Using Bloom’s Taxonomy in the classroom

Accessibility links

Using Bloom’s Taxonomy in the classroom

Breadcrumbs

Bloom's taxonomy, originated by Benjamin Bloom and collaborators in the 1950's, describes six levels of cognitive learning. By creating intended learning outcomes (ILOs) using measurable verbs, you indicate explicitly what the student must do in order to demonstrate learning.

Knowledge — information gathering   

Useful verbs Sample question stems Potential activities and products Skills demonstrated

tell

list

describe

relate

locate

write

find

state

name

define

identify

show

label

collect

examine

tabulate

quote

who

when

where

arrange

What happened after...

How many...

Who was it that...

Can you name the...

Describe what happened at...

Who spoke to...

Can you tell why..

Find the meaning of...

What is...

Which is true or false...

 

Make a list of the main events

Make a timeline of events

Make a facts chart

Write a list of any pieces of information you can remember

List all the .... in the story

Make a chart showing...

Quote prices or dates from memory

Make an acrostic

Recite a policy or poem

Define key quantities form this formula

Observation and recall of information

Knowledge of dates, events, places

Knowledge of major ideas

Mastery of subject matter

Comprehension — confirming knowledge, and use of knowledge 

Useful verbs Sample question stems Potential activities and products Skills demonstrated

explain

interpret

outline

discuss

distinguish

predict

restate

translate

compare

describe

summarise

contrast

estimate

differentiate

extend

classify

report

identify

review

Can you write in your own words...

Can you write a brief outline...

What do you think could have happened next...

Who do you think...

What was the main idea...

Who was the key character...

Can you distinguish between...

What differences exist between...

Can you provide an example of what you mean...

Can you provide a definition for...

 

Rewrite the principles

Translate into another format

Draw pictures to show a particular event

Illustrate what you think the main idea was

Make a cartoon strip showing the sequence of events

Write and perform a play based on the story

Retell the story in your own words

Paint a picture of some aspect you like

Write a summary report of an event

Prepare a flow chart to illustrate the sequence of events

Predict the size of the answer – kPa or MPa?

Understanding information

Grasp meaning

Translate knowledge into new context

Interpret facts, compare, contrast

Order, group, infer causes

Predict consequences

Application — making use of knowledge

Useful verbs Sample question stems Potential activities and products Skills demonstrated

solve

show

use

illustrate

construct

complete

examine

classify

apply

demonstrate

modify

relate

change

experiment

discover

represent

dramatise

interpret

Do you know another instance where...

Could this have happened in...

Can you group by characteristics such as...

What factors would you change if...

Can you apply the method used to some experience of your own...

What questions would you ask of...

From the information given, can you develop a set of instructions about...

Would this information be useful if you had a...

 

Construct a model to demonstrate how it will work

Make a diorama to illustrate an important event

Make a scrapbook about the areas of study

Make a map to include relevant information about an event

Take a collection of photographs to demonstrate a particular point

Make up a game using the ideas. Represent the element in a model

Design a market strategy for your product using a known strategy as a model

Paint a mural using the same materials.

Write a booklet about... for others

Classify these problems into different solution types

Use information

Use methods, concepts, theories in new situations

Solve problems using required skills or knowledge

Analysis — taking apart

Useful verbs Sample question stems Potential activities and products Skills demonstrated

analyse

distinguish

examine compare

contrast

investigate

categorise

identify

explain

separate

advertise

order

connect

arrange

divide

select

infer

Which events could have happened...

When that happened, what other outcomes might there have bee

How was this similar to...

What was the underlying theme of...

What do you see as other possible outcomes

Why did ... changes occur?

Compare your ... with that presented in...

Can you explain what must have happened when...

How is ... similar to ...

What are some of the problems of...

Can you distinguish between...

What were some of the motives behind...

What was the turning point in the game

What was the problem with...

 

Design a questionnaire to gather information.

Write a commercial to sell a new product.

Conduct an investigation to produce information to support a view.

Make a flow chart to show the critical stages.

Construct a graph to illustrate selected information.

Make a jigsaw puzzle.

Make a family tree showing relationships.

Put on a play about the study area.

Write a biography of the study person.

Prepare a report about the area of study.

Arrange a party. Make all the arrangements and record the steps needed.

Review a work of art in terms of form, colour and texture.

Draw the sub-systems that go into making this system function.

Seeing patterns.

Organisation of parts.

Recognition of hidden meanings.

Identification of components.

Synthesis — putting together

Useful verbs Sample question stems Potential activities and products Skills demonstrated

create

invent

compose

predict

plan

construct

design

imagine

propose

devise

formulate

combine

integrate

modify

rearrange

substitute

plan

generalise

rewrite

arrange

Design a ... to ...

Why not compose a story/ poem/song about...

Can you see a possible solution to...

If you had access to all resources how would you deal with...

Why don't you devise your own way to deal with...

What would happen if...

How many ways can you...

Create new and unusual uses for...

Write a new recipe for a tasty dish using …

Develop a proposal which would...

 

Invent a machine to do a specific task.

Design a building to house your study.

Create a new product. Give it a name and plan a marketing campaign.

Write about your feelings in relation to...

Write a TV show, play, puppet show, role play, song or pantomime about...?

Design a record, book, or magazine cover for...?

Make up a new language code and write material using it.

Sell an idea. Devise a way to...

Compose a rhythm or put new words to a known melody.

Create a model of your design.

Use old ideas to create new ones.

Generalise from given facts.

Relate knowledge from several areas.

Predict, draw conclusions.

Evaluation — judging the outcome 

Useful verbs Sample question stems Potential activities and products Skills demonstrated

judge

evaluate

select

choose

decide

justify

debate

verify

argue

recommend

assess

discuss

rate

prioritise

determine

decide

rank

measure

convince

conclude

compare

summarise

appraise

support

predict

 

Is there a better solution to...

Judge the value of...

Defend your position about...

Do you think ... is a good or a bad thing

How would you have handled...

What changes to ... would you recommend

Do you believe this

Are you a ... person

How would you feel if...

How effective are...

What do you think about...

 

Prepare a list of criteria to judge a ... show. Indicate priority and ratings

Conduct a debate about an issue of special interest

Make a booklet about 5 rules you see as important. Convince others

Form a panel to discuss views on a topic

Write a letter to ... advising on changes needed at...

Write a half yearly report

Prepare a case to present your view about...

Write a technical report justifying design decisions

Compare and discriminate between ideas

Assess value of theories, presentations

Make choices based on reasoned argument

Verify value of evidence

Recognise subjectivity

Sources

Adapted by Caroline Cottman, University of the Sunshine Coast from

  • Aussie School House, 2005, Teachers on the Web, viewed 8 February, 2007
  • University of Victoria, 2005, Bloom’s Taxonomy, viewed 8 February, 2007 http://www.coun.uvic.ca/learn/program/hndouts/bloom.html
  • St Edward’s UniversityCenter for Teaching Excellence, 2004, Task-oriented question construction wheel, viewed 8 February, 2007

More information

Download the Bloom's taxonomy — using the taxonomy in the classroom (PDF 41.4KB)

For PDF documents you must have the free Adobe Acrobat Reader, which can be downloaded from the Adobe Download page.

Back to top

Searching {{model.SearchType}} for "{{model.Query}}" returned more than {{model.MaxResults}} results.
The top {{model.MaxResults}} of {{model.TotalItems}} are shown below, ordered by relevance ({{model.TotalSeconds}} seconds)

Searching {{model.SearchType}} for "{{model.Query}}" returned {{model.TotalItems}} results, ordered by relevance ({{model.TotalSeconds}} seconds)

Searching {{model.SearchType}} for "{{model.Query}}" returned no results.

No search results found for

{{model.ErrorMessage}}