1 of 36

Revised Bloom’s Taxonomy to classify educational learning objectives

Dr. Reni Francis

Principal

MES’s Pillai College of Education and Research, Chembur

2 of 36

What are learning objectives?

Story : The Golden Touch

3 of 36

What did you learn from the story?

Knowledge

Feeling

Action

4 of 36

Why do you teach ???

6 of 36

Your LEARNER

7 of 36

Your LEARNING SPACE

9 of 36

If you want students to learn then:

Teach the way they like to learn
Teach what they should know
Teach what is useful to them
Teach their way not your way

11 of 36

Story

The Three Little Pigs

Three Little pigs was sent out into the world by their mother to learn.

The three pigs, all decided to build a house on their own.�The first pig built a house of straw because he didn't want to put in a lot of effort and was lazy.�The second pig was a little less lazy than the first and he made a house of sticks.�The third pig was hardworking and he put in lots of effort and built a house of brick and stone.�One day a wolf came to attack them. He huffed and puffed and blew the house of straw.�He then huffed and puffed and blew the house the sticks.�He huffed and puffed and huffed and puffed at the house of bricks but eventually was out of breath and left.�Moral of the story�Always work hard and it will pay off. Don’t try to take shortcuts to make things work.

12 of 36

List the characters mentioned in the story

13 of 36

Remember: Who…? What…? Where…? How…?�

14 of 36

What were the materials that the pigs used to make their house?

15 of 36

Understand: How would you generalize…? How would you express…? What information can you infer from…?�

16 of 36

Why are the pigs making a house for themselves?

17 of 36

Apply: How would you demonstrate…? How would you present…? What is the underlying theme... ?��

18 of 36

What are the pros and cons of making each house?

19 of 36

Analyze: How can you sort the different parts…? What can you infer about…? What ideas validate…? How would you categorize…?��

20 of 36

Which house according to you is best if the place is prone to earthquakes?

21 of 36

Evaluate: What criteria would you use to assess…? What sources could you use to verify…? What information would you use to prioritize..? What are the possible outcomes for…?�

22 of 36

What kind of a house will you make if you are staying in a hilly area?

23 of 36

Create: What would happen if…? List the ways you can…? Can you brainstorm a better solution for…? ��

24 of 36

Remembering

This stage of learning is about memorizing basic facts, dates, events, persons, places, concepts and patterns.

At this level, educators might ask learners simple questions like:

What are the most spoken languages in India?
What is the chemical formula of water?
Who was the first president of India?

The associated cognitive processes, as already noted, are:

Recognizing means locating knowledge in long-term memory related to presented material (e.g., recognizing the dates of important historical events).
Recalling is retrieving knowledge from long-term memory (e.g., recalling the dates of important historical events).

25 of 36

At this point, learners might be asked to explain a concept in their own words, describe a mathematical graph or clarify a metaphor.

The processes associated with understanding are:

Interpreting implies changing from one form of representation to another. It might be transforming numerical information into verbal/ coding
Exemplifying is finding a specific illustration of a concept or principle. It may be giving several examples of Geometric design paintings.
Classifying is determining a category of something. An example is the classification of

objects/ situations.

Summarizing means retrieving a general theme of significant points (e.g., writing a short summary of a story).
Inferring is drawing a logical conclusion from given information. It may be formulating grammatical principles of a foreign language from the presented examples.
Comparing is finding correspondences between two ideas or objects (e.g., comparing historical events to their contemporary analogues).
Explaining is constructing a cause-and-effect model of a system, for example, explaining the causes of the manmade disasters.

Understanding

26 of 36

Putting to use learned facts and abstractions in new contexts and particular situations.

For example, students might be asked to discuss phenomena described in one scientific paper using terms and concepts of another paper.

The processes of cognition corresponding to this stage are:

Executing is applying a procedure to a familiar task (e.g., calculating the root of a number).
Implementing is about applying a procedure to an unfamiliar task (e.g., using Newton’s Second Law in a new situation).

Applying

27 of 36

At this level, students are supposed to break down concepts and examine their relationships.

For instance, they might be asked to recognize the genre of a painting or describe the leading causes of the Great Depression.

The three particular processes associated with this stage are:

Differentiating means distinguishing important from unimportant parts of presented material (e.g., distinguishing between relevant and irrelevant numbers in a mathematical word problem).
Organizing involves identifying how elements fit or function within a structure (e.g., finding the hypothesis, method, data and conclusion in a research report).
Attributing means determining a point of view, bias, values, or intent underlying presented material. An example would be to identify the author’s point of view of an essay.

Analyzing

28 of 36

In this stage, learners are expected to use their knowledge and skills to appraise a situation, justify their stand or criticize others’ opinions. They should be able to point out logical fallacies in arguments or compare a work to the highest standards in its field.

They might be asked, for example:

In your opinion, is online piracy ethical?
Do you consider jazz music to be high art?
What are the most arguments against vegetarianism?

Evaluating is divided into checking and critiquing.

Checking means detecting inconsistencies or fallacies in a process or product. For example, it’s determining if a scientist’s conclusions follow from observed data.
Critiquing involves finding inconsistencies between a product and external criteria. For instance, it’s judging which of two methods is the best for solving a problem.

Evaluating

29 of 36

This is the most complex stage of the learning process and the top of the revised Bloom’s Taxonomy.

At this level, learners combine known patterns, ideas and facts to create original work or formulate their solution to a problem.

They might be asked to compose a song, rewrite a story in another setting or formulate a hypothesis and propose a way of testing it.

The three associated cognitive processes are:

Generating involves coming up with alternative hypotheses based on criteria. An example might be devising multiple solutions for a social problem.
Planning is about coming up with a procedure for completing a task (e.g., preparing an outline of an article).
Producing means inventing a product (e.g., writing a short story that takes place during Covid-19 pandemic).

Creating

30 of 36

Assessment

Teaching methods

Resources

Why to classify objectives???

To plan your …

31 of 36