Blooms Revised Taxonomy

Bloom’s Revised Taxonomy
B. Instructional Design Model
JENNY ANN AGUION

BSED ENGLISH 3-E
Instructional Design Model
➢ An instructional model serves as an anchor wherein the journey to learning
is rooted. There are various instructional designs created to keep track of
the efficiency of the instructions. Through different models of instructions,
teachers were able to draw some inspirations on the different techniques
and strategies patterned on the models of instructions.
➢ It is a hierarchical ordering of cognitive skills used to categorize learning
objectives into varying levels of complexity. It can be used to create assessments,
plan lessons, evaluate the complexity of assignments, self-assessment.
➢ Bloom’s Taxonomy was created by Benjamin Bloom in 1956 and later revised in
year 2001, a group of cognitive psychologists, curriculum theorists, instructional
researchers, and testing specialists revised the category names of Bloom’s
Taxonomy from nouns to verbs.
Benjamin Bloom (1913 - 1999)
He was an educational psychologist who studied the
development of talent, achievement, and learning. His work
remains some of the most influential in educational theory and
the psychology of teaching and learning. In 1956, as a result of
a discussions with colleagues in the American Psychological
Association, he edited the first volume of Taxonomy of
educational objectives: the classification of educational
goals in which he outlined the hierarchical levels of learning
which became known as Bloom's Taxonomy.
REMEMBER - In this level involves recalling and retrieving knowledge from long-term memory
and can include activities like memorization or simple fact recall.
learning outcome verb: cite, define, describe, identify, label, list, match, name, outline, quote,
recall, report, reproduce, retrieve, show, state, tabulate, and tell.
examples:
• Define the term "metaphor" in your own words.
• List five examples of adjectives.
• Recall the main characters in the novel "To Kill a Mockingbird.”
UNDERSTAND - In this level involves comprehending and synthesizing information through
interpretation, classification, inference, or explanation. Learning activities associated with this stage
might be summarizing information, reframing it in a new context, or explaining it in their own
words.
learning outcome verb: abstract, arrange, articulate, associate, categorize, clarify, classify, compare,
compute, conclude, contrast, defend, diagram, differentiate, discuss, distinguish, estimate, exemplify,
explain, extend, extrapolate, generalize, give examples of, illustrate, infer, interpolate, interpret,
match, outline, paraphrase, predict, rearrange, reorder, rephrase, represent, restate, summarize,
transform, and translate.
examples:
• Explain the meaning of the poem "The Road Not Taken" by Robert Frost.
• Summarize the plot of the play "Romeo and Juliet."
• Give examples of action verbs in a sentence.
APPLY - This level involves taking learned information a step further and applying it to a real-life,
on-the-job situation. Learners should demonstrate their understanding by solving problems and
completing tasks on their own.
learning outcome verb: apply, calculate, carry out, classify, complete, compute, demonstrate,
dramatize, employ, examine, execute, experiment, generalize, illustrate, implement, infer, interpret,
manipulate, modify, operate, organize, outline, predict, solve, transfer, translate, and use.
examples:
• Apply the rules of punctuation to correct the following sentence: "I went to the store and
bought apples bananas and oranges."
• Use evidence from the text to support your answer to the question.
• Outline the steps to create a sentence using irregular verb.
ANALYZE - In this level learners break down material piece by piece, examining how each piece
relates to the others and conceptualizing the material as a whole. Activities associated with Analyze
include differentiating between components, making connections between them, and otherwise
identifying patterns in the information.
learning outcome verb: analyze, arrange, break down, categorize, classify, compare, connect,
contrast, deconstruct, detect, diagram, differentiate, discriminate, distinguish, divide, explain,
identify, integrate, inventory, order, organize, relate, separate, and structure
examples:
• Analyze the author's use of symbolism in the novel "The Great Gatsby."
• Compare and contrast the themes of two poems by Langston Hughes.
• Identify the literary devices used in the poem "The Raven" by Edgar Allan Poe.
EVALUATE - Learning activities associated with this stage might be summarizing information,
reframing it in a new context, or explaining it in their own words.
learning outcome verb: appraise, appraise, argue, assess, compare, conclude, consider, contrast,
convince, criticize, critique, decide, determine, discriminate, evaluate, grade, judge, justify, measure,
rank, rate, recommend, review, score, select, standardize, support, test, and validate
examples:
• Evaluate the effectiveness of the author's argument in the persuasive essay.
• Critique the use of imagery in a poem.
• Assess the impact of the setting on the mood of a short story.
CREATE - In this level learners can synthesize existing knowledge to produce concepts and ideas of
their own.
learning outcome verb: arrange, assemble, build, collect, combine, compile, compose, constitute,
construct, create, design, develop, devise, formulate, generate, hypothesize, integrate, invent, make,
manage, modify, organize, perform, plan, prepare, produce, propose, rearrange, reconstruct,
reorganize, revise, rewrite, specify, synthesize, and write.
examples:
• Write a short story that incorporates the elements of suspense.
• Design a poster to promote a book you have read.
• Create a multimedia presentation on the life and works of William Shakespeare.

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Bloom’s Revised Taxonomy

B. Instructional Design Model

JENNY ANN AGUION

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