Bloom's+Taxonomy+of+Learning

= Bloom's Taxonomy of Learning = = = = = = = Benjamin S. Bloom's Taxonomy is arranged in a hierarchy from less to more complex thinking. The taxonomy is presented below with sample verbs and sample products for each level. It is clear that a student's experience of a topic at different levels raises the rigor and deepens their understanding. Research has shown that students remember more when they have learned to handle a topic at the higher levels of the taxonomy.

parts to make a new whole. || Compose, Design, Invent, Create, Rearrange parts, Forecast || Song, Poem, Story, Advertisement, Invention, along with other creative products || support this judgment. || Judge, Evaluate, Give opinion, Prioritize, Recommend, Critique || Rating, Debate, Editorial || Contrast, Categorize || Survey, Report, Plan, Solution to a problem or mystery || Use guides, maps, charts || Model, Artwork, Demonstration || Chart adapted from //Teaching Gifted Kids in the Regular Classroom// by Susan Winebrenner.
 * **Category** || **Definition** || **Trigger Words** || **Products** ||
 * **Synthesis** || Re-form individual
 * **Evaluation** || Judge the value of something and
 * **Analysis** || Understand how parts relate to a whole. || Investigate, Classify, Compare,
 * **Application** || Transfer knowledge learned in one situation to another. || Demonstrate, Build, Cook;
 * **Comprehension** || Demonstrate basic understanding of concepts. || Restate in own words, Give examples, Explain, Summarize, Edit || Drawing, Diagram, Revise ||
 * **Knowledge** || Ability to remember something previously learned. || Tell, Recite, List, Memorize, Define, Locate || Workbook pages, Quiz or Test, Vocabulary, Facts in isolation ||

// Derived from [|Dr. Bill Huitt's] [|Discussions about Student Learning], Vladosta State College, Valdosta, GA // = =