“Although it received little attention when first published, Bloom's Taxonomy has since been translated into 22 languages and is one of the most widely applied and most often cited references in education.” (Anderson & Sosniak, 1994, preface), (Houghton, 2004), (Krathwohl, 2002), (oz-TeacherNet, 2001)

At the 1948 Convention of the American Psychological Association, Bloom decided to lead a group of educators in “the ambitious task of classifying educational goals and objectives.” The group intended to analyze behaviors of thought that seemed important to the learning process. In 1956, eight years after the group first began, “Bloom’s Taxonomy” was completed and a handbook was published. Professor, University of Chicago

Incorporates six levels of cognition Hierarchical model

One-dimensional model of learning Examples of Bloom’s Taxonomy charts Instructional models of Bloom’s Taxonomy Cubing Tiered Assignment

One-dimensional model of learning As instructional practices began to shift towards performance assessments and performance- based instruction, researchers revised Bloom’s Taxonomy. More detailed objectives were necessary, and the one-dimensional model wasn’t sufficient for guiding the writing of these objectives. Performance-based instruction involves metacognitive skills, such as self-evaluation.

Two-dimensional model of learning Dimension 1: Kind of Content to be Learned 1.Factual Knowledge 2.Conceptual Knowledge 3.Procedural Knowledge 4.Meta-Cognitive Knowledge Consult the Revised Bloom’s Taxonomy Chart. Locate the first dimension on the left side of the table.

Dimension 1: Kind of Content to be Learned Factual Knowledge The basic elements students must know to be acquainted with a discipline or solve problems in it. Knowledge of terminology Knowledge of specific details and elements

Dimension 1: Kind of Content to be Learned Conceptual Knowledge The interrelationships among the basic elements within a larger structure that enable them to function together. Knowledge of classifications and categories Knowledge of principles and generalizations ex. Pythagorean theorem, law of supply and demand Knowledge of theories, models and structures ex. theory of evolution, structure of congress

Dimension 1: Kind of Content to be Learned Procedural Knowledge How to do something, methods of inquiry, and criteria for using skills, algorithms, techniques, and methods. Knowledge of subject-specific skills and algorithms Knowledge of subject-specific techniques Knowledge of criteria for determining when to use appropriate procedures

Dimension 1: Kind of Content to be Learned Meta-Cognitive Knowledge Knowledge of cognition in general as well as awareness and knowledge of one's own cognition. Strategic knowledge outlining as a means of capturing the structure of a unit of subject matter in a textbook Cognitive tasks knowledge of the different types of tests, cognitive demands of different tasks Self-knowledge knowledge that critiquing essays is a personal strength, whereas writing essays is a personal weakness; awareness of one's own knowledge

Consult the Revised Bloom’s Taxonomy Chart. Locate the second dimension on the top of the table.

Dimension 2: Cognitive Process 1.Remember: Retrieve relevant knowledge from long-term memory 2.Understand: Construct meaning from instructional messages, including oral, written,and graphic communication. 3.Apply: Carry out or use a procedure in a given situation 4.Analyze: Break material into constituent parts and determine how parts relate to one another and to an overall structure or purpose 5.Evaluate: Make judgments based on criteria and standards. 6.Create: Put elements together to form a coherent whole; reorganize elements into a new pattern or structure.

Read the standards in your curriculum area. Using the two-dimensional model, place each standard in the appropriate block based upon the type of knowledge and cognition needed to master the standard. Discuss one instructional method that could be used to allow students to practice and illustrate mastery of one objective at the appropriate level of cognition.

How can the earlier instructional strategies be revised to include the Bloom’s revision?