“Bloom’s Taxonomy: Finest techniques of Educational Learning”
Dear students
The study strategies
used in high school demands more higher order thinking in college. The learning
levels of thinking needs to expand from remembering level to application,
analysis, synthesis, evaluation, and creation. We need to push our brains
towards the higher levels of thinking the outer world has in mind. These higher
levels of thinking enhance our brain capacity to deeply learn information in
this digitalized world. Integration of higher-level thinking into your study
habits increases your intellectual learning skills.
Bloom’s Taxonomy was
one of the classification structures to classify academic skills and performance
important to learn in education. [Overbaugh, R. & Schultz, L, 2014] It was primarily published in 1956 under the
headship of American academic and educational specialist Dr. Benjamin S. Bloom.
Bloom chaired a
Committee of Educational Psychologists to build up an arrangement of categories
of learning behaviour to aid the design and assessment of educational learning
[Heather Coffey,
“Bloom's Taxonomy”,].
The unique Taxonomy
provided cautiously developed definitions for each of the six major categories
in the intellectual domain. The categories were Knowledge, Comprehension,
Application, Analysis, Synthesis, and Evaluation.
With the exception of Application, each of these was broken into subcategories. The complete structure of the original Taxonomy His taxonomy was formerly created for an academic perspective. It has three major parts [Bloom, B. S. (1956).]:
- Cognitive Domain (intellectual capability i.e. ‘think’): The cognitive domain covered “the recall or recognition of knowledge/pattern/setting and the growth of academic abilities and skills” [Ausubel D P (1968)].
- Affective Domain (Attitude or feel): The affective domain covered “changes in morals, temperament, and, curiosity and the progress of appreciations and sufficient adjustment”.
- Psychomotor Domain (manual or physical skills): The psychomotor domain encompassed “the manipulative area” [Dave, R.H. (1970).] [Harrow, A. (1972) ] [Simpson E.J. (1972).].
The original Bloom’s
Taxonomy includes six progressive categories as follows [Bloom, B. S. (1956)]:
- Knowledge: Students recall, memorize, list, and repeat information.
- Comprehension: Students classify, illustrate, discuss, identify, and describe information.
- Application: Students demonstrate, interpret, and write about what they’ve learned and solve problems.
- Analysis: Students compare, contrast, distinguish, and examine what they’ve grasped with other information, and they have the chance to question and test this learning.
- Synthesis: Students argue, defend, support.
- Evaluation: They
evaluate their opinion on the information.