1. Bloom's Taxonomy

2. Taxonomy Bloom’s Taxonomy
Cumulative, hierarchical system for describing,
classifying, and sequencing learning activities
Bloom’s Taxonomy
Benjamin Bloom created his taxonomy for categorizing level of abstraction of questions that commonly occur in educational setting. The taxonomy provides a useful structure in which two categorize test questions, since professors will characteristically ask within particular levels, and if you can determine the level of question that will appear on your exams, you will be able to study using appropriate strategies.

3. Bloom’s Taxonomy
Knowledge: knows facts, concepts, symbols, principles.
Comprehension: understand meanings.
Applications: transfer knowledge to new settings.
Analysis: reduces complex issues to components.
Synthesis: blends older ideas into Nobel or creative uses.
Evaluation: Generates criteria for judging.

4. Knowledge
Remembering, memorizing, recognizing, recalling.
It is the foundation for though. But excessive knowledge level instruction poorly motives students because consist of memorizing facts and does not open the door of discussion and share ideas.
Comprehension
Interpreting, translating from one medium to another, describing in one’s words.
It is the key of higher intellectual levels. It is divided into four components:

5. Comprehension’s Components
Interpretation: students’ ability to identify and comprehend the major ideas in a communication and to understand the relationship between them. This relationship might be shown by comparing and contrasting.
Translation: involves changes ideas from one form of communication into a parallel form, retaining the meaning.
Example.
Definitions: require students to describe a term or concept in their own words.

6. Application
Problem solving, applying information to produce son result.
Involves using information to recognize the type of problem and select the appropriate solution to solve the problem.
Analysis
Subdividing something to show how is put together, finding the underlying structure of a communication, identifying motives.
It can be subdivided into two categories:

7. Subdivision of Application
Identifying issues: students separate a broad communication into its constituent parts.
Starting implications: students identify the relationship between two propositions.
Synthesis
Creating a unique, original product that may be in verbal form or may be a physical object.
Entails the creative meshing of elements to form a new and unique entity. Grading should be base in appropriate criteria to encourage creativity giving the student ample leeway in their creative expression.

8. Synthesis can be divided in terms of type of processing involve and the products of those operation.
Unique or Original Communication.
Plans for Operations.
Creating Abstraction.
Evaluation
Making value decisions about issues, resolving controversies or differences of opinion.
Needs judgment bases on criteria. Criteria are formed usually from one of three sources:
Cultural or social values.
Religious or historical absolutes.
Individual justifications.

9. Process verbs based on Bloom’s Taxonomy
Knowledge: (To Know) define, label, tell, name list, memorize, show, observe, recall, declare, recite, read, know, and understand.
Comprehension: (To understand) describe, explain, identify locate, report, recognize, restate, match, discuss, clarify, solve, and summarize.
Applications: (To use) use, demonstrate, dramatize, practice, illustrate, collect, interview, construct, make, change, report, and sketch.

10. Process verbs based on Bloom’s Taxonomy
Analysis: (To Take Apart) Diagram, compare, differentiate, experiment, analyze, organize, separate, classify, dissect, survey, contrast, infer.
Synthesis: (To Create Something New) Design, construction, propose, create, originate, recognize, adopt, combine, hypothesize, modify, compose, invent.
Evaluation: (To Judge) Judge, decide, support, discriminate, criticize, consider, prove, predict, estimate, select, recommend, deduce,