What is Bloom’s Taxonomy?
Bloom’s taxonomy is a list of objectives that help teachers take a more holistic approach to teaching. It gives teachers a list of action verbs to help them design lesson plans. It was developed in 1956 by Dr. Benjamin Bloom from the University of Chicago. Bloom worked with several other educational psychologists and they identified three domains of learning. The three domains are Cognitive, Affective, and Psychomotor.
Our cognitive domain focuses on our knowledge and developing our intellectual skills. Our affective domain deals with our emotions, how we react to our feelings, values, and our overall general attitude. Our psychomotor includes movement, coordination, and our use of our fine motor skills. These Domains are divided into further subdivisions.

Educational Usefulness
Bloom and his team identified 6 categories within the cognitive domain and these classifications have been widely used among educators for decades. The cognitive domain is divided into a hierarchy, which means that as you move up levels, the objectives for the students become more complex and abstract. The six levels within the cognitive domain are:
Knowledge à Comprehension à Analysis à Synthesis à Evaluation

These levels are helpful in helping teachers establish objectives and feasible and measurable assessments within the classroom. In addition, these levels of classification also help teachers create differentiated instruction. It can challenge your higher level thinkers as well as help reinforce key concepts with lower level learners.
The 6 levels or groups help invoke a specific kind of thinking skill needed to complete an assignment and it also helps teachers determine what exactly they want their students to do to demonstrate their understanding of a concept or lesson.

Knowledge
Is the lowest of the levels and asks students to recall information. For example, you might ask students to use their rote memory skills i.e. recall facts, terms, procedures or classification systems.
Some action verbs may ask students to define, identify or label.

Comprehension
Is the ability to translate, paraphrase or interpret material. This level asks the students to show their comprehension or understanding of what they are learning.
Some action verbs may ask students to describe, explain or paraphrase.
Application
Is the capacity to transfer knowledge from one setting to another. This level asks students to use what they have learned and apply it to a new situation.
Some action verbs include demonstrating, drawing, or giving an example of what has been taught.

Analysis
Is the ability to discover and differentiate between parts and a whole. Analysis requires the students to examine, classify, predict and make conclusions.
Some action verbs include categorize, contrast, debate, and specify.

Synthesis
Is the ability to take parts of information to create an orginal whole. This level tells us that that a student can orginiate, combine, and integrate parts of their prior knowledge into a product, plan or proposal.
Some action verbs include reorganize, visualize, pretend, create, and formulate.

Evaluation
Is the ability to judge the value or use of information using a set of standards. It asks the students to make judgments based on criteria.
Some action verbs include compare, conclude, justify, rank and evaluate.

SOURCES
  1. http://www.nwlink.com/~donclark/hrd/bloom.html
  2. http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm
  3. http://en.wikipedia.org/wiki/Bloom's_Taxonomy
  4. http://www.butlercc.edu/adjunct_orientation/workshop_completion/blooms_taxonomy.html
  5. http://www.teachers.ash.org.au/researchskills/dalton.htm
  6. The First Days of School by Harry Wong
  7. The New Teacher’s Complete Sourcebook by Paula Naegle





Xtranormal movie on Bloom