bloom's taxonomy critical thinking levels

Critical thinking and Information Literacy: Bloom's Taxonomy

A Note on Critical Thinking
Critical Thinking
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?

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

bloom's taxonomy critical thinking levels

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:

<< Previous: Critical Thinking
Next: Christopher Dwyer's Critical Thinking >>
Last Updated: Mar 22, 2024 10:50 AM
URL: https://bcc-cuny.libguides.com/criticalthinking

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.

Make a Gift

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.

Learn about our Editorial Process

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.

psychomotor domain of learning and objectives

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.

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."

monkeybusinessimages/iStock/Getty Images

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."

Bloom’s Taxonomy

What is Bloom’s Taxonomy?

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, college and university instructors and professors 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.

The Revised Taxonomy (2001)

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.

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.

Blooms Taxonomy Vanderbilt University Center for Teaching

Course Objectives

Bloom’s Taxonomy is a hierarchical classification of the different levels of thinking, and should be applied when creating course objectives. Course objectives are brief statements that describe what students will be expected to learn by the end of the course. Many instructors have learning objectives when developing a course. However, many instructors do not write learning objectives. The full power of learning objectives is realized when the learning objectives are explicitly stated. Writing clear learning objectives are critical to creating and teaching a course.

Evolution and Application

Read this Ultimate Guide to gain a deep understanding of Bloom's taxonomy, how it has evolved over the decades and how it can be effectively applied in the learning process to benefit both educators and learners.

All 6 Levels of Understanding (on Bloom’s Taxonomy)

According to Benjamin Bloom, there are 6 levels of understanding that we pass through as our intellect grows. They are remembering, understanding, applying, analyzing, evaluating, and creating. He laid these out in his famous Bloom’s Taxonomy.

Bloom’s taxonomy is a hierarchical arrangement of six cognitive processing abilities and educational objectives that range from simple to complex and concrete to abstract.

The taxonomy starts with the proposition that learning exists on a continuum that reflects degrees of understanding and learning.

About Bloom’s Taxonomy

According to Bloom’s taxonomy , students must first learn basic facts of a subject and gradually progress to more advanced levels of understanding that eventually lead to being able to produce original knowledge.

In addition to identifying the cognitive abilities at each level of understanding, the taxonomy also includes describing the affective and psychomotor processes that are involved at each level.

Although the taxonomy is named after Benjamin Bloom in the book Taxonomy of Educational Objectives (1956), the work was the result of a collaboration that included coauthors Max Englehart, Edward Furst, Walter Hill, and David Krathwohl. A revision was later produced in 2001.

6 Levels of Understanding

1. remembering.

This is the most fundamental level of understanding that involves remembering basic information regarding a subject matter. This means that students will be able to define concepts, list facts, repeat key arguments, memorize details, or repeat information.

This is the first step of developing a comprehensive understanding of a subject, but it doesn’t not mean that the student has a very deep understanding. Producing a critical analysis or counterarguments are beyond the student’s ability at this level.

For example, a history teacher may assign a reading and give a lecture about a significant historical event. The material includes information about the key figures involved and outlining the chronological of events that took place.

For assessment, the exam asks students to answer questions about the dates of certain events and the names of the people associated with those events. In one section of the exam, students are presented with a blank timeline with some dates indicated. They have to write the name of the event that took place at that date and give the name of at least two people involved.

In another section of the exam, students answer multiple choice questions about the role of key figures. Other questions describe an event and then students must choose the name of the person associated with that moment.

At this level of understanding, students are expected to memorize information. This is a form of rote memory.

Synonyms for Remembering

2. understanding.

Understanding means being able to explain. This can involve explaining the meaning of a concept or an idea.

Students should be able to classify and categorize concepts based on descriptive terms or identify key features. If presented with a theory, students can describe the basic tenets and discuss the basic principles.

Although this level of understanding is more advanced, it is very descriptive. Students cannot produce an independent critical analysis of a theory or identify its strengths and weaknesses.

For example, in a psychology course, students might be asked to write a report on attachment. The report might include describing the basic characteristics of the different types of attachment and discussing in detail how attachments are formed.

Students should also be able to describe specific research studies in broad terms and explain the results well enough that another person could understand. This involves the ability to paraphrase. Instead of just repeating information straight for a source document, students should be able to describe the study in their own words.

Another version of assessment could include responding to simple questions about the subject matter. The response should come in the form of writing a short answer consisting of several sentences that shows the student understands the subject and is able to describe it from memory.

However, students will not be able to conduct a comparison of different theories, or identify their similarities and differences. Although the student clearly understands the theories, that level of understanding is not deep enough for them to generate a critical analysis.

Synonyms for Understanding

3. applying .

Applying refers to the ability to use information in situations other than the situation in which it was learned. This represents a deeper level of understanding.

The key development is the ability to “apply” information. Understanding can be demonstrated by taking knowledge and using it in a variety of ways.

This can involve using knowledge of how to perform a specific mathematical calculation to solve a problem or illustrate how a principle in physics can be seen in everyday life.

Students can engage in problem-solving on their own and discover solutions independently.

For example, if a physics teacher were to provide students information regarding the weight of a rocket and the degree of force generated by the engines, students could calculate how far the rocket would travel.

They could extend that understanding by performing the same calculations for a rocket traveling under different conditions related to gravity, wind resistance, and other factors.

Similarly, students should be able to illustrate specific concepts with examples or demonstrate simple scientific principles with various objects. This could involve showing how the weight of an object will affect its momentum or alter the direction of another moving object.

The key development in the student’s cognitive processing is the ability to apply descriptive information to a variety of situations.

Synonyms for Applying

4. analyzing.

Conducting an analysis independently is the next level of understanding. This includes the ability to draw logical conclusions based on given facts or make connections between various constructs.

Students are now able to identify the strengths and weaknesses of a theory, as well as compare and contrast different theoretical perspectives.

When studying literary works, students should be able to identify specific passages or statements that reflect the author’s philosophical perspective.

They can also identify patterns and trends in data, construct charts and graphs that organize information in a logical manner, and describe how and why data is connected.

For example, students in a political science course may be asked to identify the key ideals of democracy and socialism, highlight the differences and similarities, and discuss the ramifications of each political system.

Similarly, in an art class, students should be able to look at two works of art and make a variety of comparisons. This can include differentiating the genre of two pieces, identifying the medium used, compare and contrast the techniques used by the artist and the different effects those have on the viewer.

At this level of understanding, students are now able to manipulate information, organize it in meaningful ways according to various criteria, and both differentiate and connect various concepts.

Synonyms for Analyzing

See More Examples of Analysis Here

5. Evaluating

Evaluating means determining correctness. Here, students will be able to identify the merits of an argument or point of view and weigh the relative strengths of each point.

They can critique a decision or appraise the rationale given for a certain act.

This level of understanding represents a significant advancement of cognitive processes. Now students are able to grapple with very abstract concepts.

This can be demonstrated by making arguments for or against a particular legal ruling, conducting a critical analysis underlying a socio-political philosophy, or discuss the various issues to consider in a moral dilemma .

For example, students in a law course may be asked to produce a legal brief regarding a controversial ruling.

This requires presenting the key elements of a case and critiquing the legal arguments presented by others. Ultimately, the student can produce a final judgement of the ruling and justify their position with facts and other legal precedents.

In another example, if presented with a debate topic, students should be able to take a position on the issue and support their view with logical arguments. They may cite facts or statistics that make their position stronger, while at the same time being able to pinpoint the weaknesses of the opposing side and support those criticisms with strong counterarguments .

The advancement here is the ability to critique , judge, and even criticize abstract concepts such as a theory, philosophy, or legal perspective.

Synonyms for Evaluating

6. creating.

The final level of Bloom’s taxonomy is when students can create something new. It is characterized by inventing, designing, and creating something that did not exist previously.

At this last level of cognitive ability, the student becomes the master. Instead of being a consumer of information, they are now producers.

This level requires the ability to use the features of all previous levels in a way that will then lead to producing something completely new.

For example, an individual may be able to author an original literary piece such as a novel or screenplay. Or, a person may invent a completely new way to analyze data by creating a new formula. Other examples include formulating a new theoretical perspective or inventing an original piece of machinery.

A less dramatic example would be in the case that a manager designs a detailed schedule to manage a project. The schedule will include assigning work teams based on abilities, allocating resources, anticipating problems, and developing contingencies.

This is the highest form of understanding that goes far beyond fundamental understanding and into the realm of creation.

Synonyms for Creating

Bloom’s taxonomy of understanding gives educators a framework that is helpful in understanding the progression of student abilities and a way to organize assessment. Sometimes, we might also refer to it as the levels of knowledge . Teachers at different grade levels should develop lessons and assessment strategies that correspond to their students’ level of abilities.

As students move up the educational ladder from K1 to secondary school, and then further to university study and doctoral training, their cognitive abilities and observable learning behaviors continuously evolve. They become capable of handling increasingly challenging educational tasks, starting from simply being able to list facts, to a level of development that can lead to the invention of a new piece of machinery or the creation of a literary work.

The taxonomy has been well-received in the education world and is still in use today by educators worldwide. Bloom’s original book has been translated into at least 20 languages. However, today, an alternative taxonomy called the SOLO taxonomy is increasingly used because it’s believed to present more measurable outcomes for teachers.

Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R., Pintrich, P. R., Raths, J. D., & Wittrock, M. C. (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. New York: Longman

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

Eber, P. A., & Parker, T. S. (2007). Assessing Student Learning: Applying Bloom’s Taxonomy. Human Service Education , 27 (1). Doi: link.gale.com/apps/doc/A280993786/AONE?u=anon~395a775c&sid=sitemap&xid=d925de51

Krathwohl, D. R. (2002). A revision of Bloom’s taxonomy: An overview. Theory into practice, 41 (4), 212-218. Doi: https://doi.org/10.1207/s15430421tip4104_2

Chris Drew (PhD)

Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 15 Top Stakeholders in Education
Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ The Six Principles of Andragogy (Malcolm Knowles)
Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ What are Pedagogical Skills? - 15 Examples
Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 44 Maslow’s Hierarchy of Needs Examples

Other ways to search:

Events Calendar

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.

Academic Skills
Academic Success
Critical Thinking
top stories

Our websites may use cookies to personalize and enhance your experience. By continuing without changing your cookie settings, you agree to this collection. For more information, please see our University Websites Privacy Notice .

Center for Excellence in Teaching and Learning

Critical Thinking and other Higher-Order Thinking Skills

Critical thinking is a higher-order thinking skill. Higher-order thinking skills go beyond basic observation of facts and memorization. They are what we are talking about when we want our students to be evaluative, creative and innovative.

When most people think of critical thinking, they think that their words (or the words of others) are supposed to get “criticized” and torn apart in argument, when in fact all it means is that they are criteria-based. These criteria require that we distinguish fact from fiction; synthesize and evaluate information; and clearly communicate, solve problems and discover truths.

Why is Critical Thinking important in teaching?

According to Paul and Elder (2007), “Much of our thinking, left to itself, is biased, distorted, partial, uninformed or down-right prejudiced. Yet the quality of our life and that of which we produce, make, or build depends precisely on the quality of our thought.” Critical thinking is therefore the foundation of a strong education.

Using Bloom’s Taxonomy of thinking skills, the goal is to move students from lower- to higher-order thinking:

from knowledge (information gathering) to comprehension (confirming)
from application (making use of knowledge) to analysis (taking information apart)
from evaluation (judging the outcome) to synthesis (putting information together) and creative generation

This provides students with the skills and motivation to become innovative producers of goods, services, and ideas. This does not have to be a linear process but can move back and forth, and skip steps.

How do I incorporate critical thinking into my course?

The place to begin, and most obvious space to embed critical thinking in a syllabus, is with student-learning objectives/outcomes. A well-designed course aligns everything else—all the activities, assignments, and assessments—with those core learning outcomes.

Learning outcomes contain an action (verb) and an object (noun), and often start with, “Student’s will....” Bloom’s taxonomy can help you to choose appropriate verbs to clearly state what you want students to exit the course doing, and at what level.

Students will define the principle components of the water cycle. (This is an example of a lower-order thinking skill.)
Students will evaluate how increased/decreased global temperatures will affect the components of the water cycle. (This is an example of a higher-order thinking skill.)

Both of the above examples are about the water cycle and both require the foundational knowledge that form the “facts” of what makes up the water cycle, but the second objective goes beyond facts to an actual understanding, application and evaluation of the water cycle.

Using a tool such as Bloom’s Taxonomy to set learning outcomes helps to prevent vague, non-evaluative expectations. It forces us to think about what we mean when we say, “Students will learn…” What is learning; how do we know they are learning?

The Best Resources For Helping Teachers Use Bloom’s Taxonomy In The Classroom by Larry Ferlazzo

Consider designing class activities, assignments, and assessments—as well as student-learning outcomes—using Bloom’s Taxonomy as a guide.

The Socratic style of questioning encourages critical thinking. Socratic questioning “is systematic method of disciplined questioning that can be used to explore complex ideas, to get to the truth of things, to open up issues and problems, to uncover assumptions, to analyze concepts, to distinguish what we know from what we don’t know, and to follow out logical implications of thought” (Paul and Elder 2007).

Socratic questioning is most frequently employed in the form of scheduled discussions about assigned material, but it can be used on a daily basis by incorporating the questioning process into your daily interactions with students.

In teaching, Paul and Elder (2007) give at least two fundamental purposes to Socratic questioning:

To deeply explore student thinking, helping students begin to distinguish what they do and do not know or understand, and to develop intellectual humility in the process
To foster students’ abilities to ask probing questions, helping students acquire the powerful tools of dialog, so that they can use these tools in everyday life (in questioning themselves and others)

How do I assess the development of critical thinking in my students?

If the course is carefully designed around student-learning outcomes, and some of those outcomes have a strong critical-thinking component, then final assessment of your students’ success at achieving the outcomes will be evidence of their ability to think critically. Thus, a multiple-choice exam might suffice to assess lower-order levels of “knowing,” while a project or demonstration might be required to evaluate synthesis of knowledge or creation of new understanding.

Critical thinking is not an “add on,” but an integral part of a course.

Make critical thinking deliberate and intentional in your courses—have it in mind as you design or redesign all facets of the course
Many students are unfamiliar with this approach and are more comfortable with a simple quest for correct answers, so take some class time to talk with students about the need to think critically and creatively in your course; identify what critical thinking entail, what it looks like, and how it will be assessed.

Additional Resources

Barell, John. Teaching for Thoughtfulness: Classroom Strategies to Enhance Intellectual Development . Longman, 1991.
Brookfield, Stephen D. Teaching for Critical Thinking: Tools and Techniques to Help Students Question Their Assumptions . Jossey-Bass, 2012.
Elder, Linda and Richard Paul. 30 Days to Better Thinking and Better Living through Critical Thinking . FT Press, 2012.
Fasko, Jr., Daniel, ed. Critical Thinking and Reasoning: Current Research, Theory, and Practice . Hampton Press, 2003.
Fisher, Alec. Critical Thinking: An Introduction . Cambridge University Press, 2011.
Paul, Richard and Linda Elder. Critical Thinking: Learn the Tools the Best Thinkers Use . Pearson Prentice Hall, 2006.
Faculty Focus article, A Syllabus Tip: Embed Big Questions
The Critical Thinking Community
The Critical Thinking Community’s The Thinker’s Guides Series and The Art of Socratic Questioning

Consult with our CETL Professionals

Consultation services are available to all UConn faculty at all campuses at no charge.

Revised Bloom’s Taxonomy

Revised bloom's taxonomy, essential resources.

Revised Bloom’s Taxonomy Model (Responsive Version)

Download the Revised Bloom’s Taxonomy (PDF)

A statement of a learning objective contains a verb (an action) and an object (usually a noun).

The verb generally refers to [actions associated with] the intended cognitive process .
The object generally describes the knowledge students are expected to acquire or construct. (Anderson and Krathwohl, 2001, pp. 4–5)

The cognitive process dimension represents a continuum of increasing cognitive complexity—from remember to create. Anderson and Krathwohl identify 19 specific cognitive processes that further clarify the bounds of the six categories (Table 1).

Table 1. The Cognitive Process Dimension – categories, cognitive processes (and alternative names)

recognizing (identifying)

recalling (retrieving)

interpreting (clarifying, paraphrasing, representing, translating)

exemplifying (illustrating, instantiating)

classifying (categorizing, subsuming)

summarizing (abstracting, generalizing)

inferring (concluding, extrapolating, interpolating, predicting)

comparing (contrasting, mapping, matching)

explaining (constructing models)

executing (carrying out)

implementing (using)

differentiating (discriminating, distinguishing, focusing, selecting)

organizing (finding, coherence, integrating, outlining, parsing, structuring)

attributing (deconstructing)

checking (coordinating, detecting, monitoring, testing)

critiquing (judging)

generating (hypothesizing)

planning (designing)

producing (construct)

The knowledge dimension represents a range from concrete (factual) to abstract (metacognitive) (Table 2). Representation of the knowledge dimension as a number of discrete steps can be a bit misleading. For example, all procedural knowledge may not be more abstract than all conceptual knowledge. And metacognitive knowledge is a special case. In this model, “ metacognitive knowledge is knowledge of [one’s own] cognition and about oneself in relation to various subject matters . . . ” (Anderson and Krathwohl, 2001, p. 44).

Table 2. The Knowledge Dimension

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

Metacognitive

strategic knowledge
knowledge about cognitive tasks, including appropriate contextual and conditional knowledge
self-knowledge

Bloom’s Revised Taxonomy Model (Responsive)

Note: These are learning objectives – not learning activities . It may be useful to think of preceding each objective with something like, “students will be able to…:

The Knowledge Dimension

The basic elements a student must know to be acquainted with a discipline or solve problems in it.

The interrelationships among the basic elements within a larger structure that enable them to function together.

How to do something, methods of inquiry, and criteria for using skills, algorithms, techniques, and methods.

Knowledge of cognition in general as well as awareness and knowledge of one’s own cognition

The Cognitive Process Dimension

Retrieve relevant knowledge from long-term memory.

Remember + Factual

List primary and secondary colors.

Remember + Conceptual

Recognize symptoms of exhaustion.

Remember + Procedural

Recall how to perform CPR.

Remember + Metacognitive

Identify strategies for retaining information.

Construct meaning from instructional messages, including oral, written and graphic communication.

Understand + Factual

Summarize features of a new product.

Understand + Conceptual

Classify adhesives by toxicity.

Understand + Procedural

Clarify assembly instructions.

Understand + Metacognitive

Predict one’s response to culture shock.

Carry out or use a procedure in a given situation.

Apply + Factual

Respond to frequently asked questions.

Apply + Conceptual

Provide advice to novices.

Apply + Procedural

Carry out pH tests of water samples.

Apply + Metacognitive

Use techniques that match one's strengths.

Break material into foundational parts and determine how parts relate to one another and the overall structure or purpose

Analyze + Factual

Select the most complete list of activities.

Analyze + Conceptual

Differentiate high and low culture.

Analyze + Procedural

Integrate compliance with regulations.

Analyze + Metacognitive

Deconstruct one's biases.

Make judgments based on criteria and standards.

Evaluate + Factual

Check for consistency among sources.

Evaluate + Conceptual

Determine relevance of results.

Evaluate + Procedural

Judge efficiency of sampling techniques.

Evaluate + Metacognitive

Reflect on one's progress.

Put elements together to form a coherent whole; reorganize into a new pattern or structure.

Create + Factual

Generate a log of daily activities.

Create + Conceptual

Assemble a team of experts.

Create + Procedural

Design efficient project workflow.

Create + Metacognitive

Create a learning portfolio.

Recommended resources

Developing Student Learning Outcome Statements (Georgia Tech) page
Churches, A. (2008). Bloom’s Digital Taxonomy. A thorough orientation to the revised taxonomy; practical recommendations for a wide variety of ways mapping the taxonomy to the uses of current online technologies; and associated rubrics
Download the Blooms Digital Taxonomy of Verbs poster (Wasabi Learning)
Bloom et al.’s Taxonomy of the Cognitive Domain (Dr. William G. Huitt, Valdosta State University)
Stanny, C. J. (2016). Reevaluating Bloom’s Taxonomy: What measurable verbs can and cannot say about student learning. Education Sciences, 6 (4). https://doi.org/10.3390/educsci6040037
The Best Resources For Helping Teachers Use Bloom’s Taxonomy In The Classroom (Larry Ferlazzo’s Websites of the Day…)

*Anderson, L.W. (Ed.), Krathwohl, D.R. (Ed.), Airasian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R., Raths, J., & Wittrock, M.C. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s Taxonomy of Educational Objectives (Complete edition). New York: Longman.

Using Bloom's Taxonomy to Ask Critical Thinking Questions

Pyramid of Bloom's Taxonomy Labeled from the bottom to the top: Remembering, Understanding, Applying, Analyzing, Evaluating, Creating

“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

Get the Latest

Get the latest teaching tips and resources.

Impact and Mission
Staff and Board
Annual Reports and Financials
Jobs and Internships
Classes for Adults
Programs for Children & Families
Digital Literacy
Trainings & Workshops
Volunteer Recruitment
Northstar Digital Literacy
AmeriCorps Programs
Literacy Strategies (Consulting)
Open Door Collective
NEW! English Unlocked
Educator Resources Library
Distance Learning Platforms
MN Distance Learning Support
Ways to Volunteer
Work with Adults
Volunteer Interest Signup
Volunteer Training Calendar
New Volunteer Information Sessions
AmeriCorps VISTA
Open Door Learning Centers

Critical Thinking

Bloom's Taxonomy
How can I apply it to my study?
Find out more : Resources
Other Useful LibGuides

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

<< Previous: What is Critical Thinking?
Next: How can I apply it to my study? >>
Last Updated: Feb 12, 2024 11:18 AM
URL: https://tudublin.libguides.com/criticalthinking

An official website of the United States government

The .gov means it’s official. Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

The site is secure. The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

Publications
Account settings

Preview improvements coming to the PMC website in October 2024. Learn More or Try it out now .

Advanced Search
Journal List
J Med Libr Assoc
v.103(3); 2015 Jul

Bloom’s taxonomy of cognitive learning objectives

Information professionals who train or instruct others can use Bloom’s taxonomy to write learning objectives that describe the skills and abilities that they desire their learners to master and demonstrate. Bloom’s taxonomy differentiates between cognitive skill levels and calls attention to learning objectives that require higher levels of cognitive skills and, therefore, lead to deeper learning and transfer of knowledge and skills to a greater variety of tasks and contexts.

As learners, we know from experience that some learning tasks are more difficult than others. To take an example from elementary school, knowing our multiplication tables by rote requires a qualitatively different type of thinking than does applying our multiplication skills through solving “word problems.” And in both cases, a teacher could assess our knowledge and skills in either of these types of thinking by asking us to demonstrate those skills in action, in other words, by doing something that is observable and measurable. With the publication in 1956 of the Taxonomy of Educational Objectives: The Classification of Educational Goals , an educational classic was born that powerfully incorporated these concepts to create a classification of cognitive skills [ 1 ]. The classification system came to be called Bloom’s taxonomy, after Benjamin Bloom, one of the editors of the volume, and has had significant and lasting influence on the teaching and learning process at all levels of education to the present day.

Bloom’s taxonomy contains six categories of cognitive skills ranging from lower-order skills that require less cognitive processing to higher-order skills that require deeper learning and a greater degree of cognitive processing ( Figure 1 ). The differentiation into categories of higher-order and lower-order skills arose later; Bloom himself did not use these terms.

An external file that holds a picture, illustration, etc.
Object name is mlab-103-03-152-153-f01.jpg

Bloom’s taxonomy

Knowledge is the foundational cognitive skill and refers to the retention of specific, discrete pieces of information like facts and definitions or methodology, such as the sequence of events in a step-by-step process. Knowledge can be assessed by straightforward means, for example, multiple choice or short-answer questions that require the retrieval or recognition of information, for example, “Name five sources of drug information.” Health professionals must have command of vast amounts of knowledge such as protocols, interactions, and medical terminology that are committed to memory, but simple recall of facts does not provide evidence of comprehension, which is the next higher level in Bloom’s taxonomy.

Learners show comprehension of the meaning of the information that they encounter by paraphrasing it in their own words, classifying items in groups, comparing and contrasting items with other similar entities, or explaining a principle to others. For example, librarians might probe a learner’s understanding of information sources by asking the learner to compare and contrast the information found in those sources. Comprehension requires more cognitive processing than simply remembering information, and learning objectives that address comprehension will help learners begin to incorporate knowledge into their existing cognitive schemas by which they understand the world [ 2 ]. This allows learners to use knowledge, skills, or techniques in new situations through application, the third level of Bloom’s taxonomy. An example of application familiar to medical librarians is the ability to use best practices in the literature searching process, such as using Medical Subject Headings (MeSH) terms for key concepts in a search.

Moving to higher levels of the taxonomy, we next see learning objectives relating to analysis . Here is where the skills that we commonly think of as critical thinking enter. Distinguishing between fact and opinion and identifying the claims upon which an argument is built require analysis, as does breaking down an information need into its component parts in order to identify the most appropriate search terms.

Following analysis is the level of synthesis, which entails creating a novel product in a specific situation. An example of an evidence-based medicine–related task requiring synthesis is formulating a well-built clinical question after analyzing a clinician’s information gaps [ 3 ]. The formulation of a management plan for a specific patient is another clinical task involving synthesis.

Finally, the pinnacle of Bloom’s taxonomy is evaluation , which is also important to critical thinking. When instructors reflect on a teaching session and use learner feedback and assessment results to judge the value of the session, they engage in evaluation. Critically appraising the validity of a clinical study and judging the relevance of its results for application to a specific patient also require evaluative skills. It is important to recognize that higher-level skills in the taxonomy incorporate many lower-level skills as well: to critically appraise the medical literature ( evaluation) , one must have knowledge and comprehension of various study designs, apply that knowledge to a specific published study to recognize the study design that has been used, and then analyze it to isolate the various components of internal validity such as blinding and randomization. For an illustrative list of learning objectives from evidence-based medicine curricula at US and Canadian medical schools categorized according to Bloom’s taxonomy, refer to the 2014 Journal of the Medical Library Association article by Blanco et al. [ 3 ].

CHANGES IN BLOOM’S TAXONOMY

Based on findings of cognitive science following the original publication, a later revision of the taxonomy changes the nomenclature and order of the cognitive processes in the original version. In this later version, the levels are remember, understand, apply, analyze, evaluate, and create. This reorganization places the skill of synthesis rather than evaluation at the highest level of the hierarchy [ 2 ]. Furthermore, this revision adds a new dimension across all six cognitive processes. It specifies the four types of knowledge that might be addressed by a learning activity: factual (terminology and discrete facts) ; conceptual (categories, theories, principles, and models) ; procedural (knowledge of a technique, process, or methodology); and metacognitive (including self-assessment ability and knowledge of various learning skills and techniques).

It is important to note that the most common usage of Bloom’s taxonomy focuses on cognitive learning skills rather than psychomotor or affective skills, two domains that are crucial to the success of health professionals. Examples of psychomotor and affective skills are knot tying in surgery and empathy toward patients, respectively.

The taxonomy is useful in two important ways. First, use of the taxonomy encourages instructors to think of learning objectives in behavioral terms to consider what the learner can do as a result of the instruction. A learning objective written using action verbs will indicate the best method of assessing the skills and knowledge taught. Lists of action verbs that are appropriate for learning objectives at each level of Bloom’s taxonomy are widely available on the Internet [ 4 ]. Second, considering learning goals in light of Bloom’s taxonomy highlights the need for including learning objectives that require higher levels of cognitive skills that lead to deeper learning and transfer of knowledge and skills to a greater variety of tasks and contexts.

Today’s health professions educators wish to develop learners’ skills at the higher levels of Bloom’s taxonomy that require demonstration of deeper cognitive processing such as critical thinking and evaluative judgments, but studies have shown that learning objectives in many training programs and curricula focus overwhelmingly on the lower levels of the taxonomy, knowledge and comprehension [ 3 , 5 ]. This shortcoming must be considered by educators if health professionals are to achieve increasing levels of skill and function.

Nancy E. Adams, MLIS, ude.usp.cmh@smadan , Associate Director and Coordinator of Education and Instruction, George T. Harrell Health Sciences Library, Penn State Hershey Milton S. Hershey Medical Center, 500 University Drive, Mail Code H127, Hershey, PA 17033-0850

school Campus Bookshelves
menu_book Bookshelves
perm_media Learning Objects
login Login
how_to_reg Request Instructor Account
hub Instructor Commons

Margin Size

Download Page (PDF)
Download Full Book (PDF)
Periodic Table
Physics Constants
Scientific Calculator
Reference & Cite
Tools expand_more
Readability

selected template will load here

This action is not available.

4.1: Bloom’s Taxonomy

Last updated
Save as PDF
Page ID 11026

\( \newcommand{\vecs}[1]{\overset { \scriptstyle \rightharpoonup} {\mathbf{#1}} } \)

\( \newcommand{\vecd}[1]{\overset{-\!-\!\rightharpoonup}{\vphantom{a}\smash {#1}}} \)

\( \newcommand{\id}{\mathrm{id}}\) \( \newcommand{\Span}{\mathrm{span}}\)

( \newcommand{\kernel}{\mathrm{null}\,}\) \( \newcommand{\range}{\mathrm{range}\,}\)

\( \newcommand{\RealPart}{\mathrm{Re}}\) \( \newcommand{\ImaginaryPart}{\mathrm{Im}}\)

\( \newcommand{\Argument}{\mathrm{Arg}}\) \( \newcommand{\norm}[1]{\| #1 \|}\)

\( \newcommand{\inner}[2]{\langle #1, #2 \rangle}\)

\( \newcommand{\Span}{\mathrm{span}}\)

\( \newcommand{\id}{\mathrm{id}}\)

\( \newcommand{\kernel}{\mathrm{null}\,}\)

\( \newcommand{\range}{\mathrm{range}\,}\)

\( \newcommand{\RealPart}{\mathrm{Re}}\)

\( \newcommand{\ImaginaryPart}{\mathrm{Im}}\)

\( \newcommand{\Argument}{\mathrm{Arg}}\)

\( \newcommand{\norm}[1]{\| #1 \|}\)

\( \newcommand{\Span}{\mathrm{span}}\) \( \newcommand{\AA}{\unicode[.8,0]{x212B}}\)

\( \newcommand{\vectorA}[1]{\vec{#1}} % arrow\)

\( \newcommand{\vectorAt}[1]{\vec{\text{#1}}} % arrow\)

\( \newcommand{\vectorB}[1]{\overset { \scriptstyle \rightharpoonup} {\mathbf{#1}} } \)

\( \newcommand{\vectorC}[1]{\textbf{#1}} \)

\( \newcommand{\vectorD}[1]{\overrightarrow{#1}} \)

\( \newcommand{\vectorDt}[1]{\overrightarrow{\text{#1}}} \)

\( \newcommand{\vectE}[1]{\overset{-\!-\!\rightharpoonup}{\vphantom{a}\smash{\mathbf {#1}}}} \)

In 1956, educational psychologist Benjamin Bloom and his associates conceptualized a taxonomy to classify aspects of human learning that included three basic domains: cognitive, affective, and psychomotor. The cognitive domain of this taxonomy represents a continuum of thinking that can be useful for teachers as they develop curricula for students, but also for students as they try to determine what a professor may be asking them to do on a particular test question or writing assignment. Bloom’s Taxonomy can also help students challenge themselves as they are creating active learning study strategies and/ or developing questions for self-testing for an exam. In addition, once students have taken an exam in a particular course, conducting a post-test review of the levels of thinking required by exam questions will provide clues regarding how to effectively study for future exams.

Table 5-1: Bloom’s Taxonomy: Cognitive Domain (1956)

Students who challenge themselves to engage in higher-level thinking such as Applying, Analyzing, Evaluating, and Creating are using what professors on our campus would commonly characterize as “critical thinking.”

8 Higher-order thinking examples for the classroom

May 29, 2024

Darri Stephens

Education Tips & Tricks , Implementation

A common goal of educators is to appeal to students’ high-order thinking skills. What are some examples of higher-order thinking? These are critical thinking skills that go beyond what can be merely observed or memorized; instead, higher-order thinking skills (HOTS) require students to put into practice all those nuanced active verbs we teachers pepper into our learning objectives: experiment, question, investigate, develop, and design. We try to ask higher-order thinking questions throughout our instruction to spiral beyond lower-order thinking skills (LOTS), in order to help students make deeper connections across disciplines and contexts and to incite lifelong learning.

What are higher-order thinking skills in the classroom?

When it comes to higher-order thinking skills, most educators lean on Benjamin S. Bloom’s 1956 framework, Taxonomy of Educational Objectives (developed in collaboration with Max Englehart, Edward Furst, Walter Hill, and David Krathwohl). What has since become known more familiarly as “ Bloom’s Taxonomy ” consists of six skills and abilities that build in difficulty from the simplistic to the more complex and from the concrete to the more abstract.

In 2001, Lorin Anderson—a former student of Bloom’s—and a group of researchers, including psychologists and theorists, reworked the original framework into A Taxonomy for Teaching, Learning, and Assessment , with a couple of key differences. First, they modified the six categories to be active verbs to represent the dynamic nature of the framework. Second, they changed “Comprehension” to “Understanding,” and then flipped the top two layers so that “Synthesis” became the new apex designated as “Create.” Throughout the decades, however, the high-order thinking framework of Bloom’s Taxonomy has guided educators in crafting higher-order thinking questions that lead to truly meaningful and more personalized learning experiences.

Bloom's Taxonomy higher-order thinking activities on Flocabulary

Introduce Flocabulary

Flocabulary is a rich multimedia platform that motivates students to meet the rigors of challenging curricula. Using Flocabulary’s contagious beat of hip-hop music and original lyrics, teachers can immerse students in a multidimensional learning experience that supports and challenges their academic development. Flocabulary’s lesson sequence guides students to higher-order thinking skills, as outlined in Bloom’s Taxonomy.

You can appeal to students’ basic comprehension by introducing the video and key vocabulary. But you can also quickly “ladder up” by challenging them to apply their understanding in new contexts and in their own words while analyzing evidence to support their thinking and perspectives. They can continue to evolve their comprehension by sharing and defending their perspectives and opinions until ultimately showcasing their mastery through an authentic assessment task or project.

Here’s an example of the type of engaging videos you can find on Flocabulary!

New to Flocabulary? Teachers can sign up for a trial to access our lesson videos and assessment activities. Administrators can get in touch with us to learn more about unlocking the full power of Flocabulary through Flocabulary Plus.

1. Remember backward design

While it can be enticing to jump right into fun activities, if you lean on Wiggins and McTighe’s Understanding by Design framework , you know that backward design means you start with the learning goals first, then construct the assessment methods, and lastly design the instructional activities. Therefore, you want to establish sound learning objectives that are SMART (specific, measurable, attainable, relevant, and timely). You can try using the SWBAT framing ( Students will be able to…) and intentionally choose specific action verbs. There are many fantastic visuals, and even classroom posters, that align action verbs with Bloom’s Taxonomy, making it easier for you to judiciously choose action verbs to craft meaningful learning objectives. After you have your learning goals in mind, then you can filter by standards in Flocabulary’s library to find aligned content that is appropriate for your grade. Use the dropdown menu to search for Flocabulary units and lessons that are aligned to all state and national standards, filter by subject (ELA, math, science, social studies, health, and physical education) and grade, or use an advanced option like a search term.

Standards aligned filter page on Flocabulary

2. It’s okay to start at the bottom

Bloom’s Taxonomy was built on the notion that a base of knowledge—now remembering and understanding—is foundational to diving deeper. Therefore, you could and should play Flocabulary’s lesson videos and still create activities that check students’ comprehension when it comes to basic memorization and recall skills such as defining, identifying, and reciting. Continue to build by asking students to push beyond rote memorization and explain their thinking in their own words by describing, discussing, and summarizing. In Flocabulary, you can use the video, the printed lyrics, and the Vocab Cards to construct a base of common understanding, but then prepare to ignite students’ engagement by helping them unpack what they have watched or read.

3. Release the responsibility

In the Gradual Release of Responsibility model (GRR) , the responsibility shifts from the teacher imparting or modeling in a focused lesson to students independently practicing and taking the reins: I do, we do, you do . In conjunction with Bloom’s, students can move into guided, collaborative, and independent practice by transitioning from lower- to higher-order thinking skills. Consider activities that allow for questions, interpretations, demonstrations, examinations, assessments, and critiques. With Flocabulary, you can share a video with the whole group or target your instruction and share differentiated content. After watching the video, students can deconstruct what they saw through activities like Break It Down, Read & Respond, and Quiz, which encourages them to reflect on their own knowledge gain. They may choose to rewatch or revisit the activities to help solidify their deeper learning.

4. Incite those imaginations

With any good teaching, students become inspired to put their own stamp on showing what they know. The highest tier of higher-order thinking is about giving students not only the opportunity to express themselves, but the agency to decide by which means. Flocabulary is renowned for helping students become highly engaged thanks to the power of hip-hop music, visual art, storytelling, humor, drama, and poetry in each and every video. Flocabulary places students in the ultimate role of the creator while building comprehension and key vocabulary through Lyric Lab . Lyric Lab combines vocabulary acquisition and enhancement of writing skills, all while promoting ownership of learning. Flocabulary blends project-based learning, cultural responsiveness , and the use of music in the classroom .

5. Scaffold the learning

When it comes to quality educational experiences, concepts spiral and are scaffolded for deeper learning—whether across a unit or within the same lesson. Concepts can be retaught or emphasized in multiple ways. Author Zig Ziglar once said, “ Repetition is the mother of learning, the father of action, which makes it the architect of accomplishment. ” Choose a skill or behavior and then think about how you use higher-order questioning to guide students from remembering all the way to creating—within a single lesson. The following example models this using the tale of Goldilocks and the Three Bear s:

Remember: Describe where Goldilocks lived.
Understand: Summarize what the Goldilocks story was about.
Apply: Construct a theory as to why Goldilocks went into the house.
Analyze: Differentiate between how Goldilocks reacted and how you would react in each story event.
Evaluate: Assess whether or not you think this really happened to Goldilocks.
Create: Compose a song, skit, poem, or rap to convey the Goldilocks story in a new form. [ Forehand, 2011 ]

This video teaches students to identify the 5 Ws: Who, What, When, Where, Why , and provides a great launching point for creative and targeted instruction around higher-order thinking strategies and prompts.

Who, What, When, Where, Why (5W) video lesson

6. Differentiate your viewing strategies

Speaking of scaffolding, when it comes to viewing experiences, you may want to take a three-phased approach to viewing the lesson videos. Repeat viewings are meaningful if there are concrete and differentiated objectives for each viewing experience that complement different higher-order thinking activities:

To start, you may want to hook into students’ prior knowledge by posing some remembering and understanding questions about the topic. Students can make cross-curricular connections and lean on their real-world experiences. You may want to use a graphic organizer or make it more interactive by using Flocabulary’s Vocab Cards, which follow the K-W-L Chart, to capture what they already know.
During viewing, you can expand into more active view strategies by asking students to continue using graphic organizers to take notes, but also analyze and evaluate the content they are watching. Use Flocabulary’s Discuss Mode to encourage small groups of students to pause and chat as they view, for meaningful conversations and reflections.
Post-viewing, challenge students to synthesize what they’ve learned by creating a learning artifact that highlights their personal and deep understanding of the skill. For a tech-rich approach, challenge them to use the Lyric Lab for some authentic assessment.

7. Appeal to all

While striving to develop high-order thinking skills, remember to speak to all learning styles, which means keeping differentiation at the top of your mind. Especially when you’re involving technology, consider the ways to make the learning accessible to all. With Flocabulary, you can turn on Microsoft’s Immersive Reader to aid those with visual or auditory differences. Immersive Reader can even support all learners who simply need a boost when it comes to vocabulary acquisition, reading comprehension, or focus and attention. Plus, it can be used for second-language learners as well. Bloom’s reminds us to keep our expectations high when it comes to learning and to challenge each student to give their best.

8. Remember, the tool comes last

Long ago, Henry David Thoreau warned that “Men have become the tools of their tools.” In the classroom, we must make sure that our instructional tools don’t dictate how something is learned or what is being learned. Back in 2015, Allan Carrington created the Padagogy Wheel to illustrate that learning is about the pedagogy, not the apps or tools themselves. You can find many colorful graphics online that align Bloom’s lower- and higher-order thinking skills to active verbs, as well as activity types and even digital resources. Rich multimedia platforms such as Flocabulary that marry content with meaningful learning activities have the flexibility to be used across Bloom’s framework in a myriad of ways.

Start using Flocabulary for higher-order thinking

Many teachers become masters at weaving higher-order thinking questions and skills into their daily instructional practices. Flocabulary’s lessons are intentionally designed to meet Bloom’s Taxonomy higher-order thinking skills. So, think of those nuanced and dynamic action verbs that students can exemplify in order to showcase their learning, and keep them at the forefront when designing experiences for all students. By learning from the greats of yesteryear like Bloom, we can help support the learners of today and the leaders of tomorrow.

Darri Stephens is a dedicated LX (learning experience) designer, passionate about creating quality content and programs for kids, families, and educators. With MAs in Education from both Harvard and Stanford, and work experience at best-in-class ed tech organizations including Wonder Workshop, Nickelodeon, and Common Sense Education, she is steeped in the design thinking process and committed to agile and iterative project management, which has resulted in multi-award-winning programs and products.

Frequently Asked Questions (FAQ) about Flocabulary

IMAGES

Bloom’s taxonomy
Bloom's Taxonomy Verbs for Critical Thinking
100+ Bloom's Taxonomy Verbs For Critical Thinking
Bloom’s Taxonomy and Levels of Critical Writing
How to Construct a Bloom's Taxonomy Assessment
Bloom's leerniveaus in de taxonomie: The Complete Post

VIDEO

Bloom's Taxonomy cognitive affective & psychomotor domain #nts, ETEA , KPPSC, #fpsc past paper nts
Enhancing Classroom Learning with AI Question Generator
Levels of thinking: An adaptation of Bloom's Taxonomy
Critical Creativity in Action
Blooms Taxonomy
Bloom's Taxonomy of cognition || Child Development and Pedagogy || CTET-2017

COMMENTS

Teaching critical thinking using Bloom's Taxonomy
Bloom's Taxonomy of Learning Objectives classifies a number of skills which can be used to teach critical thinking. The six skills are often depicted as the triangle shows. However, representing the skills like this gives the impression of a hierarchical approach to critical thinking. It seems to suggest that the Lower Order Thinking Skills ...
Bloom's Taxonomy
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 ...
Higher Order Thinking: Bloom's Taxonomy
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 ...
Bloom's Taxonomy
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.
Bloom's Taxonomy of Learning
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.
PDF BLOOM'S TAXONOMY
BLOOM'S TAXONOMY In 1956, Benjamin Bloom headed a group of educational psychologists who developed a classification of levels of intellectual behavior important in learning. Bloom found that over 95 % of the test questions students encounter require them to think only at the lowest possible level...the recall of information. Bloom identified six
How Bloom's Taxonomy Can Help You Learn More Effectively
Bloom's taxonomy is an educational framework that outlines several progressively more complex cognitive skills. Here's how you can use it to learn more effectively. ... This approach also helped better stimulate critical thinking skills and boosted student motivation and interest in learning. ... At the final level of Bloom's taxonomy, the goal ...
Bloom's Taxonomy
The original Taxonomy of Educational Objectives, commonly referred to as Bloom's Taxonomy, was created by Benjamin Bloom in 1956, and later revised in 2001. Bloom categorized and classified the cognitive domain of learning into varying levels according to complexity and richness. As you travel up the pyramid, the level of complexity increases.
Bloom's Taxonomy of Cognitive Levels [Revised]
Bloom's Taxonomy defines six different levels of thinking. The levels build in increasing order of difficulty from basic, rote memorization to higher (more difficult and sophisticated) levels of critical thinking skills. For example, a test question that requires simple factual recall shows that you have knowledge of the subject.
Blooms Taxonomy :: Resource for Educators
Bloom's Taxonomy is a hierarchical classification of the different levels of thinking, and should be applied when creating course objectives. ... Writing clear learning objectives are critical to creating and teaching a course. Evolution and Application. Read this Ultimate Guide to gain a deep understanding of Bloom's taxonomy, ...
Bloom's Taxonomy explained with examples for educators
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.
All 6 Levels of Understanding (on Bloom's Taxonomy)
By Chris Drew (PhD) / September 17, 2023. According to Benjamin Bloom, there are 6 levels of understanding that we pass through as our intellect grows. They are remembering, understanding, applying, analyzing, evaluating, and creating. He laid these out in his famous Bloom's Taxonomy. Bloom's taxonomy is a hierarchical arrangement of six ...
A Teacher's Guide to 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 Six Levels of Bloom's Taxonomy: An Overview and Explanation
This level of Bloom's Taxonomy requires a higher degree of thinking and understanding and is one of the most critical levels in the learning process. Level 3 of Bloom's Taxonomy is known as the application level, where learners are expected to use the knowledge and skills acquired in the previous levels to solve problems and complete tasks.
Learn How to Learn with Bloom's Taxonomy and Critical Thinking
Bloom's Taxonomy represents the various categories ... Learn How to Learn with Bloom's Taxonomy and Critical Thinking . Published ... 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 ...
Critical Thinking and other Higher-Order Thinking Skills
The Best Resources For Helping Teachers Use Bloom's Taxonomy In The Classroom by Larry Ferlazzo. Consider designing class activities, assignments, and assessments—as well as student-learning outcomes—using Bloom's Taxonomy as a guide. The Socratic style of questioning encourages critical thinking. Socratic questioning "is systematic ...
Revised Bloom's Taxonomy
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 ...
Blooms Taxonomy
Bloom's Taxonomy is a model for classifying thinking according to six cognitive levels of complexity. It provides a framework for teachers to use when designing lesson plans and assessments. Through this tool, teachers can accurately estimate the level of understanding their students have achieved in any given subject.
Using Bloom's Taxonomy to Ask Critical Thinking Questions
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 ...
Bloom's Taxonomy
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 ...
100+ Bloom's Taxonomy Verbs For Critical Thinking
by TeachThought Staff. Bloom's Taxonomy's verbs-also known as power verbs or thinking verbs-are extraordinarily powerful instructional planning tools. In fact, in addition to concepts like backward design and power standards, they are one of the most useful tools a teacher-as-learning-designer has access to.
PDF Bloom's Taxonomy
Bloom's Taxonomy - Critical Thinking Level 1: Remember Able to recall facts and basic concepts Key Words: Define, List, Identify, Fill in the blank, Memorize, Recall, Name, State, ... Level 3: Apply Using information in new situations Questions and/or Key Words: ...
Bloom's taxonomy of cognitive learning objectives
Today's health professions educators wish to develop learners' skills at the higher levels of Bloom's taxonomy that require demonstration of deeper cognitive processing such as critical thinking and evaluative judgments, but studies have shown that learning objectives in many training programs and curricula focus overwhelmingly on the ...
How Benjamin Bloom's Taxonomy Helps Us Develop Critical Thinking Skills
Bloom's Taxonomy is a classification system which is used to define & differentiate 3 different levels of human cognition: thinking, learning & understanding. Once all three of these are ...
4.1: Bloom's Taxonomy
Bloom's Taxonomy can also help students challenge themselves as they are creating active learning study strategies and/ or developing questions for self-testing for an exam. In addition, once students have taken an exam in a particular course, conducting a post-test review of the levels of thinking required by exam questions will provide ...
Elevate Business Coaching with Bloom's Taxonomy
By leveraging Bloom's Taxonomy, you can craft questions that stimulate deeper understanding and critical thinking among your clients or students, providing a structured way to explore complex ...
8 Higher-order thinking examples for the classroom
3. Release the responsibility. In the Gradual Release of Responsibility model (GRR), the responsibility shifts from the teacher imparting or modeling in a focused lesson to students independently practicing and taking the reins: I do, we do, you do.In conjunction with Bloom's, students can move into guided, collaborative, and independent practice by transitioning from lower- to higher-order ...
Research on Cultivating Critical Thinking in High School English
With a focus on fostering core competencies, nurturing students' critical thinking has emerged as a crucial facet of English reading instruction. However, current English reading instruction in high schools tends to neglect the cultivation of critical thinking, leading to a widespread phenomenon of "absence of speculation" in teaching. Therefore, this study aims to explore effective ...
Benjamin Bloom
Benjamin Samuel Bloom (February 21, 1913 - September 13, 1999) was an American educational psychologist who made contributions to the classification of educational objectives and to the theory of mastery learning.He is particularly noted for leading educational psychologists to develop the comprehensive system of describing and assessing educational outcomes in the mid-1950s.
Learning Objectives
Course learning objectives should be measurable and provide appropriate context to the expected outcome to represent a specific level of learning (see Bloom's Taxonomy). Any objectives with "understand" would not be acceptable. Module/Unit level learning objectives should be measurable and provide appropriate context to the expected outcome.

Critical thinking and Information Literacy: Bloom's Taxonomy

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

Why Use Bloom's Taxonomy?

The Revised Taxonomy 2001

Critical thinking Bloom's Taxonomy

Bloom Taxonomy Example

Higher Order Thinking: Bloom’s Taxonomy

Why higher order thinking leads to effective study

Level 1: Remember

Level 2: Understand

Level 3: Apply

Level 4: Analyze

Level 5: Synthesize

Level 6: Evaluate

Level 7: Create

Pairing Bloom’s Taxonomy with other effective study strategies

Other UNC resources

Works consulted

Bloom’s Taxonomy of Learning

Key Takeaways

What is Bloom’s Taxonomy?

Development of the Taxonomy

The Original Taxonomy (1956)

Cognitive Domain (1956)

Types of Knowledge

The Affective Domain (1964)

The Psychomotor Domain (1972)

The Revised Taxonomy (2001)

How Bloom’s Can Aid In Course Design

The taxonomy explains that (Shabatura, 2013):

Critical Evaluation

What is Bloom’s taxonomy?

Bloom’s taxonomy explained for students?

Further Reading

How Bloom's Taxonomy Can Help You Learn More Effectively

Bloom’s Taxonomy in Online Learning

The Six Levels of Bloom’s Taxonomy

How Bloom's Taxonomy Works

Marnix Broer, Co-Founder and CEO, Studocu

3 Domains of Bloom’s Taxonomy

Cognitive Domain

Affective Domain

Psychomotor Domain

Applications for Bloom’s Taxonomy

Uses for Bloom’s Taxonomy

How Can You Use Bloom's Taxonomy?

Improving Remembering

Improving Understanding

Improving Application

Improving Analysis

Improving Evaluation

Improving Creation

What Are the Limitations of Bloom's Taxonomy?

Simplistic Hierarchy

Rigid Structure

Cultural Bias

What is Bloom’s Taxonomy?

The Revised Taxonomy (2001)

Course Objectives

Evolution and Application

All 6 Levels of Understanding (on Bloom’s Taxonomy)

About Bloom’s Taxonomy

6 Levels of Understanding

Synonyms for Remembering

Synonyms for Understanding

Synonyms for Applying

Synonyms for Analyzing

5. Evaluating

Synonyms for Evaluating

Synonyms for Creating

Leave a Comment Cancel Reply

Related Posts:

Other ways to search:

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

Center for Excellence in Teaching and Learning

Why is Critical Thinking important in teaching?

How do I incorporate critical thinking into my course?

How do I assess the development of critical thinking in my students?

Additional Resources

Quick Links