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Bloom’s taxonomy.

Background Information | The Original Taxonomy | The Revised Taxonomy | Why Use Bloom’s Taxonomy? | Further Information

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Background Information

In 1956, Benjamin Bloom with collaborators Max Englehart, Edward Furst, Walter Hill, and David Krathwohl published a framework for categorizing educational goals: Taxonomy of Educational Objectives . Familiarly known as Bloom’s Taxonomy , this framework has been applied by generations of K-12 teachers and college instructors in their teaching.

The framework elaborated by Bloom and his collaborators consisted of six major categories: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. The categories after Knowledge were presented as “skills and abilities,” with the understanding that knowledge was the necessary precondition for putting these skills and abilities into practice.

While each category contained subcategories, all lying along a continuum from simple to complex and concrete to abstract, the taxonomy is popularly remembered according to the six main categories.

The Original Taxonomy (1956)

Here are the authors’ brief explanations of these main categories in from the appendix of Taxonomy of Educational Objectives ( Handbook One , pp. 201-207):

• Knowledge “involves the recall of specifics and universals, the recall of methods and processes, or the recall of a pattern, structure, or setting.”
• Comprehension “refers to a type of understanding or apprehension such that the individual knows what is being communicated and can make use of the material or idea being communicated without necessarily relating it to other material or seeing its fullest implications.”
• Application refers to the “use of abstractions in particular and concrete situations.”
• Analysis represents the “breakdown of a communication into its constituent elements or parts such that the relative hierarchy of ideas is made clear and/or the relations between ideas expressed are made explicit.”
• Synthesis involves the “putting together of elements and parts so as to form a whole.”
• Evaluation engenders “judgments about the value of material and methods for given purposes.”

The 1984 edition of Handbook One is available in the CFT Library in Calhoun 116. See its ACORN record for call number and availability.

Barbara Gross Davis, in the “Asking Questions” chapter of Tools for Teaching , also provides examples of questions corresponding to the six categories. This chapter is not available in the online version of the book, but Tools for Teaching is available in the CFT Library. See its ACORN record for call number and availability.

The Revised Taxonomy (2001)

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 Assessment . 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.

The authors of the revised taxonomy underscore this dynamism, using verbs and gerunds to label their categories and subcategories (rather than the nouns of the original taxonomy). These “action words” describe the cognitive processes by which thinkers encounter and work with knowledge:

• Recognizing
• Interpreting
• Exemplifying
• Classifying
• Summarizing
• Implementing
• Differentiating
• Attributing

In the revised taxonomy, knowledge is at the basis of these six cognitive processes, but its authors created a separate taxonomy of the types of knowledge used in cognition:

• Knowledge of terminology
• Knowledge of specific details and elements
• Knowledge of classifications and categories
• Knowledge of principles and generalizations
• Knowledge of theories, models, and structures
• Knowledge of subject-specific skills and algorithms
• Knowledge of subject-specific techniques and methods
• Knowledge of criteria for determining when to use appropriate procedures
• Strategic Knowledge
• Knowledge about cognitive tasks, including appropriate contextual and conditional knowledge
• Self-knowledge

Mary Forehand from the University of Georgia provides a guide to the revised version giving a brief summary of the revised taxonomy and a helpful table of the six cognitive processes and four types of knowledge.

Why Use Bloom’s Taxonomy?

The authors of the revised taxonomy suggest a multi-layered answer to this question, to which the author of this teaching guide has added some clarifying points:

• Objectives (learning goals) are important to establish in a pedagogical interchange so that teachers and students alike understand the purpose of that interchange.
• Organizing objectives helps to clarify objectives for themselves and for students.
• “plan and deliver appropriate instruction”;
• “design valid assessment tasks and strategies”;and
• “ensure that instruction and assessment are aligned with the objectives.”

Citations are from A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives .

Further Information

Section III of A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives , entitled “The Taxonomy in Use,” provides over 150 pages of examples of applications of the taxonomy. Although these examples are from the K-12 setting, they are easily adaptable to the university setting.

Section IV, “The Taxonomy in Perspective,” provides information about 19 alternative frameworks to Bloom’s Taxonomy, and discusses the relationship of these alternative frameworks to the revised Bloom’s Taxonomy.

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How Bloom's Taxonomy Can Help You Learn More Effectively

Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

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• The Six Levels
• How It Works
• Applications
• How to Use It

Bloom’s Taxonomy in Online Learning

• Limitations

Bloom's taxonomy is an educational framework that classifies learning in different levels of cognition. This model aims to help educators better understand and evaluate the different types of complex mental skills needed for effective learning .

The taxonomy is often characterized as a ladder or pyramid. Each step on the taxonomy represents a progressively more complex level of learning. The lower levels of learning serve as a base for the subsequent levels that follow.

Bloom’s taxonomy was developed by a committee of educators through a series of conferences held between 1949 to 1953. It was published in “Taxonomy of Educational Objectives: The Classification of Educational Goals” and is named after Benjamin Bloom, the educational psychologist who chaired the committee and edited the book.

The Six Levels of Bloom’s Taxonomy

There are six levels of Bloom’s taxonomy. The original six levels were: knowledge, comprehension, application, analysis, synthesis, and evaluation.

In 2001, the original Bloom's taxonomy was revised by a group of instructional theorists, curriculum researchers, and cognitive psychologists. The goal was to move away from the more static objectives that Bloom described to utilize action works that better capture the dynamic, active learning process. The six levels of the revised Bloom’s taxonomy:

At the lowest level of the taxonomy, learners recognize and recall the information they have learned. This level focuses on memorizing information and recalling the concepts and facts learned.

This level of the taxonomy involves demonstrating a comprehension of what has been learned. People are able to explain the ideas in their own words and explain what the concepts mean.

At this level of Bloom's taxonomy, learners are able to use the information and knowledge they have acquired in new situations. For example, they can apply a skill they have learned in order to solve a different problem or complete a new task.

At this level, learners are able to break down information in order to analyze the components and examine their relationships. Here, learners are able to compare and contrast to spot similarities and differences. They can also make connections and spot patterns.

This level involves being able to make an assessment of the quality of information that has been presented. Learners are able to evaluate arguments that have been presented in order to make judgments and form their own opinions.

This represents the highest level of Bloom's taxonomy. Learners who reach this point are able to form ideas by utilizing the skills and knowledge they have obtained. This level involves the generation of creative, original ideas.

How Bloom's Taxonomy Works

Understanding and utilizing Bloom's taxonomy allows educators and instructional designers to create activities and assessments that encourage students to progress through the levels of learning. These activities allow students to go from the acquisition of basic knowledge and work their way through the levels of learning to the point where they can think critically and creatively.

The progression of knowledge matters because each level builds on the previous ones. In other words, it is important to remember that students must have a solid foundation before continuing to build higher-order thinking skills.

The basic knowledge they learn at the beginning of the process allows them to think about this knowledge in progressively more complex ways.

"To successfully use Bloom’s taxonomy, it’s essential to follow the steps in the correct order because the taxonomy's steps naturally progress and reinforce learning at every level," explains Marnix Broer, co-founder and CEO of Studocu .

While the foundational stages of learning provide a solid base, it is essential to keep building on those skills. Challenge yourself to learn in new ways and hone those high-level skills that are so critical to cognitive flexibility and critical thinking

Marnix Broer, Co-Founder and CEO, Studocu

While you can review a set of study notes repeatedly, you’re really only hitting the 'remember' and 'understand' stages and limiting your skills and retention. Seeking out opportunities to analyze, evaluate, and create based on the subject matter will help you solidify your knowledge beyond being able to regurgitate it on a test.

The purpose of Bloom's taxonomy is to guide educators as they create instruction that fosters cognitive skills. Instead of focusing on memorization and repetition, the goal is to help students develop higher-order thinking skills that allow them to engage in critical, creative thinking that they can apply in different areas of their lives.

3 Domains of Bloom’s Taxonomy

Bloom's taxonomy targets three key learning domains. These domains are focused on a number of desired educational outcomes.  

Cognitive Domain

This domain is focused on the development of intellectual skills. It involves the acquisition of knowledge and the development of problem-solving , decision-making , and critical-thinking abilities. 

Affective Domain

This domain is centered on developing emotional abilities, values, and attitudes. It's focus is on helping learners develop perspectives on different subjects as well as cultivating motivation, empathy , and social abilities.

Psychomotor Domain

This domain focuses on the physical skills that are needed to carry out different activities. This includes physical coordination and the ability to control and manipulate the body. Using the proper technique to hold a pencil while writing is an example of a psychomotor skills that is important in the learning process.

Applications for Bloom’s Taxonomy

Teachers utilize Bloom's taxonomy to design instruction that maximizes learning and helps students learn more effectively. For example:

• An educator would create a lesson that teaches students basic knowledge about a subject.
• Next, students would summarize and explain these ideas in their own words.
• Then, learners would take this knowledge and use it to solve problems.
• The educator would then provide activities where students must break down, compare, and connect different ideas.
• Next, educational activities would focus on giving students critical assessments of the quality, value, or effectiveness of what they have learned.
• Finally, at the end of this process, students would use what they have learned to create something independently.

One of the benefits of using this approach is that it can lead to deeper learning that allows skills to be transferred to various domains and situations. One study found that teaching Bloom's taxonomy helped improve learners' ability to learn independently. This approach also helped better stimulate critical thinking skills and boosted student motivation and interest in learning.

Uses for Bloom’s Taxonomy

The taxonomy is widely used today for a variety of purposes, including to:

• Develop classroom instruction and lesson plans
• Create instructional strategies
• Design and develop curricula
• Assess courses
• Identify assessment objectives
• Create effective written assessments
• Measure learning outcomes

How Can You Use Bloom's Taxonomy?

Bloom’s taxonomy is also something you can use to make learning new information and acquiring new skills easier. Understanding and applying the taxonomy can enhance learning efficacy to develop a richer understanding of the subject matter.

Utilizing different learning strategies at each level of the taxonomy can help you get the most out of your learning experiences:

Improving Remembering

Strategies that can be helpful during the first level of learning include:

• Making flashcards and repeating the information regularly to help reinforce your memory
• Quizzing yourself on what you have learned
• Using mnemonic devices to help improve your recall
• Reviewing your notes and readings often to help improve your retention of the information

Improving Understanding

At the second level of the taxonomy, you can enhance your understanding of the material by:

• Having discussions with others to help reinforce the ideas and clarify points you are confused about
• Writing down questions you might have about the material
• Teaching what you have learned to someone else
• Summarizing key points in your own words to ensure understanding

Improving Application

To apply knowledge more effectively, it can be helpful to:

• Work on projects that require you to solve real-world problems
• Solve practice problems that rely on the information you have learned
• Role-play different scenarios in groups
• Do lab experiments that require applying what you've learned

Improving Analysis

Activities that can help improve your analytical skills at this level of Bloom's taxonomy include:

• Creating mind maps to make connections between different ideas
• Comparing and contrasting different ideas or theories using tables, Venn diagrams, and charts
• Debating the topic with peers
• Writing your critical analysis of the topic

Improving Evaluation

You can help enhance your evaluation skills by:

• Utilizing peer review to give feedback on what other learners have written
• Listing the pros and cons of a concept
• Writing in a journal to track your thoughts
• Writing a review paper or giving a presentation on the subject
• Writing a persuasive or argumentative essay

Improving Creation

At the final level of Bloom's taxonomy, the goal is to take what you have learned as use that knowledge to produce original work. This might involve:

• Brainstorming new ideas
• Making decisions based on your knowledge
• Developing recommendations and presenting them to your peers
• Asking open-ended questions to encourage creative thought
• Integrating multiple ideas and perspectives into a new product or idea
• Designing a creative work based on your ideas

Use of the taxonomy may of course differ amongst individuals at different age levels.

How can online, self-directed learners utilize Bloom’s taxonomy to enhance their educational experience? Broer recommends looking for ways to mentally, physically, and emotionally connect to educational material.

“If online learning resources don’t offer opportunities to apply the knowledge, you may need to find those opportunities yourself,” he suggests. “Completing mock assignments or creating flow charts can help you shift from the learning to the application stage quickly, especially with quick access to online forums, apps, and social media.” 

What Are the Limitations of Bloom's Taxonomy?

While Bloom's taxonomy is still an influential theory and continues to influence classroom education and instructional design, it has limitations. Some of the primary criticisms of the framework:

Simplistic Hierarchy

One of the main complaints about the taxonomy is that the hierarchical structure oversimplifies the learning process. By breaking down thinking skills into discrete levels, it fails to capture the complexity of the learning process and how these different skills overlap and interact.

The taxonomy is typically framed as a hierarchy in which higher-level learning depends on foundational knowledge. However, learning often doesn't occur in distinct, separate steps. Learning experiences are often dynamic, involving many levels at the same time.

Rigid Structure

The taxonomy's lack of flexibility is another common critique. By suggesting that learning follows a fixed progression that starts with lower-order skills before progressing to higher-level thinking skills, it ignores the fact that learning is complex, dynamic, and frequently involves engaging multiple cognitive skills simultaneously.

Some critics suggest that the taxonomy may stifle creativity when designing instruction, limiting an educator's ability to develop effective learning strategies.

Cultural Bias

Because Bloom's taxonomy was developed from a Western perspective and educational context, it may not reflect learning methods from other cultural backgrounds. Educators should consider this factor when developing culturally-inclusive instruction.

Bloom's taxonomy was originally introduced during the 1950s as a framework for categorizing cognitive skills and understanding the learning process. While Bloom’s taxonomy has limitations, it is still a helpful framework for developing educational materials. Teachers, instructional designers, and curriculum developers can utilize the framework and incorporate other educational perspectives to create well-rounded instruction that benefits all students.

Bloom BS. Taxonomy of educational objectives: The classification of educational goals . New York, NY: Longmans, Green; 1956.

Anderson LW, Krathwohl DR, eds.  A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives . Complete ed. Longman; 2001.

Adams NE. Bloom's taxonomy of cognitive learning objectives . J Med Libr Assoc . 2015;103(3):152-153. doi:10.3163/1536-5050.103.3.010

Zheng J, Tayag J, Cui Y, Chen J. Bloom's classification of educational objectives based on deep learning theory teaching design of nursing specialty . Comput Intell Neurosci . 2022;2022:3324477. doi:10.1155/2022/3324477

Larsen TM, Endo BH, Yee AT, Do T, Lo SM. Probing internal assumptions of the revised Bloom's Taxonomy . CBE Life Sci Educ . 2022;21(4):ar66. doi:10.1187/cbe.20-08-0170

Newton PM, Da Silva A, Peters LG. A pragmatic master list of action verbs for Bloom’s taxonomy . Front Educ . 2020;5:107. doi:10.3389/feduc.2020.00107

By Kendra Cherry, MSEd Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

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A Teacher’s Guide to Bloom’s Taxonomy

The purpose of this article is to develop a clear understanding of what Bloom’s Taxonomy is, and how you can apply it in your own teaching and learning. Towards the end of the article, you will find some free Bloom’s resources and teaching resources, which will help get you started.

If you have been teaching for any length of time, you are extremely likely to have come across Bloom’s taxonomy at one point or another. Maybe you are very familiar with it already and use it daily to inform your teaching and assessment.

For many of us, however, our familiarity with Bloom’s taxonomy may be limited to catching a passing reference to it at a teaching conference or a staff training.

If this describes your situation, then this article is designed to take you from a limited knowledge to a functional understanding. It will help enable you to implement Bloom’s core concepts for the benefit of your students.

What is Bloom’s Taxonomy?

Taxonomy Definition

As it isn’t a word we use every day, let’s start by getting to grips with what we mean by the term ‘taxonomy.’ Put simply, taxonomy is the science of organizing things and classifying them according to various criteria.

Bloom’s Taxonomy

In brief, Bloom’s taxonomy is a series of cognitive skills and learning objectives arranged in a hierarchical model.

Originally, Bloom’s taxonomy was designed as a way of gauging competence by placing a student’s knowledge on one of 6 levels which are often represented visually in the form of a pyramid.

Each step of the pyramid from bottom to top represents a move from a lower-order thinking skill to a higher-order one; from straightforward concrete cognition to a more abstract, conceptual understanding.

This taxonomy of educational objectives gets its name from its creator, Benjamin Bloom. Bloom was an American educational psychologist who is best remembered for his significant contributions to the theory of mastery learning, as well as this renowned and widely used taxonomy.

Back in the 1940’s, Bloom and his colleagues devised his taxonomy by categorizing a range of educational goals and arranging them into a hierarchy. Bloom believed that by classifying goals in this manner, it would make it easier for educators to more accurately assess student performance.

This work went through countless revisions and reviews before a finalized version was published in 1956 as The Taxonomy of Educational Objectives . The document described a path towards educational attainment that passed through 6 orders of learning.

While Bloom’s taxonomy can be divided into 3 domains of educational objectives cognitive, psycho motor, and effective, it is the cognitive domain where our 6 levels are focused.

The Application of Bloom’s Taxonomy

Though the original intention of the taxonomy was to serve as an assessment tool, it’s use quickly spread into other areas of teaching. It became a very effective tool to help educators identify clear learning objectives, build curricula, as well as to create purposeful learning activities in the classroom.

Despite its dry, academic-sounding title, Bloom’s taxonomy has had concrete and measurable positive impact in classrooms worldwide, from kindergarten to college and beyond.

Revised Bloom’s Taxonomy

As educators became more experienced in using the taxonomy, they utilized it with ever-increasing flexibility. It became apparent that some revision of the original tool would be beneficial. So, in 2001 a group of stakeholders collaborated to revise the original tool to make it better suited for modern demands.

The group was made up of educators, psychologists, assessment specialists, and researchers, and they achieved a number of important improvements.

They worked to make the tool more dynamic conceptually, moving away from the one dimensional levels of educational objectives. They did this primarily through a change in language.

  Bloom’s Taxonomy Levels

As any good copywriter will tell you, verbs are more powerful than nouns. Those charged with revising Bloom’s Taxonomy were well aware of this fact and it is apparent in the many nouns in the old version were subsequently substituted by verbs. Nouns were replaced by much more action-oriented verbs to reflect the idea that learning is not just passive acquisition, but an engaged, active participation.

For example, where the original version talked of Knowledge , the revised Bloom’s taxonomy referred to the much more active Remember . It is helpful here to take a look at the full list of 6 levels in the above table for ease of comparison.

Why Should Teachers Use Bloom’s Taxonomy?

Bloom’s taxonomy is a great tool for helping teachers to develop higher order critical thinking abilities in students. Referring to the taxonomy’s concepts during the planning process helps teachers to focus in on appropriate objectives for groups and individuals and to plan for their progression in the short, medium, and longer term.

The taxonomy provides a clear framework or system of organization for classifying lesson objectives, as well as a coherent starting point to build lessons from.

How Can Teachers Use Bloom’s Taxonomy?

The starting point of any planning process should be the consideration of the level of the students. Luckily, Bloom’s provides a very convenient framework to begin this process.

When creating objectives, you can move from the simple to complex, the concrete to abstract, according to your students’ ability through reference to the taxonomy.

For example, knowing that Remember refers to the lowest level of cognitive rigor means you can design your objectives with this in mind.

Likewise, Create references the highest level of cognitive rigor and this will inform the objectives you create for the most sophisticated of your students.

Bloom’s Taxonomy Verbs

The knowledge above provides a good starting point, but it doesn’t mean that every objective you write for Level 1 students must begin with the word ‘remember’.

Conveniently, Bloom’s Taxonomy provides lots of related verbs that provide a helpful way for educators to plan lessons. Verb tables have been created to align with each of these levels.

Now, let’s take a look at these levels and some corresponding verbs.

Bloom’s Taxonomy Levels and Corresponding Verb Lists

Level 1: Remember – To recall facts and ideas

At this level, students are challenged to recall and remember the basic facts and information of the story or text.

Verb List: Cite, Define, Describe, Draw, Identify, Label, List, Match, Memorize, Name, Record, Repeat, State, Write

Level 2: Understand – To comprehend information and grasp its meaning

Level 2 gives the student a chance to show a fundamental understanding of the story or text.

Verb List: Add, Clarify, Compare, Contrast, Explain, Give, Infer, Observe, Predict, Summarize, Translate

Level 3: Apply – To use information, theories, concepts and skills to solve problems

Here, students gain an opportunity to demonstrate their ability to use the information in a new way.

Verb List: Adapt, Assign, Calculate, Construct, Employ, Express, Illustrate, Modify, Show, Solve, Use

Level 4: Analyze – To make connections; recognize patterns and deeper meanings

At this level, students can deconstruct the story into its component parts to better understand it.

Verb List: Break down, Characterize, Classify, Contrast, Distinguish, Explore, Identify, Investigate, Order, Prioritize

Level 5: Evaluate – To make and justify a judgement

This level gives students an opportunity to develop an opinion and back it up with reasoning and evidence.

Verb List: Appraise, Assess, Critique, Defend, Determine, Estimate, Explain, Grade, Justify, Rank, Rate

Level 6: Create – To combine elements of learning to create new or original work

This level affords an opportunity for students to take what they have learned and make something new from it.

Verb List: Abstract, Assemble, Combine, Compose, Construct, Correspond, Design, Develop, Generate, Integrate, Portray, Produce

Clearly, the verbs listed above do not represent a comprehensive list of all the possibilities of verbs and verbal phrases available at each level, but they certainly provide a good starting point.

You may also note that some verbs and phrases will work at more than one level, just be sure to refer to the stated aim of each level to assess what the purpose is in that particular context.

A useful way to employ verb lists such as those above is to incorporate them into your learning objectives for lessons or for longer-range planning such as term plans or writing a curriculum or scheme of work.

You can easily differentiate the learning objectives you set by moving up and down levels and by using simpler verb synonyms in those objectives. Using a thesaurus is a great way to achieve this quickly.

FREE BLOOMS SPELLING RESOURCE

Level 1: Remember

Suggested Questions

●     How many…?

●     Who was it that… ?

What happened after…?

●     Can you name the person who…?

●     Who said that…?

●     What does this mean…?

●     Why did…?

●     Describe what happened when…?

●     Which is true and which is false…?

Suggested Activities

●     Match character names and profiles

●     Arrange scrambled story scenes in sequence

●     Identify most important attributes of main characters

●     Create a chart / picture / diagram of the information

Level 2: Understand

●     Can you write in your own words…?

●     What do you think will happen next…?

●     Can you provide a short outline…?

●     Who was the main character…?

●     Who do you think…?

●     What was the main idea…?

●     Can you distinguish between…?

●     What were the differences between…?

●     Write a summary of the main events

●     Retell the story in your own words

●     Explain what you think the main idea of the piece was

●     Predict what could happen next in the story

Level 3: Apply

●     Have you experienced anything like this in your own life…?

●     What questions would you ask…?

●     Could this have happened in…?

●     How could you use this …?

●     What would happen if…?

●     Make a model to show how it works

●     Rewrite the scene according to how you would react

●     Transfer the main character to a different setting

●     Produce examples from real life based on the central problem in the story

Level 4: Analyze

●     What is the underlying theme…?

●     Can you identify the main idea / character / events…?

●     What other possible outcomes could work here…?

●     Select the parts of the story that were the most exciting, happiest, saddest, believable, fantastic etc

●     Differentiate fact from opinion in the text

●     Distinguish between events in the story that are credible and fantastical

●     Compare and contrast two important characters

  Level 5: Evaluate

●     What is your position on the text and can you defend it…?

●     Determine the most important points of the text and rank them in order…?

●     What would you have done…?

●     How effective was…?

●     Write a review of the text expressing your personal opinion on it

●     Assess the value of the story

●     Compare and contrast this story with another you have read

●     Judge the main character and their actions from a moral or ethical point of view

Level 6: Create

●     Can compose a song about…?

●     Can you see another solution to…?

●     How many ways can you…?

●     Compose an internal monologue for the main character during a pivotal moment

●     Imagine you are one of the characters and write a diary entry

●     Create a new character and explain how they would fit into the story

●     Changing the setting and the characters, retell the story in your own words

A great Bloom’s Taxonomy video for teachers and Students

In Conclusion

The great value of Bloom’s taxonomy is in its flexibility as a tool across diverse fields of learning.

Its comprehensive scope provides a useful framework to organize and plan learning experiences designed to cover a broad range of cognitive abilities without being too prescriptive.

Just as Bloom’s taxonomy ranks Create as its highest level, when approaching planning and/or assessment using this taxonomy, be creative in its use to get the most benefit from it in your classroom.

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Higher Order Thinking: Bloom’s Taxonomy

Many students start college using the study strategies they used in high school, which is understandable—the strategies worked in the past, so why wouldn’t they work now? As you may have already figured out, college is different. Classes may be more rigorous (yet may seem less structured), your reading load may be heavier, and your professors may be less accessible. For these reasons and others, you’ll likely find that your old study habits aren’t as effective as they used to be. Part of the reason for this is that you may not be approaching the material in the same way as your professors. In this handout, we provide information on Bloom’s Taxonomy—a way of thinking about your schoolwork that can change the way you study and learn to better align with how your professors think (and how they grade).

Why higher order thinking leads to effective study

Most students report that high school was largely about remembering and understanding large amounts of content and then demonstrating this comprehension periodically on tests and exams. Bloom’s Taxonomy is a framework that starts with these two levels of thinking as important bases for pushing our brains to five other higher order levels of thinking—helping us move beyond remembering and recalling information and move deeper into application, analysis, synthesis, evaluation, and creation—the levels of thinking that your professors have in mind when they are designing exams and paper assignments. Because it is in these higher levels of thinking that our brains truly and deeply learn information, it’s important that you integrate higher order thinking into your study habits.

The following categories can help you assess your comprehension of readings, lecture notes, and other course materials. By creating and answering questions from a variety of categories, you can better anticipate and prepare for all types of exam questions. As you learn and study, start by asking yourself questions and using study methods from the level of remembering. Then, move progressively through the levels to push your understanding deeper—making your studying more meaningful and improving your long-term retention.

Level 1: Remember

This level helps us recall foundational or factual information: names, dates, formulas, definitions, components, or methods.

Level 2: Understand

Understanding means that we can explain main ideas and concepts and make meaning by interpreting, classifying, summarizing, inferring, comparing, and explaining.

Level 3: Apply

Application allows us to recognize or use concepts in real-world situations and to address when, where, or how to employ methods and ideas.

Level 4: Analyze

Analysis means breaking a topic or idea into components or examining a subject from different perspectives. It helps us see how the “whole” is created from the “parts.” It’s easy to miss the big picture by getting stuck at a lower level of thinking and simply remembering individual facts without seeing how they are connected. Analysis helps reveal the connections between facts.

Level 5: Synthesize

Synthesizing means considering individual elements together for the purpose of drawing conclusions, identifying themes, or determining common elements. Here you want to shift from “parts” to “whole.”

Level 6: Evaluate

Evaluating means making judgments about something based on criteria and standards. This requires checking and critiquing an argument or concept to form an opinion about its value. Often there is not a clear or correct answer to this type of question. Rather, it’s about making a judgment and supporting it with reasons and evidence.

Level 7: Create

Creating involves putting elements together to form a coherent or functional whole. Creating includes reorganizing elements into a new pattern or structure through planning. This is the highest and most advanced level of Bloom’s Taxonomy.

Pairing Bloom’s Taxonomy with other effective study strategies

While higher order thinking is an excellent way to approach learning new information and studying, you should pair it with other effective study strategies. Check out some of these links to read up on other tools and strategies you can try:

• Study Smarter, Not Harder
• Simple Study Template
• Using Concept Maps
• Group Study
• Evidence-Based Study Strategies Video
• Memory Tips Video
• All of our resources

Other UNC resources

If you’d like some individual assistance using higher order questions (or with anything regarding your academic success), check out some of your UNC resources:

• Academic Coaching: Make an appointment with an academic coach at the Learning Center to discuss your study habits one-on-one.
• Office Hours : Make an appointment with your professor or TA to discuss course material and how to be successful in the class.

Works consulted

Anderson, L. W., Krathwohl, D.R., Airasian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R., Wittrock, M.C (2001). A taxonomy of learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. New York, NY: Longman.

“Bloom’s Taxonomy.” University of Waterloo. Retrieved from https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/planning-courses-and-assignments/course-design/blooms-taxonomy

“Bloom’s Taxonomy.” Retrieved from http://www.bloomstaxonomy.org/Blooms%20Taxonomy%20questions.pdf

Overbaugh, R., and Schultz, L. (n.d.). “Image of two versions of Bloom’s Taxonomy.” Norfolk, VA: Old Dominion University. Retrieved from https://www.odu.edu/content/dam/odu/col-dept/teaching-learning/docs/blooms-taxonomy-handout.pdf

If you enjoy using our handouts, we appreciate contributions of acknowledgement.

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Critical thinking and Information Literacy: Bloom's Taxonomy

• A Note on Critical Thinking
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• Bloom's Taxonomy
• Christopher Dwyer's Critical Thinking

What is Bloom's Taxonomy and why is it relevant to Critical Thinking

Bloom's Taxonomy and Critical Thinking go hand in hand.  Bloom's taxonomy takes students through a thought process of analyzing information or knowledge critically.  Bloom's taxonomy begins with knowledge/memory and slowly pushes students to seek more information based upon a series of levels of questions and keywords that brings out an action on the part of the student.  Both critical thinking and Bloom's taxonomy are necessary to education and meta-cognition. 

Practical Applications:

• Th e Idea of “dialogue” with a “text” and on of  filling gaps or silences in the what you are  reading in order  so that you can contribute to any conversation, in particular when writing a research paper is primordial.
• Teaching students extrapolation- The concept that they are in charge of answering their own questions. "effects" of something must be determined by my own findings!
• The more “content” background knowledge we have the more critical our engagement.

Why Use Bloom's Taxonomy?

Why Use Bloom's Taxonomy?

Source below Vanderbilt University Center for Teaching- Patricia Armstrong-  Bloom's Taxonomy

• Objectives (learning goals) are important to establish in a pedagogical interchange so that teachers and students alike understand the purpose of that interchange.
• Teachers can benefit from using frameworks to organize objectives because
• Organizing objectives helps to clarify objectives for themselves and for students.
• “plan and deliver appropriate instruction”;
• “design valid assessment tasks and strategies”; and
• “ensure that instruction and assessment are aligned with the objectives.”

See also, Anderson, Lorin W., et al.  A Taxonomy for Learning, Teaching, and Assessing : A Revision of Bloom’s Taxonomy of Educational Objectives / Editors, Lorin W. Anderson, David Krathwohl ; Contributors, Peter W. Airasian ... [et Al.].  Complete ed., Longman, 2001.

The Revised Taxonomy 2001

• Recognizing
• Interpreting
• Exemplifying
• Classifying
• Summarizing
• Implementing
• Differentiating
• Attributing

"In the revised taxonomy, knowledge is at the basis of these six cognitive processes, but its authors created a separate taxonomy of the types of knowledge used in cognition:  Vanderbilt University Center for Teaching- Patricia Armstrong-  Bloom's Taxonomy

• Knowledge of terminology
• Knowledge of specific details and elements
• Knowledge of classifications and categories
• Knowledge of principles and generalizations
• Knowledge of theories, models, and structures
• Knowledge of subject-specific skills and algorithms
• Knowledge of subject-specific techniques and methods
• Knowledge of criteria for determining when to use appropriate procedures
• Strategic Knowledge
• Knowledge about cognitive tasks, including appropriate contextual and conditional knowledge
• Self-knowledge

Critical thinking Bloom's Taxonomy

Image source: Google Images Search:  WellsAcademicSolutions-

In Taxonomy of Educational Objectives (1956), Bloom outlined  six hierarchical and interconnected:

• Comprehension
• Application

Bloom Taxonomy Example

Here is an example of Bloom's Taxonomy in use:

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Learn How to Learn with Bloom's Taxonomy and Critical Thinking

Bloom’s Taxonomy represents the various categories of thinking you may engage in when you are a college student. There are many questions that you can ask yourself to check your learning and make sure you are understanding content in a deep way. When you have a complete understanding of a concept, you will feel more confident and be more prepared when you are tested on the material, which will help you learn future content in your coursework.

Below, we provide a list of each of the categories of thinking along with questions you can ask yourself in each of the areas to check for your understanding. The first steps will be simple and help you consider your learning at the most foundational levels. As the article progresses, the steps will require more critical thinking and deepen your learning. 

The first category is Remembering. Remembering is described as retrieving information from your memory.  Some words that are frequently used to describe this type of learning are: recognize, recall or repeat. Questions that are common for this type of learning are: who, what, where and when questions. Often, flash cards are used to facilitate the memorization of the definitions of concepts. 

The next category is Understanding. Understanding is described as being able to recall information but in your own words. When you fully understand a concept, you are able to describe it in your own words. Some words that are used to describe this type of learning are: summarize, paraphrase, interpret or explain. Questions that are common for this type of learning include: What is the main idea of the concept? Describe the concept. Explain in your own words. 

The next category is called Apply. Application is described as being able to apply what you know to the new concept(s) you are learning. You can think about how you can apply new concepts to the real world. Some words that are used to describe this type of learning are asking for examples, clarification or illustration of a concept(s). Questions that are common for application include: Why is this concept significant? How is this an example of something in the real world? How does this relate to another concept you are learning? 

The next category is Analyze. Analyzing is described as breaking down the concept into smaller parts. Some words that are used to describe this type of learning include: contrast, diagram, classify, examine or debate. Questions that are common for analyzing include: What are the parts of this concept? How would you break this concept into smaller parts? Where does the concept come from? Create a way to make connections between ideas and concepts in all of your classes. 

The next category is Evaluate. Evaluation is where judgments and/or decisions are based on criteria. Some words that are used to describe this type of learning include: critique, revise, predict, rank, assess and conclude. Questions that are common for evaluation include: What is most important? Do you agree with this? Why? Provide evidence to support this concept. What assumptions are in this argument?

The final category is Create. Creating new ideas, arguments, content, platforms, systems, or models are when ideas are recombined into a coherent whole. some words that are used to describe this type of learning include: diagram, ideate, plan, design, compose and actualize. Questions that are common for creating include: What ideas can you add to this? What if this were true? What patterns can you find? How would you design this?

During your time in college, while remembering and memorization are important, they are simply the foundation to learning. To incorporate deeper levels of learning and knowing, choose a concept you are learning about in class and see if you can remember the definition (remember), demonstrate your understanding (understanding), give some examples of the concept and apply it to the real world (application), and break it down into smaller components (analyze). This will help you determine how much you know, and how much you may still need to learn.

Adapted from: 1) David R. Krathwohl (2002) A Revision of Bloom's Taxonomy: An Overview, Theory Into Practice, 41:4, 212-218; and 2) Staff, TeachThought. “25 Question Stems Framed Around Bloom’s Taxonomy.” TeachThought. N.p., 15 Nov. 2015. Web.

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Using Bloom's Taxonomy for Effective Learning

 Rawia Inaim / Kwantlen Polytechnic University

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The hierarchy of Bloom's Taxonomy is the widely accepted framework through which all teachers should guide their students through the cognitive learning process. In other words, teachers use this framework to focus on higher-order thinking skills.

You can think of Bloom's Taxonomy as a pyramid, with simple knowledge-based recall questions at the base. Building up through this foundation, you can ask your students increasingly challenging questions to test their comprehension of a given material.

By asking these critical thinking questions or higher-order questions, you are developing all levels of thinking. Students will have improved attention to detail, as well as an increase in their comprehension and problem-solving skills.

There are six levels in the framework, here is a brief look at each of them and a few examples of the questions that you would ask for each component.

• Knowledge : In this level students are asked questions to see if they have gained insight from the lesson. (What is... Where is... How would you describe?)
• Comprehension : During this level, students will be asked to interpret facts that they learned. (What is the main idea... How would you summarize?)
• Application : Questions asked during this level are meant to have students apply or use the knowledge learned during the lesson. (How would you use... How would you solve it?)
• Analysis :  In the analysis level , students will be required to go beyond knowledge and see if they can analyze a problem. (What is the theme... How would you classify?)
• Synthesis : During the synthesis level of questioning students are expected to come up with a theory about what they learned or use predictions. (What would happen if... What facts can you compile?)
• Evaluation : The top level of Bloom's Taxonomy is called evaluation . This is where students are expected to assess the information learned and come to a conclusion about it. (What is your opinion of...how would you evaluate... How would you select... What data was used?)

Corresponding Verb Examples

• Remembering : arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall, repeat, reproduce, state
• Understanding : classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, restate, review, select, translate
• Applying : apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use, write
• Analyzing : analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test
• Evaluating : appraise, argue, assess, attach, choose, compare, defend estimate, judge, predict, rate, core, select, support, value, evaluate
• Creating : arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan, prepare, propose, set up, write
• Questions for Each Level of Bloom's Taxonomy
• Bloom's Taxonomy in the Classroom
• Bloom's Taxonomy - Application Category
• Higher-Order Thinking Skills (HOTS) in Education
• How to Construct a Bloom's Taxonomy Assessment
• Asking Better Questions With Bloom's Taxonomy
• What Is Depth of Knowledge?
• 7 Buzzwords You're Most Likely to Hear in Education
• Bloom's Taxonomy - Evaluation Category
• Higher Level Thinking: Synthesis in Bloom's Taxonomy
• Bloom's Taxonomy: Analysis Category
• The 6 Most Important Theories of Teaching
• Benjamin Bloom: Critical Thinking and Critical Thinking Models
• 7 Ways Teachers Can Improve Their Questioning Technique
• Creating Effective Lesson Objectives
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Bloom’s Taxonomy of Learning

Charlotte Ruhl

Research Assistant & Psychology Graduate

BA (Hons) Psychology, Harvard University

Charlotte Ruhl, a psychology graduate from Harvard College, boasts over six years of research experience in clinical and social psychology. During her tenure at Harvard, she contributed to the Decision Science Lab, administering numerous studies in behavioral economics and social psychology.

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Saul Mcleod, PhD

Editor-in-Chief for Simply Psychology

BSc (Hons) Psychology, MRes, PhD, University of Manchester

Saul Mcleod, PhD., is a qualified psychology teacher with over 18 years of experience in further and higher education. He has been published in peer-reviewed journals, including the Journal of Clinical Psychology.

On This Page:

Bloom’s Taxonomy is a set of three hierarchical models used to classify educational learning objectives into levels of complexity and specificity. The three lists cover the learning objectives in cognitive, affective, and sensory domains, namely: thinking skills, emotional responses, and physical skills.

Key Takeaways

• Bloom’s Taxonomy is a hierarchical model that categorizes learning objectives into varying levels of complexity, from basic knowledge and comprehension to advanced evaluation and creation.
• Bloom’s Taxonomy was originally published in 1956, and the Taxonomy was modified each year for 16 years after it was first published.
• After the initial cognitive domain was created, which is primarily used in the classroom setting, psychologists devised additional taxonomies to explain affective (emotional) and psychomotor (physical) learning.
• In 2001, Bloom’s initial taxonomy was revised to reflect how learning is an active process and not a passive one.
• Although Bloom’s Taxonomy is met with several valid criticisms, it is still widely used in the educational setting today.

Take a moment and think back to your 7th-grade humanities classroom. Or any classroom from preschool to college. As you enter the room, you glance at the whiteboard to see the class objectives.

“Students will be able to…” is written in a red expo marker. Or maybe something like “by the end of the class, you will be able to…” These learning objectives we are exposed to daily are a product of Bloom’s Taxonomy.

What is Bloom’s Taxonomy?

Bloom’s Taxonomy is a system of hierarchical models (arranged in a rank, with some elements at the bottom and some at the top) used to categorize learning objectives into varying levels of complexity (Bloom, 1956).

You might have heard the word “taxonomy” in biology class before, because it is most commonly used to denote the classification of living things from kingdom to species.

In the same way, this taxonomy classifies organisms, Bloom’s Taxonomy classifies learning objectives for students, from recalling facts to producing new and original work.

Bloom’s Taxonomy comprises three learning domains: cognitive, affective, and psychomotor. Within each domain, learning can take place at a number of levels ranging from simple to complex.

Development of the Taxonomy

Benjamin Bloom was an educational psychologist and the chair of the committee of educators at the University of Chicago.

In the mid 1950s, Benjamin Bloom worked in collaboration with Max Englehart, Edward Furst, Walter Hill, and David Krathwohl to devise a system that classified levels of cognitive functioning and provided a sense of structure for the various mental processes we experience (Armstrong, 2010).

Through conducting a series of studies that focused on student achievement, the team was able to isolate certain factors both inside and outside the school environment that affect how children learn.

One such factor was the lack of variation in teaching. In other words, teachers were not meeting each individual student’s needs and instead relied upon one universal curriculum.

To address this, Bloom and his colleagues postulated that if teachers were to provide individualized educational plans, students would learn significantly better.

This hypothesis inspired the development of Bloom’s Mastery Learning procedure in which teachers would organize specific skills and concepts into week-long units.

The completion of each unit would be followed by an assessment through which the student would reflect upon what they learned. 

The assessment would identify areas in which the student needs additional support, and they would then be given corrective activities to further sharpen their mastery of the concept (Bloom, 1971).

This theory that students would be able to master subjects when teachers relied upon suitable learning conditions and clear learning objectives was guided by Bloom’s Taxonomy.

The Original Taxonomy (1956)

Bloom’s Taxonomy was originally published in 1956 in a paper titled Taxonomy of Educational Objectives (Bloom, 1956).

The taxonomy provides different levels of learning objectives, divided by complexity. Only after a student masters one level of learning goals, through formative assessments, corrective activities, and other enrichment exercises, can they move onto the next level (Guskey, 2005).

Cognitive Domain (1956)

Concerned with thinking and intellect.

The original version of the taxonomy, the cognitive domain, is the first and most common hierarchy of learning objectives (Bloom, 1956). It focuses on acquiring and applying knowledge and is widely used in the educational setting.

This initial cognitive model relies on nouns, or more passive words, to illustrate the different educational benchmarks.

Because it is hierarchical, the higher levels of the pyramid are dependent on having achieved the skills of the lower levels.

The individual tiers of the cognitive model from bottom to top, with examples included, are as follows:

Knowledge : recalling information or knowledge is the foundation of the pyramid and a precondition for all future levels → Example : Name three common types of meat. Comprehension : making sense out of information → Example : Summarize the defining characteristics of steak, pork, and chicken. Application : using knowledge in a new but similar form → Example : Does eating meat help improve longevity? Analysis : taking knowledge apart and exploring relationships → Example : Compare and contrast the different ways of serving meat and compare health benefits. Synthesis : using information to create something new → Example : Convert an “unhealthy” recipe for meat into a “healthy” recipe by replacing certain ingredients. Argue for the health benefits of using the ingredients you chose as opposed to the original ones. Evaluation : critically examining relevant and available information to make judgments → Example : Which kinds of meat are best for making a healthy meal and why?

Types of Knowledge

Although knowledge might be the most intuitive block of the cognitive model pyramid, this dimension is actually broken down into four different types of knowledge:

• Factual knowledge refers to knowledge of terminology and specific details.
• Conceptual knowledge describes knowledge of categories, principles, theories, and structures.
• Procedural knowledge encompasses all forms of knowledge related to specific skills, algorithms, techniques, and methods.
• Metacognitive knowledge defines knowledge related to thinking — knowledge about cognitive tasks and self-knowledge (“Revised Bloom’s Taxonomy,” n.d.).

However, this is not to say that this order reflects how concrete or abstract these forms of knowledge are (e.g., procedural knowledge is not always more abstract than conceptual knowledge).

Nevertheless, it is important to outline these different forms of knowledge to show how it is more dynamic than one may think and that there are multiple different types of knowledge that can be recalled before moving onto the comprehension phase.

And while the original 1956 taxonomy focused solely on a cognitive model of learning that can be applied in the classroom, an affective model of learning was published in 1964 and a psychomotor model in the 1970s.

The Affective Domain (1964)

Concerned with feelings and emotion.

The affective model came as a second handbook (with the first being the cognitive model) and an extension of Bloom’s original work (Krathwol et al., 1964).

This domain focuses on the ways in which we handle all things related to emotions, such as feelings, values, appreciation, enthusiasm, motivations, and attitudes (Clark, 2015).

From lowest to highest, with examples included, the five levels are:

Receiving : basic awareness → Example : Listening and remembering the names of your classmates when you meet them on the first day of school. Responding : active participation and reacting to stimuli, with a focus on responding → Example : Participating in a class discussion. Valuing : the value that is associated with a particular object or piece of information, ranging from basic acceptance to complex commitment; values are somehow related to prior knowledge and experience → Example : Valuing diversity and being sensitive to other people’s backgrounds and beliefs. Organizing : sorting values into priorities and creating a unique value system with an emphasis on comparing and relating previously identified values → Example : Accepting professional ethical standards. Characterizing : building abstract knowledge based on knowledge acquired from the four previous tiers; value system is now in full effect and controls the way you behave → Example : Displaying a professional commitment to ethical standards in the workplace.

The Psychomotor Domain (1972)

Concerned with skilled behavior.

The psychomotor domain of Bloom’s Taxonomy refers to the ability to physically manipulate a tool or instrument. It includes physical movement, coordination, and use of the motor-skill areas. It focuses on the development of skills and the mastery of physical and manual tasks.

Mastery of these specific skills is marked by speed, precision, and distance. These psychomotor skills range from simple tasks, such as washing a car, to more complex tasks, such as operating intricate technological equipment.

As with the cognitive domain, the psychomotor model does not come without modifications. This model was first published by Robert Armstrong and colleagues in 1970 and included five levels:

1) imitation; 2) manipulation; 3) precision; 4) articulation; 5) naturalization. These tiers represent different degrees of performing a skill from exposure to mastery.

Two years later, Anita Harrow (1972) proposed a revised version with six levels:

1) reflex movements; 2) fundamental movements; 3) perceptual abilities; 4) physical abilities; 5) skilled movements; 6) non-discursive communication.

This model is concerned with developing physical fitness, dexterity, agility, and body control and focuses on varying degrees of coordination, from reflexes to highly expressive movements.

That same year, Elizabeth Simpson (1972) created a taxonomy that progressed from observation to invention.

The seven tiers, along with examples, are listed below:

Perception : basic awareness → Example : Estimating where a ball will land after it’s thrown and guiding your movements to be in a position to catch it. Set : readiness to act; the mental, physical, and emotional mindsets that make you act the way you do → Example : Desire to learn how to throw a perfect strike, recognizing one’s current inability to do so. Guided Response : the beginning stage of mastering a physical skill. It requires trial and error → Example : Throwing a ball after observing a coach do so, while paying specific attention to the movements required. Mechanism : the intermediate stage of mastering a skill. It involves converting learned responses into habitual reactions so that they can be performed with confidence and proficiency → Example : Successfully throwing a ball to the catcher. Complex Overt Response : skillfully performing complex movements automatically and without hesitation → Example : Throwing a perfect strike to the catcher’s glove. Adaptation : skills are so developed that they can be modified depending on certain requirements → Example : Throwing a perfect strike to the catcher even if a batter is standing at the plate. Origination : the ability to create new movements depending on the situation or problem. These movements are derived from an already developed skill set of physical movements → Example : Taking the skill set needed to throw the perfect fastball and learning how to throw a curveball.

The Revised Taxonomy (2001)

In 2001, the original cognitive model was modified by educational psychologists David Krathwol (with whom Bloom worked on the initial taxonomy) and Lorin Anderson (a previous student of Bloom) and published with the title A Taxonomy for Teaching, Learning, and Assessment .

This revised taxonomy emphasizes a more dynamic approach to education instead of shoehorning educational objectives into fixed, unchanging spaces.

To reflect this active model of learning, the revised version utilizes verbs to describe the active process of learning and does away with the nouns used in the original version (Armstrong, 2001).

The figure below illustrates what words were changed and a slight adjustment to the hierarchy itself (evaluation and synthesis were swapped). The cognitive, affective, and psychomotor models make up Bloom’s Taxonomy.

How Bloom’s Can Aid In Course Design

Thanks to Bloom’s Taxonomy, teachers nationwide have a tool to guide the development of assignments, assessments, and overall curricula.

This model helps teachers identify the key learning objectives they want a student to achieve for each unit because it succinctly details the learning process.

The taxonomy explains that (Shabatura, 2013):

• Before you can understand a concept, you need to remember it;
• To apply a concept, you need first to understand it;
• To evaluate a process, you need first to analyze it;
• To create something new, you need to have completed a thorough evaluation

This hierarchy takes students through a process of synthesizing information that allows them to think critically. Students start with a piece of information and are motivated to ask questions and seek out answers.

Not only does Bloom’s Taxonomy help teachers understand the process of learning, but it also provides more concrete guidance on how to create effective learning objectives.

The revised version reminds teachers that learning is an active process, stressing the importance of including measurable verbs in the objectives.

And the clear structure of the taxonomy itself emphasizes the importance of keeping learning objectives clear and concise as opposed to vague and abstract (Shabatura, 2013).

Bloom’s Taxonomy even applies at the broader course level. That is, in addition to being applied to specific classroom units, Bloom’s Taxonomy can be applied to an entire course to determine the learning goals of that course.

Specifically, lower-level introductory courses, typically geared towards freshmen, will target Bloom’s lower-order skills as students build foundational knowledge.

However, that is not to say that this is the only level incorporated, but you might only move a couple of rungs up the ladder into the applying and analyzing stages.

On the other hand, upper-level classes don’t emphasize remembering and understanding, as students in these courses have already mastered these skills.

As a result, these courses focus instead on higher-order learning objectives such as evaluating and creating (Shabatura, 2013). In this way, professors can reflect upon what type of course they are teaching and refer to Bloom’s Taxonomy to determine what they want the overall learning objectives of the course to be.

Having these clear and organized objectives allows teachers to plan and deliver appropriate instruction, design valid tasks and assessments, and ensure that such instruction and assessment actually aligns with the outlined objectives (Armstrong, 2010).

Overall, Bloom’s Taxonomy helps teachers teach and helps students learn!

Critical Evaluation

Bloom’s Taxonomy accomplishes the seemingly daunting task of taking the important and complex topic of thinking and giving it a concrete structure.

The taxonomy continues to provide teachers and educators with a framework for guiding the way they set learning goals for students and how they design their curriculum.

And by having specific questions or general assignments that align with Bloom’s principles, students are encouraged to engage in higher-order thinking.

However, even though it is still used today, this taxonomy does not come without its flaws. As mentioned before, the initial 1956 taxonomy presented learning as a static concept.

Although this was ultimately addressed by the 2001 revised version that included active verbs to emphasize the dynamic nature of learning, Bloom’s updated structure is still met with multiple criticisms.

Many psychologists take issue with the pyramid nature of the taxonomy. The shape creates the false impression that these cognitive steps are discrete and must be performed independently of one another (Anderson & Krathwol, 2001).

However, most tasks require several cognitive skills to work in tandem with each other. In other words, a task will not be only an analysis or a comprehension task. Rather, they occur simultaneously as opposed to sequentially.

The structure also makes it seem like some of these skills are more difficult and important than others. However, adopting this mindset causes less emphasis on knowledge and comprehension, which are as, if not more important, than the processes towards the top of the pyramid.

Additionally, author Doug Lemov (2017) argues that this contributes to a national trend devaluing knowledge’s importance. He goes even further to say that lower-income students who have less exposure to sources of information suffer from a knowledge gap in schools.

A third problem with the taxonomy is that the sheer order of elements is inaccurate. When we learn, we don’t always start with remembering and then move on to comprehension and creating something new. Instead, we mostly learn by applying and creating.

For example, you don’t know how to write an essay until you do it. And you might not know how to speak Spanish until you actually do it (Berger, 2020).

The act of doing is where the learning lies, as opposed to moving through a regimented, linear process. Despite these several valid criticisms of Bloom’s Taxonomy, this model is still widely used today.

What is Bloom’s taxonomy?

Bloom’s Taxonomy is a hierarchical model of cognitive skills in education, developed by Benjamin Bloom in 1956.

It categorizes learning objectives into six levels, from simpler to more complex: remembering, understanding, applying, analyzing, evaluating, and creating. This framework aids educators in creating comprehensive learning goals and assessments.

Bloom’s taxonomy explained for students?

Bloom’s Taxonomy is a framework that helps you understand and approach learning in a structured way. Imagine it as a ladder with six steps.

1. Remembering : This is the first step, where you learn to recall or recognize facts and basic concepts.

2. Understanding : You explain ideas or concepts and make sense of the information.

3. Applying : You apply what you’ve understood to solve problems in new situations.

4. Analyzing : At this step, you break information into parts to explore understandings and relationships.

5. Evaluating : This involves judging the value of ideas or materials.

6. Creating : This is the top step where you combine information to form a new whole or propose alternative solutions.

Bloom’s Taxonomy helps you learn more effectively by building your knowledge from simple remembering to higher levels of thinking.

Anderson, L. W., Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A Revision of Bloom’s Taxonomy of Educational Objectives . New York: Longman.

Armstrong, P. (2010). Bloom’s Taxonomy. Vanderbilt University Center for Teaching . Retrieved from https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/

Armstrong, R. J. (1970). Developing and Writing Behavioral Objectives .

Berger, R. (2020). Here’s what’s wrong with bloom’s taxonomy: A deeper learning perspective (opinion) . Retrieved from https://www.edweek.org/education/opinion-heres-whats-wrong-with-blooms-taxonomy-a-deeper-learning-perspective/2018/03

Bloom, B. S. (1956). Taxonomy of educational objectives. Vol. 1: Cognitive domain. New York: McKay , 20, 24.

Bloom, B. S. (1971). Mastery learning. In J. H. Block (Ed.), Mastery learning: Theory and practice (pp. 47–63). New York: Holt, Rinehart and Winston.

Clark, D. (2015). Bloom’s taxonomy : The affective domain. Retrieved from http://www.nwlink.com/~donclark/hrd/Bloom/affective_domain.html

Guskey, T. R. (2005). Formative Classroom Assessment and Benjamin S. Bloom: Theory, Research, and Implications . Online Submission.

Harrow, A.J. (1972). A taxonomy of the psychomotor domain . New York: David McKay Co.

Krathwohl, D. R. (2002). A revision of Bloom’s taxonomy: An overview. Theory into practice, 41 (4), 212-218.

Krathwohl, D.R., Bloom, B.S., & Masia, B.B. (1964). Taxonomy of educational objectives: The classification of educational goals. Handbook II: Affective domain . New York: David McKay Co.

Lemov, D. (2017). Bloom’s taxonomy-that pyramid is a problem . Retrieved from https://teachlikeachampion.com/blog/blooms-taxonomy-pyramid-problem/

Revised Bloom’s Taxonomy . (n.d.). Retrieved from https://www.celt.iastate.edu/teaching/effective-teaching-practices/revised-blooms-taxonomy/

Shabatura, J. (2013). Using bloom’s taxonomy to write effective learning objectives . Retrieved from https://tips.uark.edu/using-blooms-taxonomy/

Simpson, E. J. (1972). The classification of educational objectives in the Psychomotor domain , Illinois University. Urbana.

Further Reading

• Kolb’s Learning Styles
• Bloom’s Taxonomy Verb Chart
• Bloom, B. S. (1956). Taxonomy of educational objectives. Vol. 1: Cognitive domain. New York: McKay, 20, 24.
• Krathwohl, D. R. (2002). A revision of Bloom’s taxonomy: An overview. Theory into practice, 41(4), 212-218.
• Montessori Method of Education

Bloom’s Taxonomy explained with examples for educators

• January 10, 2024

Gabrielle Schock

• Lessons and Ideas

There are many approaches, strategies, and schools of thought (pun intended!) associated with education, learning, and student success. One framework, Bloom’s taxonomy, is a keystone for many educators who want to build higher-order thinking skills while developing student confidence. In fact, it was developed to provide a common language for teachers and educators to discuss and exchange learning and assessment methods.

Keep reading to learn more about Bloom’s taxonomy and how Flocabulary lessons are crafted to follow this tried-and-true method for engaging and empowering students.

What is Bloom’s taxonomy?

In 1956, a group of educators, including psychologist Benjamin Bloom , came together to develop a framework and approach for categorizing educational goals.

Originally called the Taxonomy of Educational Objectives, the framework familiarly known as Bloom’s taxonomy (or simply, “Bloom’s”) has been applied to all levels of education, from K-12 to college and universities, and across numerous subjects and curricula.

The goal of Bloom’s taxonomy is to encourage higher-order thinking in students by first building up from lower-level cognitive skills. Though it is most commonly used to assess learning at various levels, specific outcomes can be derived from the taxonomy. 

How effective is Bloom’s taxonomy?

As noted in an article by Nancy Adams, Bloom’s taxonomy approach to cognitive learning objectives can lead to “in-depth learning and transfer of knowledge and skills to various tasks and contexts.” An example of this transference of rote skills to deeper comprehension and understanding can be seen in this study from a graduate student studying education at Oakland University. Assuming the role of an educator, she structured her semester-long course specifically around Bloom’s taxonomy.

The result: students developed a better understanding of the curriculum concepts. Even better, the study showed an increase in engagement.

In summary, Bloom’s taxonomy has proven to be an effective aid and reference for teaching, assessing, and strengthening students’ skills, while keeping them engaged and motivated.

What are the different levels of Bloom’s taxonomy?

Often shaped like a pyramid (recent iterations are shown as a wheel), Bloom’s taxonomy begins with a solid base of critical, lower-level cognitive skills. As the levels build, so does higher-order thinking.

Let’s take a quick trip through each level and how it relates to the learning journey:

1. Knowledge

Knowledge, also known as Remember, is the foundation of Bloom’s Taxonomy. It is the ability to recall learned information on command. This is where rote factual knowledge of specific terminology lives, and from here, we’ll build up our skills and higher-order thinking.

2. Comprehension

At the Comprehension level, also known as Understand, students should be able to understand the meaning of information and materials and be able to translate those materials from one form or format to another.

3. Application

Working our way up, we continue building on previous learnings with Application, also known as Apply. Now, students are capable of applying learned rules, methods, concepts, principles, laws, and theories to solve new problems or respond to concrete situations or prompts that have a single (or best) answer.

4. A nalysis

After applying knowledge, it’s time to break it down! Analysis, or Analyze, consists of the multiple components and causes that make up a concept’s full structure and is a critical part of the learning journey, prompting students to dive deeper into the puzzle pieces that make up the bigger picture.

5. Synthesize

Capping off the top of the Bloom’s taxonomy pyramid, we focus on synthesizing, also known as create, to show previously learned skills and knowledge in a new and creative production. By pulling from, utilizing, tapping into, and harnessing everything they’ve built up, students are challenged to think creatively, critically, and curiously to produce new and original work. 

Curious how Bloom’s taxonomy comes to life in the classroom? You’re in luck! 

We’ve compiled a list of activities that align with each level and included specific Flocabulary features that make it a breeze to engage students and improve outcomes.

Even better: features within Flocabulary can apply to different levels of Bloom’s and can be used in any order, no matter the teacher’s expectations, curriculum outlines, or other considerations.

Designed with Bloom’s in mind, Flocabulary accelerates student learning by building academic vocabulary and comprehension. Engaging, standards-aligned lessons and activities for grades K-12 leverage the power of hip-hop music, storytelling, and emotional connections to cultivate literacy.

Read on to learn more about Bloom’s and see how Flocabulary supports the learning journey.

Captivate students and make learning experiences memorable and interesting through Flocabulary. Teachers can sign up below to access the activities and lessons shared in this blog post. Administrators can contact us below to learn more about the power of Flocabulary Plus.

1. “Remember ” examples

For students to begin building their knowledge, it all starts at the basic “Remember” level. It, therefore, makes sense that some of the most commonly used classroom activities and assessments make up the foundation of Bloom’s taxonomy; these include lectures, memorization, readings, videos, and Q&As.

It’s with videos that Flocabulary kicks off the lesson sequence within Bloom’s taxonomy with a video that uses hip-hop to engage learners in standards-aligned concepts and skills.

The music, repetition, and visual reinforcements provide students with much-needed context and make key vocabulary and lesson content memorable .

All other activities build off this initial video, and students might even return to it to support higher-order thinking as they work their way up.

2. “Understand” examples

Discussions, short assessments such as quizzes, or “check-in”-type prompts are all activities typically found when moving up after initial learnings or the “Remember” level. 

One Flocabulary feature that supports the “Understand” level is the Vocab Games . These activities assess vocabulary understanding and test students’ word knowledge through a variety of interactive exposures. 

Using a drag-and-drop activity, Students show their understanding by matching each lesson’s vocabulary to images, definitions, the hip-hop lyrics from the lesson’s video, and more! 

3. “Apply” examples

Students have been introduced to, and assessed on, lesson concepts—now it’s time to begin applying what they’ve learned! Activities might include demonstrations or group presentations; illustrating or acting out key lesson concepts; completing a graphic organizer; and problem sets. These activities allow students to practice applying what they’ve learned in new contexts.

Flocabulary supports this level with activities that build context and allow students to illustrate knowledge.

The Vocab Cards activity builds students’ word knowledge as they write sentences and draw illustrations to represent key terms from the lesson. The ability to “build context” and “illustrate knowledge” is applied and assessed as learners work to create their own sentences and drawings. This requires a higher level of thinking; the potential for more than one correct answer provides an extra challenge, too.

Educators can also assess lesson comprehension through Flocabulary’s 10-question auto-graded quiz. Quizzes are opportunities for students to apply what they’ve learned and, in turn, opportunities for teachers to gain insight into where extra practice or attention might be needed.

4. “Analyze” examples

At this stage of Bloom’s taxonomy, it’s important to provide students with opportunities to not only begin demonstrating what they’ve learned, but feel empowered to ask questions, think critically, and even propose alternative solutions or answers.

Simulations or role-playing activities, including labs, situations, debates,,, and essays, can be ways to achieve the “Analyze” level of Bloom’s.

Flocabulary’s lesson sequence includes opportunities for students to analyze text and video, practice close reading, and gather evidence. Two activities that bring the “Analyze” level of Bloom’s to life are Read & Respond and Break It Down.

Read & Respond is an activity that includes short reading passages, followed by text-dependent questions. The questions require students to read closely, look for explicit details, make inferences, and analyze an author’s point of view or argument.

The Break It Down activities ask students to find evidence to support their answers. By finding a video clip that provides a key detail or fact, students go beyond simply applying knowledge to a new context and thinking critically about a text. After finding their evidence, they justify why they chose their answer and analyze how it relates to the prompt. 

5. “Create” examples

From artwork and creative writing, and acting to creating media such as videos or music, the “Create” level of Bloom’s serves as a stage for student voices to shine.

The “Create” level is an integral part of assessing student comprehension; here is where they put everything they’ve learned into practice to demonstrate a concept as they develop, plan, prepare, and construct in the creation of something new and original.

Flocabulary’s Lyric Lab activity is the ultimate way for students to foster creativity and demonstrate mastery of content. Here, they draw from everything they’ve done and learned in the lesson sequence as they create an original rap or rhyme of their own.

This scaffolded writing experience encourages students to ground their rhymes and music lyrics by creating their own rap using the academic vocabulary covered in the lesson. A built-in rhyming dictionary and beats library help students practice rapping their own rhymes over a beat. There’s always the option for students to download and share what they’ve learned or created with a broader audience beyond their teacher, too.

The best way to learn more about this beloved-by-all feature is to see it in action!

Bring the power of Bloom’s taxonomy into your classroom or school

Feel like a Bloom’s taxonomy expert? We hope you’re more familiar with this effective, scalable educational framework! 

Flocabulary is designed to build students’ higher-order thinking skills, leading to improved learner outcomes. And, much like Bloom’s, Flocabulary can be utilized by teachers and administrators across numerous K-12 subjects and curriculums.

Gabrielle is the Senior Brand and Creative Manager at Nearpod.

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Using Bloom's Taxonomy to Ask Critical Thinking Questions

“Good learning starts with questions, not answers.” – Guy Claxton

Critical thinking is required in the workplace, in educational settings, and to address everyday challenges. In ESL classes, teachers often ask only factual questions that rely on short-term memory, such as “What did Lee Pa do yesterday?” and “What is the capital of Minnesota?”

While memory is an important skill, teachers should ask questions and plan activities that dig deeper. Even in beginning level classrooms, it is essential that learners are asked questions that challenge them to think critically.

One tool that can be used to incorporate critical thinking questions and activities into the classroom is Bloom’s Taxonomy . Bloom’s Taxonomy is a classification system that is used to define and distinguish different levels of human cognition—i.e., thinking, learning, and understanding.

Bloom’s Taxonomy divides thinking into six categories, with one being the simplest level of thinking, up to six, which is the most complex.

• Knowledge:  Remembering or recalling appropriate, previously learned information to draw out factual (usually right or wrong) answers. When asking question, 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. When asking question, 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. When asking question, 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. When asking question, 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. When asking question, 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. When asking question, 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.

For resources and articles related to using Bloom’s Taxonomy to ask questions in the ESL classroom, check out these articles and resources:

• Bloom’s Taxonomy Wheel and Wall Chart with Question Stems
• Levels of Questions in Bloom’s Taxonomy
• Interactive Revised Bloom’s Taxonomy

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Critical Thinking

• Bloom's Taxonomy
• How can I apply it to my study?
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Bloom and Critical Thinking

Bloom's Taxonomy was created in 1956 under the leadership of educational psychologist Dr Benjamin Bloom in order to promote higher forms of thinking in education, such as analyzing and evaluating concepts, processes, procedures, and principles, rather than just remembering facts (rote learning). Students exhibiting cognitive skills of this level can categorize or classify information, comparing and contrasting it in order to make a decision thereby enhancing their critical thinking skills.

Other characteristics of higher order thinking include: combining, creating, designing, developing, evaluating, justifying, and measuring. A student undertaking a university course should be able to progressively demonstrate these cognitive skills when thinking and reasoning through assignments and problems. Some examples of these include:

• Understanding the links between ideas.
• Determining the importance and relevance of arguments and ideas.
• Recognizing, creating and evaluating arguments.
• Identifying inconsistencies and errors in reasoning.
• Approaching problems in a consistent and systematic way.
• Reflecting on the justification of their own assumptions, beliefs and values.

Applying Bloom's Taxonomy

Image credit: Jessica Shabatura. For more information see  https://tips.uark.edu/using-blooms-taxonomy/

Bloom and Critical Thinking actions

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• Last Updated: Feb 12, 2024 11:18 AM
• URL: https://tudublin.libguides.com/criticalthinking

Critical Thinking Educators Wheel available from Mentoring Minds | review by The Curriculum Corner | This wheel is a great tool for lesson planning using Bloom’s Taxonomy!

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Depth of Knowledge/Revised Bloom’s Taxonomy Wheel

• Plan and analyze instruction and enhance teacher lesson planning
• Assess thinking across the curriculum and measure student progress
• Help students transfer learning to new and real-world situations
• Prepare students to become skillful thinkers
• Facilitate a deeper understanding of content

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Inspire students to deeper understanding of the content and challenge them to higher levels of thinking with our award winning DOK/RBT Wheel. Integrate both thinking models during daily instruction to span a wide range of cognitive rigor and lead students to become independent thinkers. The DOK/RBT Wheel provides quick-and-easy access to two critical thinking models, one on each side of the wheel. With the four levels of Depth of Knowledge on one side and the six levels of Revised Bloom’s Taxonomy on the other, teachers can quickly access prompts to help students process information at different levels of thinking and address the cognitive demands of standards and assessments.

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