Revised Bloom's of Taxonomy (RBT)

1. LEVELS OF LEARNING:
Doorways to Improved Thinking
School-Based INSET

2. Where do we begin in seeking to
improve human thinking?

3. “Asking pupils to think at
higher levels, beyond simple
recall is an excellent way to
stimulate pupils’ thought
processes. Different types of
questions require us to use
different levels of thinking.”
- Teacher Vision
2004

4. What’s Bloom Taxonomy?
Bloom’s Taxonomy is a
classification of thinking organized by
levels of complexity. It gives teachers
and students an opportunity to learn
and practice a range of thinking and
provides a simple structure for many
different kinds of questions.

5. BLOOM’S TAXONOMY 1956

6. WHAT’S REVISED BLOOM’S TAXONOMY?
The revised Bloom’s Taxonomy provides
the measurement tool for thinking. The changes
in RBT occur in three broad categories:
 Terminologies;
 Structure; and
 Emphasis

7. A. Visual Comparison of the Two Taxonomies
(TERMINOLOGY CHANGES)
1956 OBT 2001 RBT

8. • The names of six major categories were changed from
noun to verb forms.
• Taxonomy reflects different forms of thinking and
thinking is an active process, hence verbs are more
accurate.
• The knowledge category was renamed. Knowledge is a
product of thinking and was inappropriate to describe a
category of thinking and was replaced with word
remembering instead.
• Comprehension became understanding and synthesis
renamed creating in order to better reflect the nature of
the thinking described by each category.

9. REMEMBERING (KNOWLEDGE)
(Shallow processing: drawing out factual answers, testing recall
and recognition)
The learner is able to recall, restate
and remember information

10. Key words for Remembering
• Recognizing
• Retrieving
• Choosing
• Describing
• Defining
• Identifying
• Labelling
• Listing
• Locating
• Finding
• Naming
• Stating
• Selecting

11. Sample Questions for Remembering
• What is _________?
• Where is ________?
• How did __happen?
• Why did ________?
• How would you
show____?
• Who were the
main___?
• Which one______?
• Who was _____?
• How is _________?
• When did ___ happen?
• How would you explain
________?
• How would you
describe_____?
• Can you recall______?
• Can you
select______?
• Can you list three
____?

12. Questions starting with what,
where, when, why and how whose
answers could be retrieved, recognized
and recall from the text or on the lines
of the text read fall under remembering.

13. UNDERSTANDING (Comprehension)
(translating, interpreting and extrapolating)
The learner grasps the meaning of
information by interpreting and extrapolating
what has been learned

14. Key words for Understanding
• Comparing
• Contrasting
• Demonstrating
• Interpreting
• Explaining
• Extending
• Illustrating
• Giving example
• Restating
• Inferring
• Outlining
• Relating
• Rephrasing
• Translating
• Summarizing
• Classifying
• Paraphrasing
• Rewriting

15. Sample Questions for Understanding
• State in your own
words….
• Which are facts?
Opinions?
• What does this
means…..?
• Is this the same
as…?
• Giving an example
• Select the best
definition.
• Condense this
paragraph….
• What would happen
if…?
• What part doesn’t fit?
• How would compare?
Contrast?
• What is the main idea
of…?
• How would you
summarized…?

16. Questions with what, where, why and how
whose answers could be taken between
the lines of the text through organizing,
comparing, translating, interpreting,
extrapolating, classifying, summarizing and
stating main ideas fall under understanding

17. APPLYING
(Knowing when to apply, why to apply and recognizing patterns of
transfer to situation that are new, unfamiliar or have a new slant for
students)
The learner make use of the acquired
knowledge, facts, techniques and rules in a
different way.

18. Key Words for Applying
• Applying
• Solving
• Using
• Constructing
• Experimenting with
• Developing
• Carrying
• Computing
• Implementing
• Modifying
• Utilizing

19. Sample Questions for Applying
• How would you organized _____ to show _______?
• How would you show your understanding of _______?
• What facts would you select to show what ________?
• What elements would you change_______?
• What other way would you plan to ________?
• What questions would you ask in an interview
with___?
• How would you apply what you learned to
develop___?
• How would you solve ______using what you have
learned?

20. ANALYZING
(breaking down into parts, forms)
The learner breaks learned information
into its parts determining how the parts
relate or interrelate to one another or to an
overall structure or purpose through
differentiating, organizing and attributing.

21. Key Words for Analyzing
• Analyzing
• Comparing
• Contrasting
• Discovering
• Differentiating
• Attributing
• Detecting
• Disserting
• Examining
• Distinguishing
• Determining
• Appraising

22. Sample Questions for Analyzing
• Which statement is relevant?
• What is the conclusion?
• What does the author believe? Assume?
• Make a distinction between______________?
• What idea justify the conclusion?
• Which is the least essential statement?
• What literacy form is used?

23. EVALUATING
(according to some set of criteria and state why)
The learner makes decisions based on
in-depth reflection, criticism and assessment
through checking and critiquing.

24. Key Words for Evaluating
• Judging
• Evaluating
• Appraising
• Defending
• Criticizing
• Assessing
• Justifying
• Concluding
• Comparing
• Defending

25. Sample questions for Evaluating
• What fallacies, consistencies, inconsistencies,
appear_______?
• Which is more important______________?
• Do you agree__________________?
• What information would you
use______________?
• Do you agree with the _______________?
• How would you evaluate________________?

26. CREATING
(combining statements into a pattern not clearly there
before)
The learner creates new ideas and
information using what have been
previously learned.

27. Key Words for Creating
• Designing
• Constructing
• Planning
• Producing
• Inventing
• Devising
• Making

28. Sample Questions for Creating
• Can you design a _______________?
• What possible solution to ______________?
• How many ways can you _________________?
• Can you create a proposal which would______?

29. Bloom’s original cognitive taxonomy was a
one-dimensional form consisting of Factual,
Conceptual and Procedural – but these were
never fully understood of used by teachers
because most of what educators were given in
training consisted of a simple chart with the
listing of levels and related accompanying verbs

30. LEVELS OF LEARNING
Knowledge/Comprehension Application Problem Solving
Arrange
Cite
Classify
Convert
Copy
Define
Describe
Discuss
Distinguish
Explain
Express
Give Examples
Identify
Indicates
Label
List
Locate
Match
Name
Order
Outline
Recall
Recite
Record
Relate
Reproduce
Repeat
Report
Restore
Review
Specify
Summarize
Tell
Translate
Underline
Apply
Assemble
Calculate
Change
Choose
Compute
Defend
Demonstrate
Discover
Draft
Dramatize
Draw
Employ
Estimate
Explain
Illustrate
Infer
Interpret
Modify
Operate
Practice
Predict
Prepare
Produce
Use
Show
Select
Analyze
Appraise
Argue
Assess
Assemble
Categorize
Compare
Contrast
Criticize
Compose
Conclude
Construct
Convert
Create
Debate
Defend
Discriminate
Differentiate
Distinguish
Estimate
Evaluate
Examine
Formulate
Illustrate
Infer
Inspect
Interpret
Judge
Justify
Manage
Modify
Organize
Plan
Predict
Prepare
Propose
Question
Relate
Rate
Recognize
Score
Select
Support
Solve
Test
Value
Write

31. The Revised Bloom’s Taxonomy takes the
form of Two-dimensional table. The
knowledge Dimension or the kind of
knowledge to be learned and the second is
the Cognitive process Dimension or the
process used to learn.

32. Remembering Understanding Applying Analyzing Evaluating Creating
Factual
Conceptual
Procedural
Metacognitive
Describe the process
of planning for a
medium-scale
business
Describe the planning
process you employed
for your medium-scale
business
Assess the relevance of
the principles of medium-
scale business
planning…
JeromeA. Ouano
DLSU - Manila

33. (Bloom's Taxonomy ) TWO DIMENSIONAL TABLE (Structural Changes)
The Knowledge
Dimension
The Cognitive Process Dimension
Remembering Understanding Applying Analyzing Evaluating Creating
Factual Knowledge List Summarize Classify Order Rank Combine
Conceptual
Knowledge
Describe Interpret Experiment Explain Assess Plan
Procedural
Knowledge
Tabulate Predict Calculate Differentiate Conclude Compose
Meta-Cognitive
Knowledge
Appropriate
Use
Execute Construct Achieve Action Actualize

34. • FACTUAL KNOWLEDGE – refers to the essential facts,
terminology, details or elements student must know or
be familiar with in order to solve a problem in it.
• CONCEPTUAL KNOWLEDGE – is knowledge of
classification, principles, generalizations, theories,
models or structure pertinent to a particular disciplinary
area.
• PROCEDURAL KONWLEDGE – refers to information or
knowledge that helps students to do something specific
to a discipline subject, area of study. It also refers to
methods of inquiry, very specific or finite skills,
algorithms, techniques and particulars.
• META-COGNITIVE KNOWLEDGE – is a strategic or
reflective knowledge about solving problems, cognitive
tasks to include contextual and conditional knowledge
and knowledge of self.

35. BLOOM’S REVISED TAXONOMY
CREATING
Generating new ideas, products, or ways of viewing things
Designing, constructing, planning, producing, inventing
EVALUATING
Justifying a decision or course of action
Checking, hypothesizing, critiquing, experimenting, judging
ANALYZING
Breaking information into parts to explore understanding and relationships
Comparing, organizing, deconstructing, integrating, finding
APPLYING
Using information in another familiar situation
Implementing, Carrying out, using, executing
UNDERSTANDING
Explaining ideas or concepts
Interpreting, summarizing, paraphrasing, classifying, explaining
REMEMBERING
Recalling information
Recognizing, listing, describing, retrieving, naming, finding
Higher–orderthinking

36. Emphasis is the third and final
category of changes. It is placed upon its use
as a more “authentic tool for curriculum
planning, instructional delivery and
assessment.”

37. Change in Emphasis
• More authentic tool for curriculum planning, instructional
delivery and assessment
• Aimed at a broader audience.
• Easily applied to all levels of schooling.
• The revision emphasis explanation and description of
subcategories.

38. Here are sample questions about the news item.
• Remember: Describe how Efren finished his studies and
(Conceptual knowledge) helped in the education of street children.
• Understand: Summarize what the story was all about.
(Factual)
• Apply: Construct a theory as to why Efren
(Meta-Cognitive ) continued to work with street children in
spite of the several obstacles he would be
meeting.

39. • Analyze: Differentiate between how Efren
(Procedural knowledge) reacted and you react in each event in his
life.
• Evaluate: Assess whether or not you think Efren
(Conceptual) deserves to be the CNN hero?
• Create: Compose a song, skit, poem or rap
to convey Efren’s story to the children of the
21’st century.

40. “The new century has brought us the Revised Bloom’s
Taxonomy which is really new and improved.
Try it out; the author thinks you will like
It better than a cake.”

41. THANK YOU!