Bloom's Taxonomy for Effective Learning

Learning at the right level is critical to successful learning!

Are you an expert at everything? More than likely, your answer is no.

No matter what we know, none of us are experts in everything nor do we need to be. Depending on your goals, you may need only a minimal amount of knowledge in a field or you may need to understand the subject in detail.

the bloom's taxonomy pyramid

It is important to remember, when you begin to study in a new field you always start at the lowest level on the pyramid and move up.

To use your learning time more effectively, you must define the level of understanding you need to achieve before you start the learning process. Let’s use two examples:

The University Core Course

You are enrolled in a required university core course that is outside your major field of study. Your professor uses language from the first two levels of the pyramid in your assignments and on your syllabus which leads you to believe that they are expecting you to develop a knowledge base and basic understanding of the course content. For example:

  • At the end of this course, you will be able to list the five major musical genre of the 20th Century. (Knowledge)
  • From the following list, identify those composers who were from the Baroque Period. (Understanding)
  • Arrange the following composers by century and musical period. (Knowledge)
  • You will be able to recognize the music of Bach, Bartók, Beethoven, Dvorak, Gabrieli, Hayden, and Charles Ives. (Understanding)

The language used in these examples is from the first two levels of Bloom’s Taxonomy: Knowledge and Understanding. These are the building blocks of learning. Learning tools that might be appropriate in this course are those which would help you remember and understand content. This could include flash cards, memory lists, acronyms, mind maps, t-charts, matrixes, etc.

The Major Course

You are a sophomore and enrolled in a 3000-level course in your major. In their syllabus and exams, your professor uses language from the first through fifth levels of the pyramid:

  • This course is an introduction to electronic systems and signal processing. You will be able to recognize the internal components and operating systems of each type of system. (Knowledge)
  • After completing this course, students should be able to calculate the response of zero‐state and zero‐input systems. (Analysis)
  • Describe the properties of Z and Fourier Transforms. (Understanding)
  • Design and calculate the BW for filters, in the context of a larger system. (Analysis & Synthesis)
  • Choose the appropriate filter for a given system. (Application)

Obviously, the tools for remembering and understanding have a place here, but their use will be somewhat limited. This course now requires that you begin to apply, analyze and evaluate information based on past learning. Tools that might be helpful for these higher levels of learning include flash cards (technical terms), problem cards, self-created test banks, self-created lab or project notebooks, etc.

Study Strategies

There are different ways to study for each level of Bloom's Taxonomy. Each level is listed below with appropriate study strategies and key words to use for creating practice exam questions. The key words will also help you identify which levels of learning your professor expects form you in their class.

Knowledge

Definition

Exhibit memory of previously learned material by recalling facts, terms, basic concepts, and answers.


Study Strategies

  • Memorizing
  • Flashcards
  • Notecards
  • Grouped lists
  • Cornell Notes

Example Exam Questions

  • What/Who is...?
  • How would you describe...?
  • Why did...?
  • How would you show...?

Key Words

  • arrange
  • choose
  • define
  • describe
  • discover
  • duplicate
  • draw
  • find
  • identify
  • label
  • list
  • locate
  • memorize
  • name
  • observe
  • order
  • recall
  • recite
  • relate
  • reorganize
  • reproduce
  • retrieve
  • select
  • show
  • state
  • tell
  • write

Understanding

Definition

Demonstrate an understanding of facts and ideas by organizing, comparing, translating, interpreting, giving descriptions, and stating main ideas.


Study Strategies

  • Text notes
  • Text summaries
  • Recall lists
  • Questions to look up later
  • "What if?" questions

Example Exam Questions

  • What facts or ideas show...?
  • How would you compare...?
  • How would you classify...?
  • Can you explain what is happening?

Key Words

  • clarify
  • classify
  • compare
  • confirm
  • contrast
  • defend
  • demonstrate
  • describe
  • discuss
  • distinguish
  • explain
  • express
  • generalize
  • identify
  • illustrate
  • indicate
  • infer
  • interpret
  • locate
  • outline
  • match
  • paraphrase
  • predict
  • recognize
  • relate
  • rephrase
  • report
  • restate
  • review
  • select
  • show
  • summarize
  • translate

Application

Definition

Solve problems to new situations by applying acquired knowledge, facts, techniques, and rules in a different way.


Study Strategies

  • Concept maps
  • Question charts
  • Key word diagrams
  • Applying principles, laws, formulas, and theorems to different course material

Example Exam Questions

  • What would result if...?
  • What facts would you select to show...?
  • What approach would you use to...?
  • How would you use...?

Key Words

  • apply
  • build
  • choose
  • classify
  • collect
  • construct
  • demonstrate
  • dramatize
  • draw
  • illustrate
  • interpret
  • make
  • model
  • operate
  • organize
  • paint
  • plan
  • practice
  • prepare
  • produce
  • report
  • schedule
  • sketch
  • solve
  • use
  • utilize
  • write

Analysis

Definition

Examine and break information into parts by identifying motives or causes. Make inferences and find evidence to support generalizations.


Study Strategies

  • Mix & match info cards
  • Compare & contrast charts
  • Predicting exam questions that require judgement

Example Exam Questions

  • What inference can you make...?
  • What is the relationship between...?
  • What evidence can you find...?
  • What things justify...?

Key Words

  • analyze
  • appraise
  • calculate
  • categorize
  • compare
  • contrast
  • criticize
  • differentiate
  • dissect
  • distinguish
  • examine
  • experiment
  • explain
  • infer
  • integrate
  • investigate
  • outline
  • point out
  • question
  • select
  • separate
  • simplify
  • subdivide
  • survey
  • take apart
  • test

 

 

Synthesis

Definition

Compile information together in a different way by combining elements in a new pattern or proposing alternative solutions.


Study Strategies

  • Question charts
  • Key word diagrams
  • Grouped lists

Example Exam Questions

  • What could be changed to improve...?
  • How would you test...?
  • What way would you design...?
  • What outcome would you predict for...?

Key Words

  • adapt
  • add to
  • arrange
  • assemble
  • build
  • change
  • collect
  • combine & compare
  • compose
  • construct
  • create
  • design
  • develop
  • estimate
  • formulate
  • hypothesize
  • imagine
  • invent
  • improve
  • monitor
  • organize
  • plan
  • predict
  • prepare
  • propose
  • rearrange
  • role-play
  • set up
  • substitute
  • test

Evaluation

Definition

Present and defend opinions by making judgments about information, validity of ideas, or quality of work based on a set of criteria.


Study Strategies

  • Pros & cons lists
  • Compare & contract charts
  • Cause & effect charts

Example Exam Questions

  • How could you select...?
  • How could you prove...?
  • How would you prioritize...?
  • What information would you use to support...?

Key Words

  • agree
  • appraise
  • argue
  • assess
  • attach
  • choose
  • compare
  • consider
  • criticize
  • critique
  • debate
  • decide
  • defend
  • determine
  • disprove
  • estimate
  • evaluate
  • explain
  • influence
  • judge
  • justify
  • measure
  • perceive
  • rate
  • recommend
  • select
  • solve
  • state
  • support
  • value
  • weigh

Why Bloom's?

The benefit of Bloom’s Taxonomy is that it helps you identify where you are and where your professor expects you to be on the pyramid for a particular class or subject. Once you know this, you can develop learning strategies that are most appropriate, effective, and efficient for your class. Start where you are in terms of knowledge in a subject and to adjust your learning strategies as you move up the pyramid to more complex and demanding learning.


Works Consulted

Anderson, L. W. & Krathwohl, D. R. (Eds.) 2001. A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. New York: Addison Wesley Longman

Bloom, B. S. (Ed.), Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. 1956. Taxonomy of Educational Objectives: Handbook I: Cognitive Domain. New York: David McKay