“Katie Lepi provides four different visuals that put a face on the progression of Bloom’s Taxonomy in the following Edudemic article. For even further reference and knowledge, I also would like to direct your attention to the Andrew Churches blog Eduorigami, in which he showcases Bloom’s Digital Taxonomy, another topic relevant to our post.”
I recently received a question from a reader who wasn’t clear about what exactly Bloom’s taxonomy is. It got me thinking that perhaps not everyone is a Bloom’s taxonomy expert, and a little bit of a refresher might be helpful. In later posts, we’ll look at a variety of iterations and interpretations of the traditional Bloom’s graphic, along with apps and tools that address Bloom’s objectives in our modern classrooms.
In a nutshell, Bloom’s taxonomy is a grouping of educational objectives that first came about in 1956 in an attempt to classify educational objectives. The original looked like this:
Bloom identified four principles that guided the development of the taxonomy. He thought the categories should be:
- Based on student behaviors
- Show logical relationships among the categories
- Reflect the best current understanding of psychological processes
- Describe rather than impose value judgments
As with everything in life, times changed/things progressed/humans evolved, and another version was created in 2000. This graphic gives a pretty great visual explanation of what changes were made.
Applying these concepts in the modern classroom can be as easy or difficult as you make it. The following chart (image credit: A Churches) gives some basic ideas on very broad objectives for each category. An easy place to start would be to look at the activities you’re already using in your classroom, and see what objectives they touch on. Taking stock of what you’re already doing and ensuring that you’re moving in the right direction (from lower order to higher order thinking) is a great place to start. We’re betting that a lot of the things you’re already doing check off a number of the ‘boxes’ in this chart.
You can also take a look at this handy wheel to get some ideas on activities that address the Bloom’s objectives. It lists the different objectives along with quite general categories of activities that would be appropriate. Next time, we’ll look at a few more modern tools that address the educational objectives of the revised taxonomy. Stay tuned!