Revised Bloom's Taxonomy

Summary

This video discusses the Revised Bloom's Taxonomy, which was updated by Dr. Lorin Anderson and his colleagues. It explores the original framework by Benjamin Bloom, focusing on the categorization of thinking skills, and explains the changes made in the revised version. The video covers the six levels of cognitive processes—Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating—and emphasizes their connection to 21st-century skills like critical thinking, creativity, and real-life application. It also highlights the importance of using these cognitive levels in crafting assessment tools and test questions, with examples and practical suggestions for educators.

Takeaways

• 😀 Bloom's Taxonomy was created by Benjamin Bloom and colleagues in 1956 to categorize thinking skills from simple to complex.
• 😀 The Revised Bloom's Taxonomy, introduced by Dr. Lauren Anderson, updated the original model to better align with 21st-century skills like critical thinking and creativity.
• 😀 The revised taxonomy changes the original terms, replacing 'Knowledge' with 'Remembering,' 'Comprehension' with 'Understanding,' and 'Synthesis' with 'Creating' at the top level.
• 😀 The Revised Bloom's Taxonomy emphasizes the application of knowledge in real-life scenarios, focusing on creativity, critical thinking, and the ability to create products based on learned concepts.
• 😀 Remembering involves recalling or recognizing information, with verbs like 'define,' 'list,' 'identify,' and 'locate' used to assess this skill.
• 😀 Understanding requires students to interpret, summarize, and explain concepts in their own words, using verbs such as 'interpret,' 'explain,' 'compare,' and 'classify.'
• 😀 Applying knowledge involves using abstract ideas in concrete situations to solve problems, with verbs like 'construct,' 'implement,' 'solve,' and 'create' associated with this skill.
• 😀 Analyzing involves breaking down a concept or idea into parts to understand relationships, often using tools like graphic organizers and prompts like 'compare,' 'organize,' and 'deconstruct.'
• 😀 Evaluating requires students to make informed judgments using criteria and standards, with verbs such as 'judge,' 'critique,' and 'test' linked to this cognitive level.
• 😀 Creating is the highest level, where students bring together knowledge to form new ideas or products, with verbs like 'design,' 'plan,' 'invent,' and 'produce' associated with this level.
• 😀 The Revised Bloom's Taxonomy also incorporates four types of knowledge—factual, conceptual, procedural, and metacognitive—ranging from concrete to abstract levels of understanding.

Q & A

What is the primary objective of revising Bloom's Taxonomy?

The primary objective of revising Bloom's Taxonomy is to align it with 21st-century skills, emphasizing critical thinking, creativity, and real-life application of knowledge.

Who originally created Bloom's Taxonomy and when was it first introduced?

Bloom's Taxonomy was created by educational psychologist Benjamin Bloom and his colleagues in 1956.

What was the main change in the revised version of Bloom's Taxonomy compared to the original?

The main change was the replacement of terms such as 'Knowledge' with 'Remembering' and 'Comprehension' with 'Understanding'. Additionally, 'Synthesis' and 'Evaluation' were swapped, with 'Creating' placed at the top as the highest cognitive skill.

Why was Bloom's Taxonomy revised in relation to 21st-century skills?

The revision was made to emphasize critical thinking, creativity, and the ability to apply knowledge in real-life scenarios, as these skills are central to modern education and societal needs.

What does the 'Remembering' level in Bloom's Taxonomy entail?

'Remembering' involves recalling or recognizing information and ideas, often tested through questions that require students to define, list, identify, or retrieve information learned in class.

What is the difference between 'Understanding' and 'Remembering' in Bloom's Taxonomy?

'Understanding' involves explaining or interpreting information in one's own words, whereas 'Remembering' is focused on the ability to recall or recognize previously learned information.

What are some examples of verbs associated with the 'Applying' level of Bloom's Taxonomy?

Examples of verbs associated with 'Applying' include 'construct', 'implement', 'use', 'solve', and 'execute'. These verbs suggest practical application of knowledge in real-life situations.

How does 'Analyzing' differ from 'Evaluating' in Bloom's Taxonomy?

'Analyzing' involves breaking down concepts or ideas into parts and understanding their relationships, while 'Evaluating' is about making informed judgments about the value of ideas or materials using specific criteria.

What role do graphic organizers play in Bloom's Taxonomy, specifically in the 'Analyzing' level?

Graphic organizers are tools used to break down complex ideas into manageable parts, helping students understand the relationships between those parts, which is key to the 'Analyzing' level.

What is the highest level of cognitive skills in the revised Bloom's Taxonomy?

The highest level of cognitive skills in the revised Bloom's Taxonomy is 'Creating', which involves combining parts of knowledge to form new ideas or products for new situations.