The major factor guiding pupils towards advancement in education is the set of learning objectives. Without them, it would be challenging, if not impossible, to assess student performance and choose the best course of action. How then do you establish learning objectives? Are they uniform for all students? More significantly, how do you tailor learning objectives to each student? Is there a simple yet efficient way to use Bloom’s Taxonomy in the classroom? Educators are always plagued by a plethora of questions.

Learning objectives are categorized using Bloom’s Taxonomy, a hierarchical model, according to how complicated and specialized they are in various domains. This framework has been frequently utilized by K–12 educators and higher education faculty members ever since it was developed back in 1

We’ll deconstruct this idea into clear, understandable language so you can learn how to apply Bloom’s Taxonomy in the classroom.

Bloom’s Taxonomy: What Is It?

Benjamin Bloom was an American educational psychologist who lived from 1931 until 1999. His theories evolved into Bloom’s Taxonomy by concentrating on the mastery of learning.

The hierarchy of learning objectives is called Bloom’s Taxonomy. Giving educators a common vocabulary to discuss curriculum design and assessment was its original goal. Teachers from all over the world utilize it today.

Three domains comprise Bloom’s Taxonomy, representing the various learning outcomes we all engage in. Each topic contains various learning levels that are arranged from the most basic to the most complicated and linked to appropriate action verbs.

  • Thinking and experiencing belong to the cognitive domain.
  • Emotion and feeling belong to the affective domain.
  • Practical and physical aspects of the psychomotor domain

Teachers can make use of Bloom’s Taxonomy as a planning tool. 

The Evolution Of Bloom’s Taxonomy

The name “Bloom’s Taxonomy” comes from Benjamin Bloom and a small team of educators who created it. In 1956, “Taxonomy of Educational Objectives: The Classification of Educational Goals,” the first book to describe these models, was published. Two years later, in 1964, a second volume, “Handbook II: Affective,” was released and described the second, affective domain.

Since then, these manuals have been utilized by educators all around the world to enhance curriculum development and evaluation procedures. Since the cognitive domain, as we previously stated, attracted the most interest, a revised edition of Bloom’s Taxonomy for the cognitive domain was produced in 2001 to improve the classifications and their descriptions.

How Can Bloom’s Taxonomy Be Used In A Classroom?

Consider the children’s age and prior knowledge as a first step. If necessary, poll the parents to determine how your class is doing. You can use this to determine the best starting position.

  • Use The Action Verbs

The domains and action verbs are all combined into one visual cue using a variety of images. Once you’ve settled on a favorite, keep it close at hand! Employ it to avoid repeating the same old learning objective verbs repeatedly and to be thoughtful about where you are pitching lessons.

  • Utilize Bloom’s Taxonomy To Guide More In-Depth Thought

Try to categorize the students’ prior knowledge into one of Bloom’s Taxonomy levels after that and then create activities and assignments that primarily target abilities in that level. For example, suppose your students are at the first knowledge level in the cognitive domain. In that case, you should start by teaching them object names, fundamental definitions, and straightforward assignments that require them to recollect semantic knowledge.

The questions we ask can have a significant impact on learners’ ability to make connections, advance their thinking, and grow cognitively.

“How many” could be a question of this nature. What is the underlying theme? or another question that encourages more thought is necessary for analysis. You may use questions like “what would happen if” or “how many ways can you” to stimulate more imaginative thinking.

  • To Differentiate Your Lessons, Use Bloom’s Taxonomy.

To assist you to distinguish your courses, use your resources on verbs and questions. Discussions in class can be used to practice using verbs and higher-order thinking skills. Alternately, give early finishers a harder difficulty while giving advanced students who are ready for more depth a deeper challenge.

Consider creating a variety of activities that relate to the unit. Consider where each of these tasks fits in Bloom’s Taxonomy once you’ve put them on paper. What academic goals would this assignment help to advance?

After that, sort the tasks into the proper levels and choose which learning goals you should concentrate on. You’ll learn from this what the best assignments for your class are.

Last but not least, keep an eye on your students and gauge their progress by seeing how quickly they master the abilities outlined in each learning objective. Go to the next level when they’re prepared.

The foundation of many learning outcomes and educational practices in the classroom is Bloom’s Taxonomy. It has frequently been utilized to create curricula and instructive methods for new programs. Although the success of the educational systems that continue to employ it serves as evidence of its usefulness, Bloom’s Taxonomy’s appeal originates primarily from the fact that it provides instructors with a clear framework on which to rely.

Our ERP Solution mainly relies on learning objectives when evaluating a course’s overall success and making plans for ongoing upgrades and adjustments. As a result, Bloom’s Taxonomy continues to be a foundational concept in education, learning, and growth. Contact us to receive a Complimentary Demo!