Bloom’s Taxonomy 2.0

Over the few months that I’ve been blogging, my post on Bloom’s Digital Taxonomy has been the biggest hit.  And, what interests my readers interests me.  Here’s more on the subject:

Probably every classroom teacher in this country has at least come across Bloom’s Taxonomy at some point.  Most of us can recite the ‘level’s by heart, in order from lowest- to highest-order thinking:

Knowledge –> Comprehension –> Application –> Analysis –> Synthesis –> Evaluation

We’ve come to associate certain action words, activities, and types of questions with each level, and we know that the higher the level, the more challenging the approach.  It ‘s helpful to think about where your content falls on this scale.  I must admit that I referred to my laminated ‘Bloom’s Chart’ almost daily during my first year – because it was useful, but also because I couldn’t quite remember it.  Something about it didn’t seem to stick – it seemed contrived, a little archaic, and not very user-friendly.

Enter: Bloom’s revised Taxonomy, ca. 2001, by Lorin Anderson.  From Mary Forehand’s article on Bloom’s Taxonomy:

During the 1990’s, a former student of Bloom’s, Lorin Anderson, led a new assembly which met for the purpose of updating the taxonomy, hoping to add relevance for 21st century students and teachers. This time “representatives of three groups [were present]: cognitive psychologists, curriculum theorists and instructional researchers, and testing and assessment specialists”… Like the original group, they were also arduous and diligent in their pursuit of learning, spending six years to finalize their work.

Let’s look at the original and the revised versions side-by-side:

Bloom's - Original and Revised

“The graphic is a representation of the NEW verbage associated with the long familiar Bloom’s Taxonomy. Note the change from Nouns to Verbs [e.g., Application to Applying] to describe the different levels of the taxonomy. Note that the top two levels are essentially exchanged from the Old to the New version.” (Schultz, 2005)

6 years to change nouns into verbs and to flip two levels??  I guess Bloom had it almost just right.  Despite the parsimonious revision, the new taxonomy makes alot more sense to me.  It also seems to make alot of sense to Andrew Churches.  If I was still in the classroom, I would definitely toss out my old ‘Bloom’s chart’ and replace it with this:

Churches_Blooms_chart

Notice that the yellow box contains 21st-century-type/web 2.0 skills!  Churches takes the taxonomy and almost completely updates it again – providing digital verbage that you can easily apply in your classroom.  If you’re a forward-thinking instructor and you’re interested in integrating more technology into your instruction, check out ANDREW CHURCHES’ entire paper – BLOOM’S DIGITAL TAXONOMY – here.  He gives great, concrete examples of how to apply these ideas, he lists many free resources that can be used, and he has tons of rubrics for different activities that address the different levels.  Fun read!  Makes me think again about my retirement from teaching…

Do you use the old Bloom’s or the Revised Bloom’s?

18 Comments

Filed under Classroom, Curriculum, Education, Education 3.0, Instruction, K-12 Curriculum, Technology, Web 2.0

18 responses to “Bloom’s Taxonomy 2.0

  1. Pingback: Biology + technology = biotechnology? « Nadine’s Blog

  2. Thanks for the review, I really appreciate your comments. I have uploaded my latest revision of Bloom’s Digital Taxonomy on my wiki – http://edorigami.wikispaces.com/Bloom%27s+Digital+Taxonomy

    thanks again

    A

  3. Very interesting, clear, simple and useful. Thank you, I will share this with colleagues
    Andrew

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  5. Any ideas on a fun, creative (but short!) way to have a review on Bloom’s for a back to school in-service?

    • Kate Klingensmith

      Hi, Robin. It might be fun to have manipulatives that need to be placed in ranked order and labeled with the correct level. For example, a pair of teachers (or group) would be given one set of the Bloom’s terms (on separate strips of paper) and 3 sets that outline a class topic with it’s questions/assignments, to varying degrees of difficulty. Maybe something like this:

      What is mitosis?
      Why does mitosis happen?
      Give two examples of when mitosis might take place.
      Observe cells undergoing mitosis in the microscope and describe what is happening, step by step.
      ….

      You get the picture🙂
      Manipulatives are fun, and groups might end up with different answers, which will open things up for discussion.

      Good luck with the new year!!

  6. I wonder if you know about Bloom’s other two taxonomies – Affective and Psychomotor. I often wonder if the Cognitive gets more press than it should. Affective/Attitude ought to get more press than it does.

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