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Bloom's Taxonomy

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Mary Gore

on 16 July 2014

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Transcript of Bloom's Taxonomy

Self-regulated Students
When teachers incorporate the various levels of Bloom's into their classroom lessons, students become more active in their own education. Once students master each level, they gain a better understanding of their own abilities. Using Bloom's allows teachers to foster student creativity and self-motivation.
Bloom's Taxonomy
Purpose for Using Bloom's in the Classroom
Using Bloom's in the classroom is a way for teachers to get their students actively engaged in the lesson. Through providing methods that will get the students thinking on various levels, students become better capable of mastering material and excited about learning something new.
Cognitive Domain
This domain deals with how students think about what are learning. The six levels within this domain are dependent upon each other. In order for a student to move up a level, they must first master the level that comes before. This is why it is important to think about Bloom's when developing lesson plans. It is our job to help students become independent, self-motivated learners.
Affective Domain
This domain is focused on how students handle things emotionally. This includes how they feel, what they believe, how they are motivated and their attitudes towards situations. There are five levels within this domain.
History of Bloom's Taxonomy
Bloom's Taxonomy was created in 1956 by a national education committee led by Dr. Benjamin Bloom. Their purpose was to promote higher levels of thinking within education. Three levels of educational domains were labeled. They are
, and
At this level of thinking, students should be able to apply information they have learned to improve in an area or learn about something new.
At this level, students should be able to recall previously learned material with facts and/or details.
Students at this level should be able to understand the meaning of the material and demonstrate their comprehension based upon their memory of the story.
When students reach this level, they should be able to make judgements about the value of ideas or materials.
Once students reach this level of thinking, they should be able to take what they have learned and apply, analyze, and/or evaluate that to create something that is completely new.
Students reaching this level should be able to break down objects and/or ideas into simpler parts and find evidence to support generalizations


Explaining the theme of a story, using examples and inferences from the text. Choose best word to complete sentences and explain their answer.
Key Words:

appraises, concludes, criticizes, defends, describes, evaluates, explains, interprets, justifies, summarizes, supports
Psychomotor Domain
This domain deals with student's physical, or motor, skills. In order for student's to master these skills they must practice them. Success is measured in various ways; some of which are speed, accuracy, and execution. This domain has seven levels.
Identifying the main characters of the story. Recalling when and where the story takes place.
Key words:
defines, labels, recalls, matches, lists, locates
Compare and contrast the two main characters of the book. Write a summary of the book in your own words.
Key Words:
compare, contrast, explain, summarize, give examples, translate
Uses strategies of decoding, blending, and segmenting to increase reading ability. Applies rules of punctuation for reading and writing new material.
Key Words:
applies, changes, constructs, manipulates, modifies, prepares, relates, uses
Research and explain which product they believe is better, MAC or PC.
Key Words:
analyze, break down, diagrams, deconstructs, differentiates, illustrates, separates
Rewriting a story, given a new outcome, based upon what is known of the characters. Creating a diary, from the point of view of a person in a story, or history class.
Key Words:
categorizes, composes, creates, explains, rearranges, reconstructs, rewrites, writes
Receiving Phenomena
Ability to be aware of surrounding stimulation, willingness to hear/listen.
Respond to Phenomena
Active participation in surrounding setting, or classroom, environment.
Being able to assess and organize the value of something through prioritizing.
Being able to control own behavior due to value system placed on that behavior.
The ability to use sensory cues to guide motor activity. This ranges from sensory stimulation, through cue selection, to translation.
Guided Response
The early stages in learning a complex skill that includes imitation and trial and error. Mastery requires practice.
Skills are well developed and the individual can modify movement patterns to fit special requirements.
Complex Overt Response
The skillful performance of motor acts that involve complex movement patterns.
The intermediate stage in learning a complex skill. Learned responses have become habitual and the movements can be performed with some confidence and proficiency.
Being able to assess and organize the value of something through prioritizing.
Readiness to act. It includes mental, physical, and emotional sets.
Creating new movement patterns to fit a particular situation or specific problem.
Group Participants
Kimberly Moore
Kevin Ganus
Mary Gore
Wesley Couch
Nathan Winiecki
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