From the late 1950s to early 1970s, Bloom’s Taxonomy originally contained six levels of cognition in the form of nouns. Cognition is the act of acquiring understanding; it is how we come to know. These levels included knowledge, comprehension, application, analysis, synthesis, and evaluation. In the late 1990s, and early 2000’s, the nouns were revised to verbs, remember, understand, apply, analyze, evaluate, and create. One significant change from the original version is Evaluate and Create flip-flopped in the order with Create now at the top of the pyramid. Originally, the triangular shaped hierarchical structure indicated the components became more complex level to level. However, with the use of descriptive verbs, the Taxonomy now allows conceptual overlap between levels.
The result of these changes to Bloom’s Taxonomy allows the cognitive processes to more easily be assessed in the learning process. In addition, it is clearer how to apply instructional techniques to the components of the Taxonomy. For example, instruction can be differentiated using Bloom’s Taxonomy through the types of questions and tasks for an assignment.
Remember: How many? What is the definition of? Do you recall the?
Understand: Discuss and Describe…
Apply: Make an exhibit…Role-play…
Analysis: Compare and Contrast the…
Evaluate: Prove why…Determine how…Conclude why…
Create: Compose a…Construct some…Design the…
The Taxonomy distinguishes between the cognitive processes of how we come to know with the levels of knowledge. These two aspects of cognition intersect. The levels of knowledge are factual, conceptual, procedural, and metacognitive. Factual knowledge is the basic level of knowledge, knowing the facts about a subject. Understanding theories and classifications surrounding the concept is Conceptual Knowledge. Procedural refers to the particular methodologies of inquiry about the concept. This knowledge aids the student in doing something specific related to the concept. Metacognition is one’s own awareness of his her cognitive processes. It is strategic and reflective about how to solve a problem or engage in a cognitive task. It is knowing how to know.
The chart below provides an illustration of how the cognitive processes and levels of knowledge intersect or interact.
I was a psychology major in undergraduate school. It was many years ago, but I was introduced to this concept in those courses. I am a systemic, logical thinker and the concept is intuitive to me. I can see Bloom’s Taxonomy will drive my instructional lesson planning when I become a teacher. I will use it in both the development of lesson plans and as an evaluation tool to ensure I have not missed any desired components to the lesson. I think it helps to ensure the teaching standards are met and heightens my awareness of differentiating teaching instruction to address the individual learning needs of my students. Because of its categorical nature, applying assessments to an assignment is clear. Therefore, I can easily pinpoint where I need to make adjustments for the students to ensure they are adequately challenged.
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