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Flower'southward Taxonomy

Cite this guide: Armstrong, P. (2010). Bloom's Taxonomy. Vanderbilt University Center for Teaching. Retrieved [todaysdate] from https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/.

Background Information | The Original Taxonomy | The Revised Taxonomy | Why Use Bloom'southward Taxonomy? | Further Information

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Background Information

In 1956, Benjamin Bloom with collaborators Max Englehart, Edward Furst, Walter Hill, and David Krathwohl published a framework for categorizing educational goals: Taxonomy of Educational Objectives. Familiarly known as Blossom's Taxonomy, this framework has been applied by generations of K-12 teachers and higher instructors in their teaching.

The framework elaborated past Flower and his collaborators consisted of six major categories: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. The categories afterward Cognition were presented as "skills and abilities," with the agreement that knowledge was the necessary precondition for putting these skills and abilities into practice.

While each category contained subcategories, all lying along a continuum from elementary to complex and concrete to abstract, the taxonomy is popularly remembered according to the six main categories.

The Original Taxonomy (1956)

Here are the authors' brief explanations of these main categories in from the appendix of Taxonomy of Educational Objectives (Handbook One, pp. 201-207):

• Cognition "involves the recollect of specifics and universals, the recall of methods and processes, or the recall of a pattern, construction, or setting."

• Comprehension "refers to a type of understanding or apprehension such that the individual knows what is being communicated and tin make utilize of the material or idea being communicated without necessarily relating information technology to other textile or seeing its fullest implications."

• Application refers to the "employ of abstractions in particular and concrete situations."

• Analysis represents the "breakdown of a advice into its elective elements or parts such that the relative hierarchy of ideas is made articulate and/or the relations between ideas expressed are made explicit."

• Synthesis involves the "putting together of elements and parts then as to course a whole."

• Evaluation engenders "judgments well-nigh the value of cloth and methods for given purposes."

The 1984 edition of Handbook One is bachelor in the CFT Library in Calhoun 116. See its ACORN record for call number and availability.

Barbara Gross Davis, in the "Asking Questions" chapter of Tools for Teaching, also provides examples of questions corresponding to the six categories. This chapter is not available in the online version of the volume, but Tools for Teaching is available in the CFT Library. Meet its ACORN record for phone call number and availability.

The Revised Taxonomy (2001)

A group of cerebral psychologists, curriculum theorists and instructional researchers, and testing and cess specialists published in 2001 a revision of Bloom's Taxonomy with the title A Taxonomy for Teaching, Learning, and Assessment. This championship draws attending abroad from the somewhat static notion of "educational objectives" (in Flower'southward original title) and points to a more dynamic conception of classification.

The authors of the revised taxonomy underscore this dynamism, using verbs and gerunds to characterization their categories and subcategories (rather than the nouns of the original taxonomy). These "action words" describe the cerebral processes by which thinkers encounter and work with cognition:

Call up

• Recognizing
• Recalling

Understand

• Interpreting
• Exemplifying
• Classifying
• Summarizing
• Inferring
• Comparing
• Explaining

Utilize

• Executing
• Implementing

Analyze

• Differentiating
• Organizing
• Attributing

Evaluate

• Checking
• Critiquing

Create

• Generating
• Planning
• Producing

In the revised taxonomy, cognition is at the basis of these vi cerebral processes, but its authors created a carve up taxonomy of the types of knowledge used in knowledge:

• Factual Knowledge
  • Knowledge of terminology
  • Cognition of specific details and elements
• Conceptual Knowledge
  • Knowledge of classifications and categories
  • Cognition of principles and generalizations
  • Knowledge of theories, models, and structures
• Procedural Noesis
  • Knowledge of subject-specific skills and algorithms
  • Knowledge of subject-specific techniques and methods
  • Cognition of criteria for determining when to use appropriate procedures
• Metacognitive Cognition
  • Strategic Knowledge
  • Knowledge about cerebral tasks, including appropriate contextual and provisional knowledge
  • Self-knowledge

Mary Forehand from the University of Georgia provides a guide to the revised version giving a brief summary of the revised taxonomy and a helpful table of the half-dozen cognitive processes and 4 types of knowledge.

Why Utilize Blossom's Taxonomy?

The authors of the revised taxonomy suggest a multi-layered respond to this question, to which the writer of this education guide has added some clarifying points:

1. Objectives (learning goals) are important to establish in a pedagogical interchange and then that teachers and students alike understand the purpose of that interchange.
2. Organizing objectives helps to clarify objectives for themselves and for students.
3. Having an organized ready of objectives helps teachers to:
   • "plan and evangelize appropriate instruction";
   • "design valid cess tasks and strategies";and
   • "ensure that instruction and cess are aligned with the objectives."

Citations are from A Taxonomy for Learning, Instruction, and Assessing: A Revision of Bloom'southward Taxonomy of Educational Objectives.

Further Information

Section Iii of A Taxonomy for Learning, Education, and Assessing: A Revision of Flower's Taxonomy of Educational Objectives, entitled "The Taxonomy in Utilize," provides over 150 pages of examples of applications of the taxonomy. Although these examples are from the K-12 setting, they are easily adjustable to the university setting.

Section Four, "The Taxonomy in Perspective," provides data about xix culling frameworks to Bloom's Taxonomy, and discusses the relationship of these alternative frameworks to the revised Bloom'south Taxonomy.

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Source: https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/

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