For almost 70 years, Bloom's Taxonomy for teaching has been used in classrooms to guide learning, structure lessons, and assess student performance. However, the framework has changed over time, now reflecting current educational practices and 21st-century innovation. This begs the ultimate question: How can today's teachers navigate Bloom’s Taxonomy levels in modernized and effective ways?
This article explores the different levels of Bloom's Taxonomy, what makes this instructional framework invaluable to educators, and how certain active learning strategies can help achieve taxonomy levels for all age groups — from kindergarten to higher education.
Navigating the Six Levels of Bloom's Taxonomy for Teaching
In 1956, educational psychologist Benjamin Bloom and his colleagues wrote the book, “Taxonomy of Educational Objectives.” It became the definitive source of learning outcomes for educators, now widely referred to as Bloom's Taxonomy.
Its smart design helped educators categorize and organize cognitive skills into a hierarchy, ranging from basic knowledge recall to evaluation. The framework also included three domains: psychomotor, affective, and cognitive — with the cognitive domain taking center stage.
Envisioned as a pyramid, Bloom's old framework categorizes learning objectives into six levels, from lowest to highest. These categories are:
- Knowledge
- Comprehension
- Application
- Analysis
- Synthesis
- Evaluation
Ultimately, each level builds upon the preceding one, emphasizing the importance of the hierarchy. Achieving each level also indicates progress in the specified cognitive capabilities.
Intuitively, before comprehending a concept, one has to have the knowledge to do so. To demonstrate the comprehension level, apply it. To measure the application process, analyze it, and so on.
The Evolution of Bloom’s Taxonomy
In 2001, the six taxonomy levels received a major upgrade to include verb-driven categories and expanded knowledge dimensions.
The taxonomy evolved in the hands of cognitive psychologists and curriculum theorists, the most notable being Lorin Anderson and David Krathwohl. The revised version emerged as a more dynamic vision of cognitive processes, where fixed levels of learning were reshaped into active, verb-driven categories.
Below is the modified version, ranked from lowest to highest, and a few Bloom's Taxonomy verb examples linked to each level of thinking.
Today's version of Bloom's Taxonomy.
1. Remember: Recall and recognize information- Verbs: Describe, find, list, recite, outline
- Verbs: Compare, define, explain, paraphrase, interpret
- Verbs: Classify, examine, show, predict, solve
- Verbs: Categorize, compare, identify, illustrate, simplify
- Verbs: Debate, determine, verify, defend, grade
- Verbs: Predict, design, improve, build, invent
As part of the revision, the taxonomy expanded to include four knowledge dimensions.
These are:
- Factual: Basic details or elements a student must know about a subject or discipline
- Conceptual: Students learn interrelationships among the elements within a larger context
- Procedural: Students learn how to do something and different methods of inquiry
- Metacognitive: Awareness of how learning works in relation to one's self
Though these methods of organization make sense in theory, what does this look like in practice?
How can educators use this framework for deeper learning? Read on to discover why Bloom's Taxonomy for teaching — including verbs and knowledge dimensions — are essential in today's classrooms.
Why Bloom's Taxonomy for Teaching Matters
Bloom's Taxonomy serves educators when creating lesson plans, designing courses, and conducting assessments. However, how educators use this method differs depending on learning styles and grade levels.
For example, a kindergarten teacher may use Bloom's Taxonomy verbs such as "find" or "name" linked to the level "remember" to learn colors or shapes. A middle school teacher may use Bloom-style questions to prompt deeper thinking connections, such as:
- "What is the underlying theme of the story?" (Analyze)
- "What would happen if…?" (Create)
In higher education, instructors use Bloom's Taxonomy to push students to move beyond remembering and recalling information and deeper into analysis and creation. Instructors may use taxonomy verbs and higher-order thinking in class discussions or to provide an extra challenge for learners who are ready to go further. Or they may use it to design an advanced course.
Upon completion of this course, students will be able to:
- "Demonstrate proficiency in ..."
- "Identify the key components of ..."
Using these verbs also creates clarity for learners about particular learning objectives. These descriptors can also support curriculum structuring, syllabi, and course explanations.
Bloom's Taxonomy for teaching serves as a living framework that educators can use in synchronous or asynchronous environments — especially with e-learning — to encourage higher-order thinking skills.
Practical Ways to Implement Bloom’s Taxonomy for Teaching
Though the overarching framework itself can seem, well, cognitive, there are intuitive ways to use Bloom’s Taxonomy for teaching in any classroom. Here are some examples of learning methods that target each level of learning.
1. Remember
Speaking of “remember,” remember good old fashioned flashcards? Write, memorize, recite! Flashcards are a great way to practice writing, reading, and recalling information. Use for Spanish or French vocabulary quizzes, learning about U.S. history, or for breaking down a complex biology process.
For a variation on flashcards, digitize them using video to foster self-paced learning, multimedia creation skills, and creativity.
2. Understand
Today's students have an attention span of between eight and 12 seconds. That said, understanding occurs when learners can put concepts in their own words and reiterate them. Have learners express understanding through an essay, book report, podcast, or a video project.
Generally, creating videos — and interacting with videos — helps break down complex subjects more effectively than text to enhance understanding. No matter which Bloom’s Taxonomy methods are used, the right video tools can also amplify these levels of learning.
3. Apply
Application is a strategic way to demonstrate understanding via problem-solving, critical thinking, and real-world scenarios. For example, have learners create a math problem for themselves to solve, or have them create a PSA announcement to showcase new awareness around a topic they’ve researched.
When students reach this taxonomy level, they achieve active learning. Educational experts suggest students learn more when participating in active learning strategies.
4. Analyze
Analysis involves comparing or categorizing evidence. In math, this may mean examining a student’s method of solving a problem, or comparing temperature trends in science to assess climate change across the decades.
At this stage of Bloom's Taxonomy, students need opportunities to ask questions, think critically, and propose different solutions. For example, having learners reflect via essay, video creation, or discussion boards can help them execute Bloom's Taxonomy verbs, like: categorize, compare, or identify.
Depending on the age group, teachers can have students work in groups to create a video comparing and contrasting eukaryotic and prokaryotic cells. Instructors can ask students to design a video identifying and explaining an author's point of view or argument.
Example: Have students work in groups to map out possible solutions to a problem with the following criteria:
- Defines the problem
- Evaluates the pros and cons of potential solutions
- Includes graphics, charts, or multimedia tools summarizing their findings and solutions
5. Evaluate
Once students can think critically about a concept, can they take a stand or justify their decision? The Bloom's Taxonomy evaluation level has students address these questions. Here, they create assessments, judgments, or opinions based on learned criteria.
Evaluation involves an evidence-based critique, like peer review. Peer review encourages learners to offer particular feedback to peers, usually guided by a rubric. Based on the learning objectives, criteria, and submission, learners get to practice giving and receiving supportive evaluation.
Of course, evaluation may also include self-evaluation, too.
6. Create
Challenging students to produce their own content can satisfy the highest level of Bloom's Taxonomy. This level of learning unlocks student agency. Rather than just applying what they know about a subject, have learners demonstrate their creativity, innovation, and mastery. Creating storyboards and scripts can add another dimension to the assignment.
Put it into practice: Have students craft their own commercials to exercise persuasive writing skills. They can choose an existing product or invent a brand-new item. Have them team up to write scripts and execute a shared group vision. Encourage the use of editing tools, music, green screens (DIY or digital), and voiceovers to help students really make the project pop!
These days, creating is a more emphasized level of learning in modern classrooms, given the urgency around implementing active learning methods over passive learning methods. Creating, especially with multimedia, deepens outcomes for students in diverse learning styles and environments.
Go-to learning strategies for creation can also involve project-based learning or design challenges. Have learners construct a blueprint of their dream school, or make a video using animated textures to tell the story of their childhood.
Video creation is an active learning technique that can help students apply what they learn in fresh and creative ways. For example, screencast videos can help learners showcase their understanding of concepts.
Nurture Bloom’s Taxonomy in Your Classroom
Bloom's Taxonomy for teaching ultimately encourages an effective and hierarchical approach to education, promoting the development of well-rounded learners with a strong foundation in cognitive skills. Educators can use video learning to ignite curiosity, foster creativity, and encourage deeper exploration of subject matter.
Educators are better positioned to support student success and foster a lifelong love of learning by promoting cognitive domain in ways that translate into real-world application.
Plus, tag-teaming with dynamic education platforms like WeVideo makes it easy for educators to streamline workflows with ready-made templates, Bloom’s Taxonomy-aligned assignment ideas, and powerful analytics tools to nurture each level of learning without the guesswork.
Though Bloom’s Taxonomy’s framework exists for a reason, there are countless ways to apply it in practice. No matter your learning environment or objectives, chat with us to see how WeVideo can help you nurture Bloom’s Taxonomy for teaching in ways that drive results.