Bloom's New Taxonomy

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2	Bloom's New Taxonomy differentiates between “knowing what,” the content of thinking, and “knowing how,” the procedures used in solving problems.
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4	The Knowledge Dimension is the “knowing what.” It has four categories: factual, conceptual, procedural, and metacognitive.
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6	Factual knowledge includes isolated bits of information, such as vocabulary definitions and knowledge about specific details.
7	Conceptual knowledge consists of systems of information, such as classifications and categories..
8	Procedural knowledge includes algorithms, heuristics or rules of thumb, techniques, and methods as well as knowledge about when to use these procedures.
9	Metacognitive knowledge refers to knowledge of thinking processes and information about how to manipulate these processes effectively
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11	The Knowledge Dimension
12	Factual Knowledge	Basic information
13	Knowledge of terminology	Vocabulary terms, mathematical symbols, musical notation, alphabet
14	Knowledge of specific details and elements	Components of the Food Pyramid, names of Congress, battles of WWII
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16	Conceptual Knowledge	The relationships among pieces of a larger structure that make them function together
17	Knowledge of classifications and categories	Species of animals, different kinds of arguments, geological eras
18	Knowledge of principles and generalizations	Types of conflict in literature, Newton’s Laws of Motion, principles of democracy
19	Knowledge of theories, models, and structures	Theory of evolution, economic theories, Rube Goldberg cartoons, DNA models
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21	Procedural Knowledge	How to do something
22	Knowledge of subject - specific skills and algorithms	Procedure for solving quadratic equations, mixing colors for oil painting, serving a volleyball
23	Knowledge of subject-specific techniques and methods	Literary criticism, analysis of historical documents, mathematical problem-solving methods
24	Knowledge of criteria for determining when to use appropriate procedures	Methods appropriate for different kinds of experiments, statistical analysis procedures for different situations, standards for different genres of writing
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26	Metacognitive Knowledge	Knowledge of thinking in general and your thinking in particular
27	Strategic knowledge	Ways of memorizing facts, reading comprehension strategies, methods of planning a Web site
28	Knowledge about cognitive tasks, including appropriate contextual and conditional knowledge	Different reading demands of textbooks and novels; thinking ahead when using an electronic database; differences between writing emails and writing business letters
29	Self-knowledge	Need for a diagram or chart to understand complex processes, better comprehension in quiet environments, need to discuss ideas with someone before writing an essay
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32	According to Bloom’s New Taxonomy, each level of knowledge can correspond to each level of cognitive process, so a student can remember factual or procedural knowledge, understand conceptual or metacognitive knowledge, or analyze metacognitive or factual knowledge. According to Anderson and his colleagues, “Meaningful learning provides students with the knowledge and cognitive processes they need for successful problem solving”. The following charts list examples of each skill of the Cognitive and Knowledge Dimensions.
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34	Cognitive Processes Dimensions
35	Cognitive Processes	Examples
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37	Remembering	Produce the right information from memory
38		Recognizing -Recalling
39	Understanding	Make meaning from educational materials or experiences
40		Interpreting, Exemplifying, Classifying, Summarizing, Inferring
41		Comparing, Explaining
42	Applying	Use a procedure
43		Executing, Implementing
44	Analyzing	Break a concept down into its parts and describe how the parts relate to the whole
45		Differentiating, Organizing, Attributing
46	Evaluating	Make judgments based on criteria and standards
47		Checking, Critiquing
48	Creating	Put pieces together to form something new or recognize components of a new structure.
49		Generating, Planning, Producing
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