Blooms taxonomy

#n 4567/ Bloom researched thousands of 8uestions asked *y teachers/ categorised them/ and arranged the categories into a hierarchy or taxonomy %e related the taxonomy to a ladder . the higher the rung/ the dee"er the learning -esearch has consistently shown that the large ma9ority of 8uestions asked *y teachers come from the first two categories/ which re8uire factual recall and com"rehension 0ew 8uestions come from the other categories which re8uire higher order thinking skills Broadly s"eaking/ within national curriculum le$els of attainment/ the demand for higher order thinking skills a""ears at Le$el 6

High Synthesis (Create) High Synthesis !reate !om"ose (Create)

Evaluation (Judge)
+i$e an o"inion ,udge -ate . *est/ worst/ etc !hoose -ecommend 'hat to do differently(

High Analysis (Relationships)

!ategorise !om"are/contrast Alike/different !ause/effect -ele$ant/irrele$ant 0ind fallacies 0act/o"inion

#n$ent %y"othesi&e 'hat should ha""en if( ) Design Be original !om*ine from se$eral sources

Medium Appli ation (!se)

1se what you learned in school in another "lace or situation

"o# $no#ledge (Comprehension)

2ell 0ind 3ummarise in your own words Locate Name

Name of file: Author/Originator: Date created: Links:

Blooms taxonomy

2002 www londongt org/teachertools