Facilitative Learning
REVISED
BLOOMS
TAXONOMY
Krisna Grace L. Justo
John Rey S. Fernandez
Kevin B. Laranja
Rendell R. Gregorio
Cherrylyn R. Rapista
John Paul F. Derecho
• Higher Order of
Thinking
• What is Blooms
TABLE OF Taxonomy
• Old vs. New
CONTENTS • Remembering
• Understanding
• Applying
• Analyzing
• Evaluating
• Creating
HIGHER ORDER
THINKING
THINKING IS THE
HARDEST WORK
THERE IS, WHICH IS
PROBABLY THE
REASON WHY SO FEW
HENRY
ENGAGE IN IT.FORD
QUICK FACTS ABOUT
HIGHER ORDER THINKING
• No one thinks perfectly or poorly all
the time.
• Memorizing something is not the same
as thinking about it.
• You can memorize something without
understanding it.
• Thinking is done in both words and
pictures.
• There are three main types of
intelligence and thinking: analytical,
creative and practical.
• All three intelligences and ways of
thinking are useful in our everyday
lives.
• You can improve your thinking skills by
understanding the processes involved
in thinking.
• Metacognition-thinking about thinking-
is part of higher order thinking.
• H: Higher
• O: Order
HIGHER
ORDER
THINKING
(HOT)
•HOT does not include memorization.
•HOT requires that we do something with the facts.
•We must understand them, connect them to each
other, categorize them, manipulate them, put them
together in new or novel ways, and apply them as we
seek new solutions to new problems.
°Higher Order Thinking involves metacognition.
•Metacognition is thinking about your thinking.
•When a learner uses metacognition they are
contemplating and revising their thoughts
continuously to make sure they truly understand the
information.
BLOOM’S
TAXONOMY
What is it and
where did it
come from?
1948: Benjamin Bloom and a group of psychologists
studied classroom activities and goals teachers has
while planning these activities.
Through this study three domains were concluded:
Cognitive Domain
Affective Domain
Psychomotor Domain
Cognitive Domain was split into a hierarchy of 6
thinking skills: knowledge, comprehension,
application, analysis, synthesis, and evaluation.
1956: Original Bloom’s Taxonomy is published
USING
BLOOMS IN
THE
CLASSROOM
Using questions from all levels of Bloom’s will help
you scaffold learning and differentiate instruction the
easy way!
Creating: How would you adapt the plot to create a
different story?
Evaluating: What choice would you have made if you
were in the story?
Analyzing: How is this story related to your life?
Applying: What questions would you ask in an
interview with the main character?
Understanding: What is the main idea of the story?
Remembering: Who was the main character?
Teachers can implemen t Bloom’s Taxonomy by using
Remembering:
Retrieving, recognizing, and
recalling relevant knowledge.
Understanding:
Constructing meaning through
interpreting, summarizing, and
explaining.
Applying:
Using knowledge in new and practical
situations.
Analyzing:
Breaking down information into
components to understand
relationships and structures.
Evaluating:
Making judgments based on criteria
and standards through checking and
critiquing.
Creating:
Generating new ideas, products, or
ways of viewing things by putting
elements together.
The taxonomy is widely used for
designing curriculum, learning
activities, and assessment tools to
foster higher-order thinking skills in
education.
In conclusion, Revised Bloom's Taxonomy
provides a modern, action-oriented
framework for understanding and
fostering cognitive development in
education. By focusing on what learners
can do with their knowledge, it
encourages the development of critical
thinking and problem-solving skills. Its
hierarchical structure serves as a valuable
guide for educators in designing
curriculum, assessments, and learning
experiences that progressively build
higher-order thinking, ensuring students
achieve meaningful and transferable
learning outcomes.
THANK YOU
FOR
LISTENING
