Understanding Bloom’s Taxonomy (with examples)

Bloom’s Taxonomy is a framework that was first developed in the mid-20th century to categorize educational objectives and foster deeper learning experiences. It was created by Benjamin Bloom and a team of educational psychologists in 1956, with the goal of promoting higher forms of thinking in education, such as analyzing and evaluating concepts, processes, procedures, and principles, rather than just remembering facts (rote learning).

The Original Taxonomy

The original Bloom’s Taxonomy consisted of six major categories of cognitive processes, arranged from the simplest to the most complex:

1. Knowledge: Recalling data or information.
2. Comprehension: Understanding the meaning of what is known.
3. Application: Using a concept in a new situation or unprompted use of an abstraction.
4. Analysis: Separating material or concepts into component parts so that its organizational structure may be understood.
5. Synthesis: Building a structure or pattern from diverse elements; it also refers to the act of creating something new.
6. Evaluation: Making judgments about the value of ideas or materials.

The Revised Taxonomy

In 2001, Bloom’s Taxonomy was revised by a group of cognitive psychologists, curriculum theorists, instructional researchers, and testing and assessment specialists. This revision aimed to update the taxonomy to reflect a more active form of thinking and is often referred to as Bloom’s Revised Taxonomy. It consists of the following six categories, which are now described as verbs rather than nouns to reflect the dynamic nature of learning:

1. Remembering: Retrieving, recognizing, and recalling relevant knowledge from long-term memory.
2. Understanding: Constructing meaning from oral, written, and graphic messages.
3. Applying: Carrying out or using a procedure through executing, or implementing.
4. Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose.
5. Evaluating: Making judgments based on criteria and standards through checking and critiquing.
6. Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure.

The purpose of Bloom’s Taxonomy is multifaceted. It serves as a guide for educators to develop teaching strategies, curriculum, and assessments that foster critical thinking and student engagement. By categorizing learning objectives, educators can create a balanced curriculum that addresses all levels of cognitive learning from basic knowledge recall to complex analysis and creation.

Who was Benjamin Bloom?

Benjamin Bloom, an American educational psychologist, led the development of Bloom’s Taxonomy, a framework for categorizing educational goals, which has been widely adopted in education since its introduction. His academic work focused on educational research and evaluation, and he was deeply involved in the development of theories related to learning objectives and outcomes.

The development of Bloom’s Taxonomy was a collaborative effort that began in the 1940s and culminated in the publication of the “Taxonomy of Educational Objectives: The Classification of Educational Goals, Handbook I: Cognitive Domain” in 1956. This work was part of a larger project aimed at improving the quality and efficiency of educational assessment and instruction.

Why Was the Taxonomy Created?

The motivation behind the development of Bloom’s Taxonomy stemmed from several needs and challenges in the educational sector:

1. Standardizing Educational Objectives: There was a need for a common language and framework that educators could use to discuss and align on the objectives of education across different subjects and levels.
2. Improving Assessment Methods: Bloom and his colleagues sought to develop a tool that could assist in creating more effective and comprehensive assessment methods, moving beyond mere recall of information to include higher-order thinking skills.
3. Enhancing Educational Planning and Curriculum Development: The taxonomy was intended to help educators plan curricula and instructional strategies that cater to a range of cognitive processes, from basic knowledge recall to complex analysis and evaluation.
4. Facilitating Research and Evaluation: By providing a structured framework, Bloom’s Taxonomy aimed to facilitate educational research and evaluation, enabling a better understanding of learning outcomes and instructional effectiveness.

Bloom’s Taxonomy Example Use Cases

Bloom’s Taxonomy is widely used across various educational sectors and disciplines to structure learning objectives, assessments, and activities in a way that encourages higher-order thinking. Whether designing lesson plans, setting examination questions, or creating interactive learning activities, educators utilize Bloom’s Taxonomy to enhance educational outcomes and promote deeper learning experiences. Here are a few examples:

Example 1: Teaching Photosynthesis in High School Biology Using Bloom’s Taxonomy

An educator teaching high school biology aims to create a comprehensive unit on photosynthesis that not only covers factual knowledge but also encourages deep understanding, application, and critical thinking about the process and its importance to life on Earth. To achieve this, the educator decides to use Bloom’s Taxonomy as a guide for structuring lesson plans, activities, and assessments throughout the unit.

Step-by-Step Implementation

1. Remembering: The educator starts the unit by introducing the concept of photosynthesis, ensuring students can recall basic facts, such as the formula for photosynthesis, the parts of the plant involved, and the inputs and outputs of the process. Activity: A quiz using flashcards to match terms with their definitions.
2. Understanding: Next, the educator helps students understand the steps of photosynthesis and how it contributes to the Earth’s ecosystems. Activity: Students watch an animated video of the photosynthesis process and then summarize the steps and its importance in their own words.
3. Applying: The educator sets up a lab experiment where students apply their knowledge by observing photosynthesis in action using water plants, light, and carbon dioxide. Activity: Students measure oxygen production to see how light intensity affects the rate of photosynthesis.
4. Analyzing: Students are asked to analyze the data collected from the experiment, identifying patterns and considering how different variables affect photosynthesis. Activity: Working in groups, students create graphs of their data and discuss the implications of their findings for understanding plant growth.
5. Evaluating: The educator encourages students to evaluate the significance of photosynthesis in broader ecological and global contexts. Activity: A debate on the role of photosynthesis in climate change mitigation, where students assess different strategies for increasing photosynthetic efficiency in crops.
6. Creating: Finally, students demonstrate their comprehensive understanding by creating a project that synthesizes their knowledge. Activity: Students design a digital poster or a presentation that explains photosynthesis, its ecological importance, and proposes a solution to enhance carbon capture through photosynthesis, integrating their understanding and analysis.

Through this approach, the educator systematically guides students through the cognitive processes outlined in Bloom’s Taxonomy, from foundational knowledge to complex application and creation. By the end of the unit, students have not only memorized facts about photosynthesis but have also engaged in critical thinking, applied their knowledge in real-world contexts, analyzed data, evaluated ecological implications, and created original content that demonstrates a deep understanding of the topic.

This methodical approach using Bloom’s Taxonomy ensures that learning objectives are met across a spectrum of cognitive levels, promoting deeper engagement with the material and preparing students for advanced studies in biology and related fields.

Example 2: Teaching Shakespeare’s “Macbeth” in High School English Using Bloom’s Taxonomy

An English educator aims to explore Shakespeare’s “Macbeth” with high school students, not just as a work of literature but as a complex narrative that offers insights into human nature, power, and morality. To deeply engage students and encourage critical thinking, the educator plans to structure the unit around Bloom’s Taxonomy, ensuring activities and assessments promote a progressive understanding and engagement with the text.

Step-by-Step Implementation

1. Remembering: The unit begins with students familiarizing themselves with the plot, characters, and setting of “Macbeth.” Activity: A quiz game to match quotes with characters and key plot events with their descriptions.
2. Understanding: Students move on to interpreting the themes and motives behind characters’ actions. Activity: Group discussions where students paraphrase soliloquies to unveil characters’ underlying motivations and emotional states.
3. Applying: The educator encourages students to apply themes from “Macbeth” to modern contexts, such as ambition and ethical leadership. Activity: Writing a short essay on how the theme of ambition in “Macbeth” can be seen in contemporary political or business leaders.
4. Analyzing: Students analyze the development of Macbeth’s character and the play’s structure. Activity: Creating a character development chart that tracks Macbeth’s journey from a noble hero to a tyrant, discussing how Shakespeare uses this transformation to advance the plot and develop themes.
5. Evaluating: The class evaluates different interpretations of “Macbeth,” including various stage and film adaptations. Activity: Students watch clips from different adaptations and critique the directors’ interpretations of key scenes, defending their opinions in a class discussion.
6. Creating: For the culminating project, students integrate their analysis and interpretations to create an original piece of work related to “Macbeth.” Activity: Students write and perform a modern scene inspired by “Macbeth,” or create a digital storytelling project that reimagines “Macbeth” in a contemporary setting, incorporating their understanding of the play’s themes and characters.

This structured approach ensures students not only read and understand “Macbeth” but also engage deeply with its themes, characters, and Shakespeare’s language. By progressing through Bloom’s Taxonomy, students move from basic recall of the play’s elements to complex analysis and creative expression, demonstrating a sophisticated understanding of the text.

This methodology encourages students to see “Macbeth” not as an isolated academic exercise but as a living, relevant work that continues to resonate. By the end of the unit, students have not only developed a deep appreciation for Shakespeare’s craft but also honed their analytical, critical thinking, and creative skills, preparing them for further studies in literature and beyond.

Example 3: Teaching Basic Math Concepts in Elementary School Using Bloom’s Taxonomy

A third-grade teacher aims to teach basic math concepts, focusing on addition and subtraction within 100. Recognizing the importance of building a strong foundation in math while encouraging higher-order thinking skills, the educator plans to use Bloom’s Taxonomy to structure a series of lessons and activities. This approach is designed to move students from simple understanding and application of addition and subtraction to more complex problem-solving and creative thinking.

Step-by-Step Implementation

1. Remembering: The unit begins with activities designed to ensure students can recall basic addition and subtraction facts. Activity: Flashcard games where students quickly say the answers to simple addition and subtraction problems.
2. Understanding: Next, the educator helps students understand the concepts behind addition and subtraction, such as the idea of ‘putting together’ and ‘taking away.’ Activity: Using manipulatives like blocks or beads, students physically group and separate items to visualize the math operations.
3. Applying: Students apply their knowledge to solve practical addition and subtraction problems. Activity: Real-life scenarios are given, such as having a certain number of apples, then adding or removing some, and students calculate the new total.
4. Analyzing: The teacher introduces word problems that require students to analyze information before applying addition or subtraction. Activity: Small group work where students read story problems, identify whether to add or subtract, and explain their reasoning before solving.
5. Evaluating: Students evaluate the effectiveness of different strategies for solving addition and subtraction problems. Activity: Comparing methods (e.g., using fingers, counting blocks, mental math) in a class discussion and discussing which strategies work best in different scenarios.
6. Creating: For the culminating activity, students create their own word problems involving addition and subtraction, encouraging them to integrate their understanding creatively. Activity: Students write their own story problems, swap with a partner to solve, and then present both the problem and solution to the class.

Through this approach, third-grade students not only learn to perform addition and subtraction but also understand the concepts behind these operations, apply them in various contexts, analyze and evaluate different solving strategies, and creatively construct their own problems. This method ensures a deep and lasting understanding of basic math concepts, fostering not just mathematical competence but also critical thinking and problem-solving skills from an early age.

Example 4: Teaching the Water Cycle in Middle School Science Using Bloom’s Taxonomy

A middle school science teacher aims to teach the water cycle, emphasizing not only the memorization of its stages but also understanding its ecological significance and the impact of human activities on water resources. To achieve this, the teacher plans to use Bloom’s Taxonomy to structure lessons and activities, guiding students from basic knowledge acquisition to critical thinking and creative application.

Step-by-Step Implementation

1. Remembering: The unit starts with students learning the vocabulary and stages of the water cycle (evaporation, condensation, precipitation, collection). Activity: A labeling exercise on diagrams of the water cycle, and flashcards to match terms with their definitions.
2. Understanding: Students then explore the mechanisms behind each stage of the water cycle and its importance to Earth’s ecosystems. Activity: Watching an animated video of the water cycle followed by a discussion on how each stage contributes to the distribution of water on Earth.
3. Applying: The teacher sets up experiments to demonstrate evaporation and condensation, helping students apply what they’ve learned about the water cycle in a controlled environment. Activity: Small groups conduct experiments using warm water, ice, and cups to observe condensation and discuss the role of temperature in the water cycle.
4. Analyzing: Students analyze the impact of various factors, such as climate change and pollution, on the water cycle. Activity: Research and presentation on how human activities affect the water cycle, using case studies or local examples.
5. Evaluating: The class evaluates the significance of conserving water resources and the role of sustainable practices. Activity: A debate or role-play on water conservation strategies, where students assess the effectiveness of different conservation methods.
6. Creating: For their final project, students create a campaign or a model that demonstrates their understanding of the water cycle and promotes water conservation. Activity: Designing a brochure, digital presentation, or a 3D model that educates others about the water cycle and suggests practical water conservation tips.

Through this approach, middle school students gain a deep understanding of the water cycle, not just as a series of stages, but as a critical system that sustains life on Earth. By progressing through the levels of Bloom’s Taxonomy, students move from memorizing facts to applying knowledge in experiments, analyzing the impact of human activity on the water cycle, evaluating conservation strategies, and creatively promoting water conservation.

Other Areas where Bloom’s Taxonomy can be used to teach.

Bloom’s Taxonomy, with its structured approach to learning, is a versatile framework that can be applied across a wide range of educational levels and settings, beyond the traditional K-12 and university classrooms. Its application is not confined to academic subjects alone but extends to corporate training, adult education, and various non-traditional learning environments. Here’s how Bloom’s Taxonomy can be utilized across different areas and contexts:

Corporate or Job Training

In corporate training and professional development contexts, Bloom’s Taxonomy helps in designing training programs that move beyond mere knowledge transfer to fostering critical thinking, problem-solving, and decision-making skills among employees. For instance, a training program for new managers might use Bloom’s levels to:

• Remembering and Understanding: Learn and comprehend leadership concepts.
• Applying: Practice decision-making in simulated scenarios.
• Analyzing: Evaluate different leadership styles and their impacts on team dynamics.
• Evaluating: Critique real-world case studies of management decisions.
• Creating: Develop a personalized leadership approach or a project management plan.

Adult Education

In adult education, especially for learners returning to education after a significant break or pursuing education later in life, Bloom’s Taxonomy aids in structuring courses that accommodate diverse learning backgrounds. It can help design curricula that build foundational knowledge before advancing to more complex skills, such as in a digital literacy course for adults:

• Remembering: Identify different types of digital devices and their basic functions.
• Understanding: Discuss the purpose and use of various applications.
• Applying: Use software applications to complete specific tasks.
• Analyzing: Compare the effectiveness of different digital tools for various tasks.
• Evaluating: Assess the credibility of online sources.
• Creating: Design a digital portfolio or personal blog.

Non-Traditional Learning Environments

Bloom’s Taxonomy can be creatively applied in non-traditional learning environments such as museums, libraries, and community centers, where informal learning takes place. For example, a museum educational program might be designed around Bloom’s Taxonomy to:

• Remembering: Recall facts about an exhibit.
• Understanding: Explain the historical significance of artifacts.
• Applying: Participate in interactive activities that simulate historical events.
• Analyzing: Analyze the impact of historical events on contemporary society.
• Evaluating: Debate the ethics of decisions made by historical figures.
• Creating: Produce a multimedia presentation or a piece of art inspired by the exhibit.

Game-Based Learning and Edutainment

In game-based learning and educational entertainment (edutainment), Bloom’s Taxonomy can guide the creation of content that educates while it entertains, ensuring that players or viewers are engaged at various cognitive levels. Educational games can be designed to:

• Teach facts and concepts (remembering and understanding).
• Solve puzzles or challenges (applying and analyzing).
• Make strategic decisions (evaluating).
• Design new game levels or elements (creating).