is most often “Nothing.”

Task 1Task 1

Think of a hobby. Examples include Think of a hobby. Examples include collectibles, cross stitch, music, and collectibles, cross stitch, music, and golf.golf.

Now, suppose you wanted to teach Now, suppose you wanted to teach someone something about your someone something about your hobby. What would it be? That is, hobby. What would it be? That is, what would you want that person to what would you want that person to learn? Write it down in this form: “I learn? Write it down in this form: “I want the person to learn _______ “.want the person to learn _______ “.

The Common Format of ObjectivesThe Common Format of Objectives

Subject Verb Object

S V O

The SUBJECT of the Sentence is the The SUBJECT of the Sentence is the LearnerLearner

In elementary schools, teachers In elementary schools, teachers typically write “The learner will” or typically write “The learner will” or “TLW.”“TLW.”

By high school, teachers typically By high school, teachers typically write “The learner should.” write “The learner should.”

By college, teachers typically write By college, teachers typically write “The learner might.”“The learner might.”

Objectives, Standards, and Changes in Objectives, Standards, and Changes in FormatFormat

Standards are simply mandated Standards are simply mandated objectives. That is, they are objectives. That is, they are objectives others think are important objectives others think are important whether you do or not.whether you do or not.

Often, in statements of standards, Often, in statements of standards, the subject is understood (like a the subject is understood (like a command). The statements then command). The statements then begin with the verb (e.g., “Locate begin with the verb (e.g., “Locate continents on a world map).continents on a world map).

'When 'When II use a word,' Humpty Dumpty said, in use a word,' Humpty Dumpty said, in a rather scornful tone,' it means just what I a rather scornful tone,' it means just what I choose it to mean, neither more nor less.' choose it to mean, neither more nor less.'

'The question is,' said Alice, 'whether you 'The question is,' said Alice, 'whether you cancan make words mean so many different things.' make words mean so many different things.'

'The question is,' said Humpty Dumpty, 'The question is,' said Humpty Dumpty, 'which is to be master – the words or me. 'which is to be master – the words or me. That's all.' That's all.'

Alice was too much puzzled to say anything; Alice was too much puzzled to say anything; so after a minute Humpty Dumpty began so after a minute Humpty Dumpty began again. 'They've a temper, some of them - again. 'They've a temper, some of them - particularly verbs: they're the proudest. particularly verbs: they're the proudest.

Task 2Task 2

Let’s begin a list of the verbs you’ve Let’s begin a list of the verbs you’ve included in your objective.included in your objective.– Verb 1Verb 1– Verb 2Verb 2

Those Pesky Verbs: A Heinz List from Those Pesky Verbs: A Heinz List from Mathematics’ StandardsMathematics’ Standards

AddAdd AnalyzeAnalyze ApplyApply ApproximateApproximate BuildBuild ClassifyClassify CollectCollect CommunicateCommunicate CompareCompare ComputeCompute

Connect Connect ConsolidateConsolidate ConstructConstruct ContrastContrast ConvertConvert CreateCreate DescribeDescribe DetermineDetermine DevelopDevelop DisplayDisplay

A Few More VerbsA Few More Verbs DivideDivide DrawDraw EstimateEstimate ExamineExamine ExplainExplain ExtendExtend EvaluateEvaluate FindFind FormulateFormulate GraphGraph

IdentifyIdentify InterpretInterpret InvestigateInvestigate JustifyJustify LabelLabel ListList LocateLocate MakeMake ModelModel MonitorMonitor

And they keep on comin’And they keep on comin’ MultiplyMultiply OrderOrder OrganizeOrganize PlotPlot ProduceProduce RecognizeRecognize ReflectReflect SelectSelect ShowShow Simplify Simplify

SolveSolve StateState SubtractSubtract TranslateTranslate UnderstandUnderstand UseUse Write Write

Borrowing from Bloom and his colleagues, Borrowing from Bloom and his colleagues, the RBT contains six categories of verbs in the RBT contains six categories of verbs in

terms of learning processesterms of learning processes

RememberRemember UnderstandUnderstand ApplyApply AnalyzeAnalyze EvaluateEvaluate CreateCreate

Task 3Task 3

Look at your verb and see if you can Look at your verb and see if you can determine into which category it falls.determine into which category it falls.

Again, the categories are:Again, the categories are:– RememberRemember– UnderstandUnderstand– ApplyApply– AnalyzeAnalyze– EvaluateEvaluate– CreateCreate

Categories and Cognitive ProcessesCategories and Cognitive Processes

Each of the categories contain two or more Each of the categories contain two or more specific cognitive processes.specific cognitive processes.

For all six categories, there are a total of For all six categories, there are a total of 19 cognitive processes.19 cognitive processes.

Let’s look at the categories and cognitive Let’s look at the categories and cognitive processes more closely.processes more closely.

RememberRemember Retrieve relevant Retrieve relevant

knowledge from long knowledge from long term memoryterm memory

– RecognizingRecognizing– RecallingRecalling

UnderstandUnderstand• Construct meaning from instructional Construct meaning from instructional

messages, including oral, written and messages, including oral, written and graphic communication.graphic communication.

– InterpretingInterpreting– ExemplifyingExemplifying– ClassifyingClassifying– SummarizingSummarizing– InferringInferring– ComparingComparing– ExplainingExplaining

ApplyApply

  Carry out or use a Carry out or use a procedure in a procedure in a given situation.given situation.

– ExecutingExecuting– ImplementingImplementing

AnalyzeAnalyze Break material into its constituent Break material into its constituent

parts and determine how the parts parts and determine how the parts relate to one another and to an relate to one another and to an overall structure or purposeoverall structure or purpose..

– DifferentiatingDifferentiating– OrganizingOrganizing– AttributingAttributing

EvaluateEvaluate MMake judgments ake judgments

based on criteria based on criteria and standardsand standards

– CheckingChecking– CritiquingCritiquing

CreateCreate Put elements together to form a Put elements together to form a

coherent or functional whole; coherent or functional whole; reorganize elements into a new reorganize elements into a new pattern or structurepattern or structure

– GeneratingGenerating– PlanningPlanning– ProducingProducing

That takes care of the V of the That takes care of the V of the SVO. So what about the O – the SVO. So what about the O – the

objects of the statements of objects of the statements of objectives? objectives?

Task 4Task 4

Generally, the material included in the Generally, the material included in the object of the sentence (O) describes the object of the sentence (O) describes the content.content.

Let’s look at some of your objectives and Let’s look at some of your objectives and see what content is included.see what content is included.– Example 1Example 1– Example 2Example 2

When you examine the contentWhen you examine the content

You generally focus on the differences. You generally focus on the differences. Different hobbies require different content. Different hobbies require different content. Similarly, difference subjects or academic Similarly, difference subjects or academic disciplines are built around different disciplines are built around different content.content.

As was true of the verbs (cognitive As was true of the verbs (cognitive processes) to come up with a taxonomy processes) to come up with a taxonomy for the content, we need to establish for the content, we need to establish categories. categories.

In order to form categories we In order to form categories we need to shift from CONTENT to need to shift from CONTENT to KNOWLEDGE. While content is KNOWLEDGE. While content is subject-specific, certain types subject-specific, certain types of knowledge cut across of knowledge cut across subjects. subjects.

What is the major difference between What is the major difference between content and knowledge?content and knowledge?

Content exists Content exists outside the studentoutside the student. A . A major problem, then, is how to get the major problem, then, is how to get the content content inside the studentinside the student. When content . When content gets inside the student, it becomes gets inside the student, it becomes knowledge. This transformation of knowledge. This transformation of content to knowledge takes place content to knowledge takes place through the cognitive processes used by through the cognitive processes used by the student.the student.

There are four major types of There are four major types of knowledge!knowledge!

Factual Factual Conceptual Conceptual Procedural Procedural Metacognitive Metacognitive

Before we consider each in some Before we consider each in some detail, let’s look at a very familiar detail, let’s look at a very familiar

example … a recipe.example … a recipe.

HOT ARTICHOKE DIP (Serves 10 to 14)

2 14-oz cans artichoke hearts

16 oz. mayonnaise

1 c. grated Parmesan cheese

Garlic salt (optional)

====================================

1. Drain artichoke hearts.

2. Mash artichokes with fork.

3. Mix with mayonnaise, cheese, and garlic salt.

4. Bake at 350 degrees for 15 minutes or until cheese is melted.

5. Serve with crackers or party rye.

Notice that:Notice that:

artichoke hearts, mayonnaise, artichoke hearts, mayonnaise, cheese and garlic salt (the cheese and garlic salt (the contentcontent of of the recipe) appear twice.the recipe) appear twice.

At the top of the recipe they appear At the top of the recipe they appear as ingredients. You must have these as ingredients. You must have these ingredients before you begin. That’s ingredients before you begin. That’s a a factfact!!

The next time you see them, they The next time you see them, they are part of a sequence of steps. The are part of a sequence of steps. The sequence of steps is called a sequence of steps is called a procedureprocedure and tells you what to do and tells you what to do with the ingredients in what order.with the ingredients in what order.

If you see each of the ingredients as parts If you see each of the ingredients as parts of categories or classifications, you are of categories or classifications, you are working with working with conceptual knowledgeconceptual knowledge. . Concepts, psychologically speaking, are Concepts, psychologically speaking, are mental or cognitive categories. mental or cognitive categories. Understanding Parmesan cheese Understanding Parmesan cheese conceptually means seeing Parmesan conceptually means seeing Parmesan cheese in relation to other types of cheese in relation to other types of cheeses.cheeses.

Finally, metacognitive knowledge is your Finally, metacognitive knowledge is your unique knowledge of the recipe based on unique knowledge of the recipe based on your experience. Metacognitive your experience. Metacognitive knowledge enables you to decide whether knowledge enables you to decide whether to add the garlic salt or not.to add the garlic salt or not.

Factual KnowledgeFactual Knowledge The basic elements The basic elements

students must students must know to be know to be acquainted with a acquainted with a discipline or solve discipline or solve problems in it.problems in it.– Knowledge of Knowledge of

terminologyterminology– Knowledge of Knowledge of

specific details and specific details and elementselements

Conceptual KnowledgeConceptual Knowledge The interrelationships The interrelationships

among the basic elements among the basic elements within a larger structure within a larger structure that enable them to that enable them to function together.function together.

– Knowledge of classifications Knowledge of classifications and categoriesand categories

– Knowledge of principles and Knowledge of principles and generalizationsgeneralizations

– Knowledge of theories, Knowledge of theories, models and structuresmodels and structures

Procedural KnowledgeProcedural Knowledge How to do something, How to do something,

methods of inquiry and methods of inquiry and criteria for using skills, criteria for using skills, algorithms, techniques algorithms, techniques and methods.and methods.– Knowledge of subject-specific Knowledge of subject-specific

skills and algorithmsskills and algorithms– Knowledge of subject-specific Knowledge of subject-specific

techniques and methodstechniques and methods– Knowledge of criteria for Knowledge of criteria for

determining when to use determining when to use appropriate proceduresappropriate procedures

MetacognitiveMetacognitive KnowledgeKnowledge Knowledge of cognition in general as Knowledge of cognition in general as

well as awareness and knowledge or well as awareness and knowledge or one’s own cognition.one’s own cognition.– Strategic knowledgeStrategic knowledge– Knowledge about cognitive tasks, Knowledge about cognitive tasks,

including appropriate contextual and including appropriate contextual and conditional knowledgeconditional knowledge

– Self-knowledgeSelf-knowledgeHow did I get that answer?

Task 5Task 5

What type of knowledge is most What type of knowledge is most appropriate for your objective in light of appropriate for your objective in light of your content and your verb (cognitive your content and your verb (cognitive process)?process)?

When you combine the cognitive When you combine the cognitive process dimension with the process dimension with the knowledge dimension you get a knowledge dimension you get a two-dimensional table that we two-dimensional table that we call the Taxonomy Table.call the Taxonomy Table.

THE TAXONOMY TABLE

D. D.

MetacognitiveMetacognitive

KnowledgeKnowledge

C. ProceduralC. Procedural

KnowledgeKnowledge

B. Conceptual B. Conceptual KnowledgeKnowledge

A. Factual A. Factual KnowledgeKnowledge

1. REMEMBERRecognizing

Recalling

2.UNDERSTAND

InterpretingExemplifyingClassifying

SummarizingInferring

ComparingExplaining

3.APPLY

ExecutingImplementing

4.ANALYZE

DifferentiatingOrganizingAttributing

5.EVALUATECheckingCritiquing

6.CREATE

GeneratingPlanning

Producing

For ease of reference, we use letter-For ease of reference, we use letter-number combinations to refer to number combinations to refer to cells of the Taxonomy Table.cells of the Taxonomy Table.

THE TAXONOMY TABLE

D6D6 D5D5 D4D4 D3D3 D2D2 D1D1D. D.

MetacognitiveMetacognitive

KnowledgeKnowledge

C6C6 C5C5 C4C4 C3C3 C2C2 C1C1C. ProceduralC. Procedural

KnowledgeKnowledge

B6B6 B5B5 B4B4 B3B3 B2B2 B1B1B. Conceptual B. Conceptual KnowledgeKnowledge

A6A6 A5A5 A4A4 A3A3 A2A2 A1 A1 A. Factual A. Factual KnowledgeKnowledge

1. REMEMBERRecognizing

Recalling

2.UNDERSTAND

InterpretingExemplifyingClassifying

SummarizingInferring

ComparingExplaining

3.APPLY

ExecutingImplementing

4.ANALYZE

DifferentiatingOrganizingAttributing

5.EVALUATECheckingCritiquing

6.CREATE

GeneratingPlanning

Producing

So, how does it work?So, how does it work?

Consider this objective.Consider this objective.

The student will learn to apply the reduce-reuse-recycle approach to conservation.

 Remember Understand Apply Analyze Evaluate Create

Factual            

Conceptual        

Procedural   x

 

Meta-Cognitive

     

This objective would be placed in cell C3.

The student will learn to apply the reduce-reuse-recycle approach to conservation.

OBJECTthe reduce-reuse-recycle approach to conservation.

VERBapply

Task 6Task 6

Into which cell of the Taxonomy Table Into which cell of the Taxonomy Table would your object fit and why?would your object fit and why?

So let us return to the two questions So let us return to the two questions with which we began this slide showwith which we began this slide show

What is the Revised Blooms’ Taxonomy?What is the Revised Blooms’ Taxonomy?Why is it important?Why is it important?

What is the RBT?What is the RBT?

The RBT is a The RBT is a common lenscommon lens that allows that allows educators to work together to solve educators to work together to solve problems and make informed decisions. problems and make informed decisions.

The RBT is a conceptual framework that The RBT is a conceptual framework that enables educators to move beyond what is enables educators to move beyond what is likelylikely to what is to what is possiblepossible..

Why is the RBT important?Why is the RBT important?

The RBT permits educators to better The RBT permits educators to better understand the objectives given to them understand the objectives given to them by the “powers that be.” These objectives by the “powers that be.” These objectives are called standards. are called standards.

The RBT permits educators to explore and The RBT permits educators to explore and improve the alignment of objectives, improve the alignment of objectives, instruction, and assessment. instruction, and assessment.