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REVISED BLOOM’S

TAXONOMY

How to Use Higher Order Thinking Skills in the Classroom

Table of Contents

Higher Order Thinking

What is Bloom’s Taxonomy?

Old vs. New

Who uses Bloom’s?

Remembering

Understanding

Applying

Analyzing

Evaluating

Creating

Other Visualizations of Bloom’s

Digital Revised Bloom’s Taxonomy

Thinking is the hardest work there is, which is

probably the reason why so few engage in it.

-Henry Ford

Higher Order Thinking

Quick Facts about Higher Order

Thinking

H: Higher

O: Order

T: Thinking

No one thinks perfectly or poorly all the time.

Memorizing something is not the same as thinking about

it.

You can memorize something without understanding it.

Thinking is done in both words and pictures.

There are three main types of intelligence and thinking:

analytical, creative and practical.

All three intelligences and ways of thinking are useful in

our everyday lives.

You can improve your thinking skills by understanding

the processes involved in thinking.

Metacognition-thinking about thinking-is part of higher

order thinking.

http://www.cdl.org/resource-library/articles/highorderthinking.php

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Higher Order Thinking (HOT)

HOT does not include memorization.

HOT requires that we do something with the facts.

We must understand them, connect them to each other,

categorize them, manipulate them, put them together in new

or novel ways, and apply them as we seek new solutions to

new problems.

Higher Order Thinking involves metacognition.

Metacognition is thinking about your thinking. When a learner

uses metacognition they are contemplating and revising their

thoughts continuously to make sure they truly understand the

information.

What is it and where did it come from?

Bloom’s Taxonomy

Bloom’s Timeline

1948: Benjamin Bloom and a group of psychologists studied classroom activities and goals teachers has while planning these activities.

Through this study three domains were concluded: Cognitive Domain

Affective Domain

Psychomotor Domain

Cognitive Domain was split into a hierarchy of 6 thinking skills: knowledge, comprehension, application, analysis,

synthesis, and evaluation.

1956: Original Bloom’s Taxonomy is published

http://learngen.org/Resources/lgend101_norm1/3000/3100_4/3130/3131alias2.html

Original Bloom’s Taxonomy

According to the original Bloom’s Taxonomy, the lowest order of thinking is knowledge (remembering something) and comprehension (knowing what something use).

These tiers were used as building blocks to help teachers scaffold their lessons and build students up to the top tier of thinking.

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Bloom’s Timeline Continued

1995: Lorin Anderson, a former student of Benjamin

Bloom, led another team of psychologists in revising

the original Bloom’s Taxonomy to represent the 21st

century.

Changes occurred in terminology, structure, and

emphasis. See the next slide for more information

on the changes.

2001: The final revision of Bloom’s Taxonomy was

published.

Old vs. New Bloom’s

Notice the terminology changes in the comparison above.

What’s the Difference?

Terminology: Used nouns to describe the levels of thinking.

Structure: One dimensional using the Cognitive Process.

Emphasis was originally for educators and psychologists. Bloom’s taxonomy was used by many other audiences.

Terminology: Uses verbs to describe the levels of thinking.

Structure: Two dimensional using the Knowledge Dimension and how it interacts with the Cognitive Process. See next slide for an interactive grid.

Emphasis is placed upon its use as a more authentic tool for curriculum planning, instructional delivery and assessment.

Original Bloom’s Taxonomy Revised Bloom’s Taxonomy

http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy#Revised_Bloom.27s_Ta

xonomy_.28RBT.29

Procedural Knowledge: How to do something, methods of inquiry, and criteria for using a skill, algorithm, technique or method.

Meta-Cognitive Knowledge: The awareness of one’s own cognition.

Two Dimensional Blooms Taxonomy

The

Knowledge

Dimension Remember

The

Understand

Cognitive

Apply

Process

Evaluate

Dimension

Create

Factual

KnowledgeList Summarize Classify Rank Combine

Conceptual

KnowledgeDescribe Interpret Experiment Assess Plan

Procedural

KnowledgeTabulate Predict Calculate Conclude Compose

Meta-

Cognitive

Knowledge

Appropriat

e UseExecute Construct Action Actualize

http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy#Revised_Bloom.27s_Ta

xonomy_.28RBT.29

Factual

Knowledge:

The basic

elements that

must be known

within a

discipline.

Conceptual

Knowledge:

The

interrelationshi

ps among the

factual

knowledge.

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Those who know how to think need no teachers.

-Mahatma Gandhi

Who uses Bloom’s?

We all think…but are we using HOT skills?

Using Bloom’s in the Classroom

Using questions from

all levels of Bloom’s

will help you

scaffold learning

and differentiate

instruction the easy

way!

Teachers

can

implemen

t Bloom’s

Taxonomy

by using

HOT

Questions

!

Creating: How would you

adapt the plot to create a

different story?

Evaluating: What choice would you have made if you were in the story?

Analyzing: How is this story related to your life?

Applying: What questions would you ask in an interview with the main character?

Understanding: What is the main idea of the story?

Remembering: Who was the main character?

Tiers of Revised Bloom’s Taxonomy

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Lower Order Thinking Skill: Remembering Remembering Questions

What is …?

Where is …?

How did ___ happen?

Why did …?

When did …?

How would you show …?

Who were the main …?

Which one …?

How is …?

When did ___ happen?

How would you explain …?

How would you describe ..?

Can you recall …?

Can you select …?

Can you list the three …?

Who was …?

Using Remembering in a Lesson

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…

Make an acrostic.

Recite a poem.

Websites to help scaffold with this tier:

www.Spellingcity.com

www.Thatquiz.org

www.Aplusclick.com

www.Dictionary.com

www.socialstudiesforkids.com/subjects/timelines.htm

Lower Order Thinking Skill: Understanding

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Understanding Questions

How would you classify the type of …?

How would you compare …? contrast …?

Will you state or interpret in your own words …?

How would you rephrase the meaning …?

What facts or ideas show …?

How would you summarize …?

What is the main idea of …?

Which statements support …?

Can you explain what is happening …? what is meant …?

What can you say about …?

Which is the best answer …?

Using Understanding in a Lesson

Cut out or draw pictures to show a particular event.

Illustrate what you think the main idea was.

Make a cartoon strip showing the sequence of events.

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.

Make a colouring book.

Websites to help you scaffold with this tier:

www.Tagxedo.com

www.Wordle.net

www.makebeliefscomix.com

www.prezi.com

www.bitstrips.com/create/comic/

www.toondoo.com/

www.netrover.com/~kingskid/anchors/anchors_main.htm

Moving up to Applying Applying Questions

How would you use …?

What examples can you find to …?

How would you solve ___ using what you’ve learned …?

How would you organize ___ to show …?

How would you show your understanding of …?

What approach would you use to …?

How would you apply what you learned to develop …?

What other way would you plan to …?

What would result if …?

Can you make use of the facts to …?

What elements would you choose to change …?

What facts would you select to show …?

What questions would you ask in an interview with …?

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Using Applying in a Lesson

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 papier-mache map to include

relevant information about an event.

Take a collection of photographs to

demonstrate a particular point.

Make up a puzzle game showing the ideas

from an area of study.

Make a clay model of an item in the area.

Design a market strategy for your product.

Dress a doll in costume.

Paint a mural.

Write a textbook outline.

Websites to help you scaffold with this tier:

www.animoto.com

www.cropmom.com

www.discoveryeducation.com/free-puzzlemaker/

www.teachingkidsbusiness.com/just-for-clicks-business-game.htm

http://marvel.com/games/cyos

Higher Order Thinking Skill: Analyzing

Analyzing Questions

What are the parts or features of …?

How is ___ related to …?

Why do you think …?

What is the theme …?

What motive is there …?

Can you list the parts …?

What inference can you make …?

What conclusions can you draw …?

How would you classify...?

How would you categorize...?

Can you identify the different parts …?

What evidence can you find …?

What is the relationship between …?

Can you distinguish between …?

What is the function of …?

What ideas justify …?

Using Analyzing in a Lesson

Design a questionnaire to gather

information.

Write a commercial to sell a new product.

Conduct an investigation to produce

information to support a point of view.

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.

Arrange a party and record as a

procedure.

Review a piece of art including form,

colour and texture

Websites to help you scaffold with this tier:

http://dissect.froguts.com/

www.zunal.com

www.polleverywhere.com

http://nces.ed.gov/nceskids/createagraph/

http://kids.familytreemagazine.com/kids/

www.kidsturncentral.com/topics/hobbies/genforms.htm

www.timeforkids.com/TFK/kids/hh/writeideas/articles/0,28372,634428,00.html

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Higher Order Thinking Skill: Evaluating Evaluating Questions

Do you agree with the actions…? with the outcome…?

What is your opinion of …?

How would you prove …? Disprove…?

Can you assess the value or importance of …?

Would it be better if …?

Why did they (the character) choose …?

What would you recommend…?

How would you rate the …?

What would you cite to defend the actions …?

How could you determine…?

What choice would you have made …?

How would you prioritize …?

What judgment would you make about …?

Based on what you know, how would you explain …?

What information would you use to support the view…?

How would you justify …?

What data was used to make the conclusion…?

What was it better that …?

How would you compare the ideas …? people …?

Using Evaluating in a Lesson

Prepare a list of criteria to judge a ……..show? Remember to indicate priorities and ratings.

Conduct a debate about a special issue.

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

Form a panel to discuss views.

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

Write a half yearly report.

Present your point of view.

Websites to help you scaffold with this tier:

www.rubistar.com

www.funenglishgames.com/writinggames/debate.html

www.idebate.org/debatabase/search.php?junior=yes

www.bubblesnaps.com/

www.fodey.com

Higher Order Thinking Skill: Creating

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Creating Questions

What changes would you make to solve …?

How would you improve …?

What would happen if …?

Can you elaborate on the reason …?

Can you propose an alternative…?

Can you invent …?

How would you adapt ___ to create a different …?

How could you change (modify) the plot (plan) …?

What could be done to minimize (maximize) …?

What way would you design …?

What could be combined to improve (change) …?

Suppose you could ___ what would you do …?

How would you test …?

Can you formulate a theory for …?

Can you predict the outcome if …?

How would you estimate the results for …?

What facts can you compile …?

Can you construct a model that would change …?

Can you think of an original way for the …?

Using Creating in a Lesson

Invent a machine to do a specific task.

Design a building to house your study.

Create a new product, give it a name and then devise a marketing strategy.

Write about your feelings in relation to …

Design a record, book or magazine cover.

Sell an idea.

Devise a way to …

Compose a rhythm or put new words to an old song.

Websites to help you scaffold with this tier:

www.fantasticcontraption.net

www.magmypic.com/

www.fakemagazinecover.com/

www.createspace.com/Tools/CoverCreator.jsp

www.blogger.com

www.wikispaces.com

Thought is the blossom; language the bud; action

the fruit behind it.

-Ralph Waldo Emerson

Other Visualizations of Bloom’s

Blooming Orange

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This is

based on

the original

Bloom’s but

I thought it

was a

great

illustration.

http://fisheggs.typepad.c

om/forty-

fisheggs/2010/06/fisheg

g-129-blooms-taxonomy-

levels-of-thinking.html

Blooming Butterfly

Technology is integrated in almost every part of lesson preparation and presentation. Scholars have now come up with a digital Bloom’s Taxonomy. Check it out!!

DIGITAL Revised Bloom’s Taxonomy

What do you use everyday? Are you

using your HOT skills?

There is a whole

website dedicated to

digital Bloom’s! Check

it out here:

http://visualblooms.wi

kispaces.com/

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Bibliography

EduPress. (n.d.). Questions for the Revised Bloom's Taxonomy. Retrieved June 5,

2011, from EduPress Inc.: http://www.highsmith.com/edupress/Quick-Flip-

Questions-for-the-Revised-Blooms-Taxonomy-c_23506705/EP729/

Lee, V. S. (1999). Creating a Blueprint for the Constructivist Classroom. National

Teaching & Learning Forum , 8 (4).

Thomas, A., & Thorne, G. (n.d.). Higher Order Thinking. Retrieved June 5, 2011,

from Center for Development and Learning: http://www.cdl.org/resource-

library/articles/highorderthinking.php

University of Kansas. (2002). Reporting. Retrieved June 5, 2011, from University

of Kansas:

http://learngen.org/Resources/lgend101_norm1/3000/3100_4/3130/3131ali

as2.html

Western Carolina University. (n.d.). Revised Bloom's Taxonomy Matrix. Retrieved

June 5, 2011, from Western Carolina University:

www.wcu.edu/WebFiles/WordDocs/wcucfc_bloomsverbsmatrix_082409.doc