1. BBI3420 PJJ 2009/2010 Dr. Zalina Mohd. Kasim
BLOOM’S TAXONOMY
BBI3420 PJJ 2009/2010 Dr. Zalina Mohd. Kasim

2. BLOOM’S CRITICAL THINKING QUESTIONING STRATEGIES
Bloom’s taxonomy of Educational Objectives (1956) provides 6 levels of thinking and questioning. A close study of the 6 levels indicates that the taxonomy is a good guide for developing and constructing Critical Thinking Questioning Strategies and for fostering effective teaching and learning.
BBI3420 PJJ 2009/2010 Dr. Zalina Mohd. Kasim

3. It is designed to help you understand the cognitive level at which you must be able to process information and what complex thinking skills would be necessary.
In short, Bloom’s taxonomy is a hierarchical system of ordering thinking skills from lower order to higher order, with the higher levels including all of the cognitive skills from the lower levels.
BBI3420 PJJ 2009/2010 Dr. Zalina Mohd. Kasim

4. Bloom’s Six Levels Knowledge Comprehension Application Analysis
Synthesis
Evaluation
BBI3420 PJJ 2009/2010 Dr. Zalina Mohd. Kasim

5. Tasks involves naming, defining, listing, recognising and identifying.
Level
Bloom’s Categories
Definition 1
KNOWLEDGE    Key words: who, what, when, why, Which, how, omit, choose, find, define, label, show list, spell, match, name, recall, relate, etc.   Sample Question Type: Why do you think that …? What is …? Name the … List them in …
Is the most basic level of cognitive development and forms the foundations for all other stages.
It involves the recall of specifics, that is being able to remember previously learned material by recalling facts, terms, basic concepts, principles, formulas and answers.
Tasks involves naming, defining, listing, recognising and identifying.
BBI3420 PJJ 2009/2010 Dr. Zalina Mohd. Kasim

6. How would you classify …? Explain the process of …
Level
Bloom’s Categories
Definition 2
COMPREHENSION
Key Word:
compare, contrast, describe, infer, demonstrate, translate, explain, relate, interpret, illustrate, classify, outline, summarise, etc
Sample Question Type:
How would you classify …?
Explain the process of …
How would you summarise …?
Is the stage where you begin the process of organising, comparing, extrapolating, translating, interpreting, giving description, and stating main ideas. Basically, this level involves understanding the meaning of remembered materials or information and being able to demonstrate it by explaining in your own words or citing examples etc.
Tasks involves recognising main ideas or themes, drawing references and determining implications.
BBI3420 PJJ 2009/2010 Dr. Zalina Mohd. Kasim

7. Plan, apply, choose, develop, draw, construct, solve, select, organise
Level
Bloom’s Categories
Definition 3
APPLICATION
Key Words:
Plan, apply, choose, develop, draw, construct, solve, select, organise
Sample Question Type:
How would you solve …?
Develop a …
What would you include in a summary …?
Calls for the use of abstract concepts in concrete situations. At this level, you must be able to use information in a new context to solve a problem, to answer a question and/or to perform another task. You may be applying rules, principles, formulas, theories, concepts or procedures.
Thus, you learn to solve problems by applying acquired knowledge, facts, techniques and rules in a different way.
Tasks involve the application of a principle and transfer of knowledge to a new situation.
BBI3420 PJJ 2009/2010 Dr. Zalina Mohd. Kasim

8. Can you make a distinction between …? How can you categorise …?
Level
Bloom’s Categories
Definition 4
ANALYSIS
Key Words:
analyse, classify, divide, categorise, compare, contrast, examine, group, sequence, distinguish, relationships, assume, conclude, simplify, distinction
Sample Question Type:
Can you make a distinction between …?
How can you categorise …?
What is the relationship …?
What can you conclude from …?
This level involves examining and breaking information into parts by identifying motives or causes, making inferences and finding evidence to support generalisations.
Thus, you are breaking information into its parts and explaining the relationship between the parts.
Tasks may involve distinguishing facts from opinions, recognising patterns and relationships.
BBI3420 PJJ 2009/2010 Dr. Zalina Mohd. Kasim

9. Sample Key Question Type: - Can you propose an alternative …?
Level
Bloom’s Categories
Definition 5
SYNTHESIS
Key Words:
Compose, compile, combine, create, construct, formulate, imagine, propose, solve, discuss, solution, change, modify, improve, elaborate, design, adapt
Sample Key Question Type:
- Can you propose an
alternative …?
- In what way would you design …?
- How would you adapt … to make it better?
- Could you elaborate
on the reason …?
This level involves putting parts or information together to form a new whole, pattern or structure that did not previously exist.
Tasks may include invention of an original idea model, proposition of a new way to do something and perhaps even creation of a plan to achieve a major goal.
BBI3420 PJJ 2009/2010 Dr. Zalina Mohd. Kasim

10. - Do you agree with the outcomes…? - What is your opinion?
Level
Bloom’s Categories
Definition 6
EVALUATION
Key Words:
evaluate, judge, justify, prove, disprove, value, assess, defend, choose, determine, compare, support, rate recommend
Sample Question Type:
- Do you agree with the outcomes…?
- What is your opinion?
- How would you evaluate …?
- What judgment would you make about …?
- What is your assessment of this statement?
This level involves presenting and defending opinion by making judgment about information, validity of ideas or quality of work based on a set of criteria.
Tasks may involve judging accuracy, debating a topic or deciding between proposals for reaching a target or goal.
BBI3420 PJJ 2009/2010 Dr. Zalina Mohd. Kasim

11. Applying Bloom’s Using the story Goldilocks and the Three Bears
Knowledge – List the items used by Goldilocks while she was in the Bears’ house.
Comprehension – Explain why Goldilocks liked Baby Bear’s chair the best.
Application – Demonstrate what Goldilocks would use if she came to your house.
Analysis – Compare this story to reality. What events could not really happen.
Synthesis – Propose how the story would be different if it were Goldilocks and the Three Fish.
Evaluation – Judge whether Goldilocks was good or bad. Defend your opinion.
BBI3420 PJJ 2009/2010 Dr. Zalina Mohd. Kasim

12. Practice Using the story, Little Red Riding Hood…
Illustrate the main idea of the story on a poster.
Rank the characters from best to worst and explain how you ranked them.
Create a new story by placing Red in a modern-day city.
BBI3420 PJJ 2009/2010 Dr. Zalina Mohd. Kasim

13. Did you answer… 1. Application 2. Evaluation 3. Synthesis
BBI3420 PJJ 2009/2010 Dr. Zalina Mohd. Kasim

14. More practice…. Using the story, Little Red Riding Hood:
Describe what Red did when she first saw the Wolf.
Tell what happened to the grandmother in the story.
Write out the main events in the story. Cut them apart and sequence them in proper order.
BBI3420 PJJ 2009/2010 Dr. Zalina Mohd. Kasim

15. Did you answer… 4. Comprehension 5. Knowledge 6. Analysis
BBI3420 PJJ 2009/2010 Dr. Zalina Mohd. Kasim