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Bloom's Taxonomy

Page history last edited by Mrs. Train 5 years, 7 months ago

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Higher Order Thinking



bloom verbs


Bloom's Taxonomy and Higher-Order Thinking

by Shayne Hyman Train


Bloom's Taxonomy is a system of classification of learning objectives for students. Traditionally, the objects are divided into lower-order thinking, where students merely learn and understand facts and higher-order thinking, where we require students to evaluate and create based on their learning.  The system was created in 1956 by Benjamin Bloom and a team of psychologists, and was revised in 2000 by Lorin Anderson and team. Shown below is the revised version.


One way to judge whether your tasks are higher-order and challenging to students is to look at your rubric. If you can assess based on the four categories of KICA (Knowledge/Understanding, Thinking/Inquiry, Communication and Application) then that's a good indication that you've developed a rich, higher-order task.  Another way to consider this is to see what the product is - if it is a multiple choice quiz, then students are usually just demonstrating Knowledge and Understanding, whereas if the product is an analysis or the creation of something entirely new, they are probably applying all four categories.



Click here for full-sized poster

from Mia MacMeekin's Ethical Island blog.



Here are the different levels:



New Bloom Triangle


can the student recall or remember the information?
can the student distinguish between the different parts?
can the student explain ideas or concepts?
can the student justify a stand or decision?
 Applying: can the student use the information in a new way? Creating:
can the student create new product or point of view?

Graphics from http://ww2.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm



Websites with Further Information




These posters can help you incorporate higher-order thinking into your lessons:







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