Just keep in mind that it is the skill, action or activity you will teach using that verb that determines the Bloom’s Taxonomy level. However, if you wanted the students to be able to “… explain the shift in the chemical structure of water throughout its various phases.” This would be an analyzinglevel verb.Īdding to this confusion, you can locate Bloom’s verb charts that will list verbs at levels different from what we list below. For example, you could have an outcome that states “At the end of this lesson, students will be able to explain the difference between H2O and OH-.” This would be an understanding level outcome. ![]() These “multilevel-verbs” are actions that could apply to different activities. You may notice that some of these verbs on the table are associated with multiple Bloom’s Taxonomy levels. Too many lower level outcomes might cause boredom or apathy.įortunately, there are “verb tables” to help identify which action verbs align with each level in Bloom’s Taxonomy. However, these advanced students should be able to master higher-order learning objectives. You may need a few, for any radically new concepts specific to your course. Are most of your students juniors and seniors? Graduate students? Do your students have a solid foundation in much of the terminology and processes you will be working on your course? If so, then you should not have many remembering and understanding level outcomes.However, even in this situation we would strive to move a few of your outcomes into the applying and analyzing level, but getting too far up in the taxonomy could create frustration and unachievable goals. Are lots of your students freshman? Is this an “Introduction to…” course? If so, many your learning outcomes may target the lower order Bloom’s skills, because your students are building foundational knowledge.That approach would become tedious–for both you and your students! Instead, start by considering the level of learners in your course: ![]() However, we don’t always start with lower order skills and step all the way through the entire taxonomy for each concept you present in your course. To create an accurate conclusion, you must have completed a thorough evaluation.In order to evaluate a process, you must have analyzed it.To apply a concept you must first understand it.Before you can understand a concept, you must remember it.How Bloom’s can aid in course designīloom’s taxonomy is a powerful tool to help develop learning outcomes because it explains the process of learning: You may use this graphic for educational or non-profit use if you include a credit for Jessica Shabatura and citation back to this website. We have updated this pyramid into a “cake-style” hierarchy to emphasize that each level is built on a foundation of the previous levels. Like other taxonomies, Bloom’s is hierarchical, meaning that learning at the higher levels is dependent on having attained prerequisite knowledge and skills at lower levels. You will see Bloom’s Taxonomy often displayed as a pyramid graphic to help demonstrate this hierarchy. Creating: Putting elements together to form a coherent or functional whole reorganizing elements into a new pattern or structure through generating, planning, or producing.Evaluating: Making judgments based on criteria and standards through checking and critiquing.Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing.Applying: Carrying out or using a procedure for executing, or implementing. ![]()
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