Bloom's Revised Taxonomy
Bloom's Taxonomy is a concept that groups paths and methods of thinking into six divisions of cognition that range in complexity. The choice of the word "taxonomy" is something that understandably makes comprehension of this idea more difficult than it has to be. It is best to think of that word in the way you might understand "grouping" or "organization."
In order of growing educational excellence, these are the six original levels in Bloom's taxonomy:
- Knowledge
- Comprehension
- Application
- Analysis
- Synthesis
- Evaluation
Typically, a pyramid winnowing to one small angle at the top is the graphic of choice used to visually model this sextet of cognitive levels; however, a more complex flower-on-a-wheel model has also been used to display Bloom's precepts. The educational psychologist Benjamin Bloom devised this taxonomy in the late 1950s as a way to help guide the methods and strategies used by teachers in promoting cognitive progression in their students.
Bloom's theories received an update and refashioning in the 1990s by collegues Anderson and Krathwohl, the former having in fact studied under Bloom. Their task was to make the taxonomy more relevant and beneficial to students on the cusp of a new millennium.
This is the order of terms in this revised version of Bloom's Taxonomy:
- Remembering
- Understanding
- Applying
- Analyzing
- Evaluating
- Creating
One initially notices the pair's decision to represent the terms of the taxonomy as verbs as opposed to nouns, something that might render the taxonomy more palatable to modern-day classrooms and modes of instruction.
In terms of applying this revised taxonomy to the classrooms of today, it is essential that instructors understand that learning is a process that builds upon itself. A simple understanding of the progression in thinking that Anderson and Krathwohl have put forward will serve as a guide for how to shepherd students through their learning. At the foundation is remembering; therefore, drills, study sheets, pop quizzes, and workshops in the basics of a given subject or concept are all helpful to establish solid recognition. At the top of the chart is creating: Once a student has demonstrated strong analysis and evaluation of a concept, encourage them to devise new projects and bring their own experiences to light when considering a topic, inventing new ways of grasping these ideas in the real world.
Additional Resources
Bloom's Revised Taxonomy. This should definitely be one of the initial resources you choose to delve into when beginning to learn more about Bloom's Taxonomy and what it represents. Included here are comprehensive articles on how Bloom's theories apply to math, science, and other subjects.
Bloom's Taxonomy. This is a quick yet extremely useful link to a set of graphics and charts with specific, quickly digested information on the basics and essentials of Bloom's Taxonomy. Budding teachers can especially grasp a ton of what makes Bloom's Taxonomy tick, and how to implement it into their own learning practices.
Beyond Bloom -- A New Version of the Cognitive Taxonomy. For those who would consider themselves already fairly well versed in what is entailed in a conversation of essential Bloom's Taxonomy, this resource is ideal for continuing that conversation in a more advanced fashion. There is a brief background, however, thankfully provided for those who want to catch up to speed.
Iowa State University. This institution's Center for Excellence in Learning and Teaching has provided this vibrant Model of Learning Objectives to dynamically introduce you to the whys and wherefores of Bloom's Taxonomy. At the end of the page, you will find a bounty of reputable and highly recommended further resources to dig into.
A Framework for Assessing Student Learning. Vanderbilt University offers this article on Bloom's Taxonomy that specifically deals with how those insights can support and keep track of the learning habits of students and classrooms. It contains quite a few links that will widen your perspective in this matter.
Information for this article was obtained in part from Mary Forehand at the University of Georgia.