Presented by Denise Tarlinton

Pupil Free Day

Monday 14 July, 2003
The mind is not a vessel
to be filled, but a fire to
be ignited.

(Plutarch)
 Overview
Blooms Taxonomy and higher-order thinking
Take a walk down memory lane
Investigate the Revised Taxonomy
New terms
New emphasis
Explore each of the six levels
See how questioning plays an important role
within the framework (oral language)
Use the taxonomy to plan a unit
Look at an integrated approach
Begin planning a unit with a SMART Blooms
Planning Matrix
 Productive Pedagogies
A guide to Productive Pedagogies: Classroom reflection manual
lists three degrees of incorporation of Higher-order thinking skills in
a Continuum of practice:

Students are engaged only in lower-order thinking; i.e. they receive,

or recite, or participate in routine practice. In no activities during the
lesson do students go beyond simple reproduction of knowledge.

Students are primarily engaged in routine lower-order thinking for a

good share of the lesson. There is at least one significant question
or activity in which some students perform some higher-order
thinking.

Almost all students, almost all of the time are engaged in higher-
order thinking.
(Department of Education, Queensland, 2002, p. 1)
 What is Higher-order
thinking?
A guide to Productive Pedagogies: Classroom reflection manual states
that:
Higher-order thinking by students involves the transformation of
information and ideas. This transformation occurs when
students combine facts and ideas and synthesise, generalise,
explain, hypothesise or arrive at some conclusion or
interpretation. Manipulating information and ideas through
these processes allows students to solve problems, gain
understanding and discover new meaning. When students
engage in the construction of knowledge, an element of
uncertainty is introduced into the instructional process and the
outcomes are not always predictable; in other words, the
teacher is not certain what the students will produce. In helping
students become producers of knowledge, the teachers main
instructional task is to create activities or environments that
allow them opportunities to engage in higher-order thinking.
(Department of Education, Queensland, 2002, p. 1)
 Blooms Revised
Taxonomy
Taxonomy of Cognitive Objectives
1950s- developed by Benjamin Bloom
Means of expressing qualitatively different kinds of
thinking
Adapted for classroom use as a planning tool
Continues to be one of the most universally applied
models
Provides a way to organise thinking skills into six levels,
from the most basic to the higher order levels of thinking
1990s- Lorin Anderson (former student of Bloom) revisited
the taxonomy
As a result, a number of changes were made
(Pohl, 2000, Learning to Think, Thinking to Learn, pp. 7-8)
 Original Terms New Terms

Evaluation Creating
Synthesis Evaluating
Analysis Analysing
Application Applying

Comprehension Understanding
Knowledge Remembering
(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)
 Change in Terms
The names of six major categories were changed from noun
to verb forms.
As the taxonomy reflects different forms of thinking and
thinking is an active process verbs were more accurate.
The subcategories of the six major categories were also
replaced by verbs
Some subcategories were reorganised.
The knowledge category was renamed. Knowledge is a
product of thinking and was inappropriate to describe a
category of thinking and was replaced with the word
remembering instead.
Comprehension became understanding and synthesis was
renamed creating in order to better reflect the nature of the
thinking described by each category.
(http://rite.ed.qut.edu.au/oz-teachernet/training/bloom.html (accessed July 2003) ; Pohl, 2000, p. 8)
 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 emphasises explanation and
description of subcategories.

(http://rite.ed.qut.edu.au/oz-teachernet/training/bloom.html (accessed July 2003; Pohl, 2000, p. 10).

 BLOOMS 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, hypothesising, critiquing, experimenting, judging

Analysing
Breaking information into parts to explore understandings and relationships
Comparing, organising, deconstructing, interrogating, finding

Applying
Using information in another familiar situation
Implementing, carrying out, using, executing

Understanding
Explaining ideas or concepts
Interpreting, summarising, paraphrasing, classifying, explaining

Remembering
Recalling information
Recognising, listing, describing, retrieving, naming, finding
A turtle makes progress
when it sticks its neck
out.

(Anon)
 Remembering
The learner is able to recall, restate and
remember learned information.
Recognising
Listing
Describing
Identifying
Retrieving
Naming
Locating
Finding
Can you recall information?
 Remembering cont
List Listen
Memorise
Relate Group Recall or
Show Choose recognition of
Locate Recite specific
Distinguish information
Review
Give example
Reproduce Quote
Quote Record
Repeat Match Products include:
Label
Recall Select Quiz Label
Know Underline Definition List
Group Cite Fact Workbook
Read Sort Worksheet Reproduction
Write
Outline Test Vocabulary
 Classroom Roles for
Remembering
Teacher roles Student roles

Directs Responds
Tells Absorbs
Shows Remembers
Examines Recognises
Questions Memorises
Evaluates Defines
Describes
Retells
Passive recipient
 Remembering: Potential
Activities and Products
Make a story map showing the main events of
the story.
Make a time line of your typical day.
Make a concept map of the topic.
Write a list of keywords you know about.
What characters were in the story?
Make a chart showing
Make an acrostic poem about
Recite a poem you have learnt.
 Understanding
The learner grasps the meaning of information by
interpreting and translating what has been
learned.
Interpreting
Exemplifying
Summarising
Inferring
Paraphrasing
Classifying
Comparing
Explaining
Can you explain ideas or concepts?
 Understanding cont
Restate Describe
Identify Report Understanding
Discuss Recognise of given
information
Retell Review
Research Observe
Outline
Annotate
Account for
Translate Products include:
Interpret Recitation
Give examples of Example
Give main Summary Quiz
Paraphrase
idea Collection List
Reorganise Estimate Explanation Label
Associate Define Show and tell Outline
 Classroom Roles for
Understanding
Teacher roles Student roles

Demonstrates Explains
Listens Describes
Questions Outlines
Compares Restates
Contrasts Translates
Examines Demonstrates
Interprets
Active participant
 Understanding: Potential
Activities and Products
Write in your own words
Cut out, or draw pictures to illustrate a particular event in the story.
Report to the class
Illustrate what you think the main idea may have been.
Make a cartoon strip showing the sequence of events in the story.
Write and perform a play based on the story.
Write a brief outline to explain this story to someone else
Explain why the character solved the problem in this particular way
Write a summary report of the event.
Prepare a flow chart to illustrate the sequence of events.
Make a colouring book.
Paraphrase this chapter in the book.
Retell in your own words.
Outline the main points.
 Applying
The learner makes use of information in a context
different from the one in which it was learned.

Implementing
Carrying out
Using
Executing

Can you use the information in another

familiar situation?
 Applying cont
Translate Paint
Manipulate Change Using strategies,
Exhibit Compute concepts, principles
and theories in new
Sequence
Illustrate situations
Show
Calculate Solve
Interpret Collect
Make Demonstrate Products include:
Practice Dramatise Photograph Presentation
Construct Illustration Interview
Apply
Use Simulation Performance
Operate Adapt Sculpture Diary
Interview Draw Demonstration Journal
Classroom Roles for Applying
Teacher roles Student roles

Shows Solves problems

Facilitates Demonstrates use of
Observes knowledge
Evaluates Calculates
Organises Compiles
Questions Completes
Illustrates
Constructs
Active recipient
 Applying: Potential Activities
and Products
Construct a model to demonstrate how it looks or works
Practise a play and perform it for the class
Make a diorama to illustrate an event
Write a diary entry
Make a scrapbook about the area of study.
Prepare invitations for a characters birthday party
Make a topographic map
Take and display a collection of photographs on a particular
topic.
Make up a puzzle or a game about the topic.
Write an explanation about this topic for others.
Dress a doll in national costume.
Make a clay model
Paint a mural using the same materials.
Continue the story
 Analysing
The learner breaks learned information into its
parts to best understand that information.
Comparing
Organising
Deconstructing
Attributing
Outlining
Finding
Structuring
Integrating

Can you break information into parts to explore

understandings and relationships?
 Analysing cont
Distinguish Compare
Question Contrast
Appraise Survey Breaking
Experiment Detect information down
into its component
Inspect Group
elements
Examine Order
Probe Sequence
Separate Test
Inquire Debate
Arrange Analyse Products include:
Investigate Diagram Graph Survey
Sift Relate
Spreadsheet Database
Research Dissect
Calculate Categorise Checklist Mobile
Criticize Discriminate Chart Abstract
Outline Report
 Classroom Roles for Analysing
Teacher roles Student roles

Probes Discusses
Guides Uncovers
Observes Argues
Evaluates Debates
Acts as a resource Thinks deeply
Questions Tests
Organises Examines
Dissects Questions
Calculates
Investigates
Inquires
Active participant
 Analysing: Potential Activities
and Products
Use a Venn Diagram to show how two topics are the same and
different
Design a questionnaire to gather information.
Survey classmates to find out what they think about a particular topic.
Analyse the results.
Make a flow chart to show the critical stages.
Classify the actions of the characters in the book
Create a sociogram from the narrative
Construct a graph to illustrate selected information.
Make a family tree showing relationships.
Devise a roleplay about the study area.
Write a biography of a person studied.
Prepare a report about the area of study.
Conduct an investigation to produce information to support a view.
Review a work of art in terms of form, colour and texture.
Draw a graph
Complete a Decision Making Matrix to help you decide which breakfast
cereal to purchase
 Evaluating
The learner makes decisions based on in-depth
reflection, criticism and assessment.
Checking
Hypothesising
Critiquing
Experimenting
Judging
Testing
Detecting
Monitoring
Can you justify a decision or course of action?
 Evaluating cont
Judge Choose
Rate Conclude Judging the value of
Validate Deduce ideas, materials and
Predict Debate methods by developing
Assess Justify and applying standards
Score Recommend and criteria.
Revise Discriminate
Infer Appraise
Determine Value
Prioritise Probe Products include:
Tell why Argue Debate Investigation
Compare Decide Panel Verdict
Evaluate Criticise
Defend Report Conclusion
Rank
Select Reject Evaluation Persuasive
Measure speech
 Classroom Roles for Evaluating
Teacher roles Student roles

Clarifies Judges
Accepts Disputes
Guides Compares
Critiques
Questions
Argues
Assesses
Decides
Selects
Justifies
Active participant
 Evaluating: Potential Activities
and Products
Write a letter to the editor
Prepare and conduct a debate
Prepare a list of criteria to judge
Write a persuasive speech arguing for/against
Make a booklet about five rules you see as important.
Convince others.
Form a panel to discuss viewpoints on.
Write a letter to. ..advising on changes needed.
Write a half-yearly report.
Prepare a case to present your view about...
Complete a PMI on
Evaluate the characters actions in the story
 Creating
The learner creates new ideas and
information using what has been previously
learned.
Designing
Constructing
Planning
Producing
Inventing
Devising
Making
Can you generate new products, ideas, or
ways of viewing things?
 Creating cont
Compose Formulate
Assemble
Organise Improve Putting together ideas
or elements to develop
Invent Act a original idea or
Compile Predict
engage in creative
thinking.
Forecast
Produce
Devise
Propose Blend
Construct Set up Products include:
Plan Film Song
Devise
Prepare Story Newspaper
Develop Concoct
Project Media product
Originate Compile Plan Advertisement
Imagine
New game Painting
Generate
Classroom Roles for Creating
Teacher roles Student roles

Facilitates Designs
Extends Formulates
Reflects Plans
Takes risks
Analyses
Modifies
Evaluates
Creates
Proposes
Active participant
Creating: Potential Activities and
Products
Use the SCAMPER strategy to invent a new type of sports shoe
Invent a machine to do a specific task.
Design a robot to do your homework.
Create a new product. Give it a name and plan a marketing campaign.
Write about your feelings in relation to...
Write a TV show play, puppet show, role play, song or pantomime
about..
Design a new monetary system
Develop a menu for a new restaurant using a variety of healthy foods
Design a record, book or magazine cover for...
Sell an idea
Devise a way to...
Make up a new language and use it in an example
Write a jingle to advertise a new product.
 Practical Blooms
Suitable for use with the entire class
Emphasis on certain levels for different children
Extend childrens thinking skills through emphasis on higher levels of the
taxonomy (analysis, evaluation, creation)
Possible approaches with a class could be:
All children work through the remembering and understanding stages
and then select at least one activity from each other level
All children work through first two levels and then select activities from
any other level
Some children work at lower level while others work at higher levels
All children select activities from any level
Some activities are tagged essential while others are optional
A thinking process singled out for particular attention eg. Comparing,
(done with all children, small group or individual)
Some children work through the lower levels and then design their own
activities at the higher levels
All children write their own activities from the taxonomy
(Black, 1988, p. 23).
 Sample Unit : Space
Cut out space pictures from a magazine. Make a display or a
Remembering collage. List space words (Alphabet Key). List the names of the
planets in our universe. List all the things an astronaut would need
for a space journey.
Make your desk into a spaceship, Make an astronaut for a puppet
Understanding play. Use it to tell what an astronaut does. Make a model of the
planets in our solar system.

Keep a diary of your space adventure (5 days). What sort of

Applying instruments would you need to make space music? Make a list of
questions you would like to ask an astronaut.
Make an application form for a person applying for the job of an
Analysing astronaut. Compare Galileos telescope to a modern telescope.
Distinguish between the Russian and American space programs.
Compare the benefits of living on Earth and the moon. You can
Evaluating take three people with you to the moon. Choose and give reasons.
Choose a planet you would like to live on- explain why.
Write a newspaper report for the following headline: Spaceship out
Creating of control. Use the SCAMPER strategy to design a new space suit.
Create a game called Space Snap. Prepare a menu for your
spaceship crew. Design an advertising program for trips to the
moon.
 Sample Unit : Travel
How many ways can you travel from one place to another? List
Remembering and draw all the ways you know. Describe one of the vehicles
from your list, draw a diagram and label the parts. Collect
transport pictures from magazines- make a poster with info.
How do you get from school to home? Explain the method of
Understanding travel and draw a map. Write a play about a form of modern
transport. Explain how you felt the first time you rode a bicycle.
Make your desk into a form of transport.
Explain why some vehicles are large and others small. Write a
Applying story about the uses of both. Read a story about The Little Red
Engine and make up a play about it. Survey 10 other children
to see what bikes they ride. Display on a chart or graph.
Make a jigsaw puzzle of children using bikes safely. What
Analysing problems are there with modern forms of transport and their
uses- write a report. Use a Venn Diagram to compare boats to
planes, or helicopters to bicycles.
What changes would you recommend to road rules to prevent
Evaluating traffic accidents? Debate whether we should be able to buy fuel
at a cheaper rate. Rate transport from slow to fast etc..
Invent a vehicle. Draw or construct it after careful planning.
Creating What sort of transport will there be in twenty years time?
Discuss, write about it and report to the class. Write a song
A good teacher makes
you think even when
you dont want to.

(Fisher, 1998, Teaching Thinking)

 Blooming Questions
Questioning should be used purposefully to
achieve well-defines goals.
Bloom's Taxonomy is a classification of thinking
organised by level 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 and thinking.
The taxonomy involves all categories of
questions.
Typically a teacher would vary the level of
questions within a single lesson.
 Lower and Higher Order
Questions
Lower level questions are those at the
remembering, understanding and lower level
application levels of the taxonomy.
Usually questions at the lower levels are
appropriate for:
Evaluating students preparation and
comprehension
Diagnosing students strengths and
weaknesses
Reviewing and/or summarising content
www.oir.uiuc.edu/Did/docs/QUESTION/quest1.htm
 Lower and Higher Order
Questions
Higher level questions are those requiring
complex application, analysis, evaluation or
creation skills.
Questions at higher levels of the taxonomy are
usually most appropriate for:
Encouraging students to think more deeply
and critically
Problem solving
Encouraging discussions
Stimulating students to seek information on
their own
www.oir.uiuc.edu/Did/docs/QUESTION/quest1.htm
 Questions for Remembering
What happened after...?
How many...?
What is...?
Who was it that...?
Can you name ...?
Find the definition of
Describe what happened after
Who spoke to...?
Which is true or false...?
(Pohl, Learning to Think, Thinking to Learn, p. 12)
 Questions for Understanding
Can you explain why?
Can you write in your own words?
How would you explain?
Can you write a brief outline...?
What do you think could have happened next...?
Who do you think...?
What was the main idea...?
Can you clarify?
Can you illustrate?
Does everyone act in the way that .. does?
(Pohl, Learning to Think, Thinking to Learn, p. 12)
 Questions for Applying
Do you know of another instance
where?
Can you group by characteristics such
as?
Which factors would you change if?
What questions would you ask of?
From the information given, can you
develop a set of instructions about?
(Pohl, Learning to Think, Thinking to Learn, p. 13)
 Question for Analysing
Which events could not have happened?
If. ..happened, what might the ending have been?
How is...similar to...?
What do you see as other possible outcomes?
Why did...changes occur?
Can you explain what must have happened when...?
What are some or the problems of...?
Can you distinguish between...?
What were some of the motives behind..?
What was the turning point?
What was the problem with...?
(Pohl, Learning to Think, Thinking to Learn, p. 13)
 Questions for Evaluating
Is there a better solution to...?
Judge the value of... What do you think about...?
Can you defend your position about...?
Do you think...is a good or bad thing?
How would you have handled...?
What changes to.. would you recommend?
Do you believe...? How would you feel if. ..?
How effective are. ..?
What are the consequences..?
What influence will....have on our lives?
What are the pros and cons of....?
Why is ....of value?
What are the alternatives?
Who will gain & who will loose?
(Pohl, Learning to Think, Thinking to Learn, p. 14)
 Questions for Creating
Can you design a...to...?
Can you see a possible solution to...?
If you had access to all resources, how would
you deal with...?
Why don't you devise your own way to...?
What would happen if ...?
How many ways can you...?
Can you create new and unusual uses for...?
Can you develop a proposal which would...?

(Pohl, Learning to Think, Thinking to Learn, p. 14)

 Now its your turn
Use the Blooms Matrix and these notes to
plan a number of activities or questions for
each level of the taxonomy.
You may choose to use this terms context
or unit, or focus on next terms.
Work with your teaching partner.
I will copy these for our Thinking Skills
Folder so everyone can share our
BRILLIANT ideas.
HAVE FUN!
How does it all fit together?

Blooms
Revised
Taxonomy
 Creating Green Hat, Construction Key, SCAMPER,
Ridiculous Key, Combination Key, Invention Key

Brick Wall Key, Decision Making Matrix, PMI,

Evaluating Prioritising.

Analysing Yellow Hat, Black Hat, Venn Diagram,

Commonality Key, Picture Key, Y Chart,
Combination Key.
Blue Hat, Brainstorming, Different uses Key,
Applying Reverse Listing Key, Flow Chart.

Graphic Organisers, Variations Key, Reverse

Understanding Listing, PMI, Webs (Inspiration).

Remembering White Hat, Alphabet Key, Graphic Organisers,

Acrostic, Listing, Brainstorming, Question Key.
 An integrated approach:
Blooms and SMARTS
Planning across six levels of thinking (Bloom)
and eight different ways of knowing and
understanding the world (Gardners SMARTS).
Assist in achieving a balanced program of
activities that cater for all students abilities and
interests.
Comprehensive planning.
Every space on the matrix doesnt have to be
filled.
NOW ITS YOUR TURN!
This world is but a canvas
for our imaginations.

(Henry David Thoreau)

 Bloom on the Internet
Bloom's(1956) Revised Taxonomy
http://rite.ed.qut.edu.au/oz-teachernet/training/bloom.html
An excellent introduction and explanation of the revised Taxonomy by Michael Pole on the oz-TeacherNet site written for
the QSITE Higher order Thinking Skills Online Course 2000. Pohl explains the terms and provides a comprehensive
overview of the sub-categories, along with some suggested question starters that aim to evoke thinking specific to
each level of the taxonomy. Suggested potential activities and student products are also listed.

Blooms Revised Taxonomy

http://coe.sdsu.edu/eet/articles/bloomrev/index.htm
Another useful site for teachers with useful explanations and examples of questions from the College of Education at San
Diego State University.

Taxonomy of Technology Integration

http://education.ed.pacificu.edu/aacu/workshop/reconcept2B.html
This site compiled by the Berglund Center for Internet Studies at Pacific University, makes a valiant effort towards linking
ICT (information and communication technologies) to learning via Bloom's Revised Taxonomy of Educational
Objectives (Anderson, et. al., 2001). The taxonomy presented on this site is designed to represent the varying
cognitive processes that can be facilitated by the integration of ICT into the teaching and learning process.

Critical and Creative Thinking - Bloom's Taxonomy

http://eduscapes.com/tap/topic69.htm
Part of Eduscape.com, this site includes a definitive overview of critical and creative thinking as well as how Blooms
domains of learning can be reflected in technology-rich projects. Many other links to Internet resources to support
Blooms Taxonomy, as well as research and papers on Thinking Skills. Well worth a look.
 Bloom on the Internet
http://www.tedi.uq.edu.au/Assess/Assessment/bloomtax.html

http://www.acps.k12.va.us/hammond/readstrat/BloomsTaxonomy2.html

http://www.teachers.ash.org.au/researchskills/dalton.htm

http://www.officeport.com/edu/blooms.htm

http://www.quia.com/fc/90134.html

http://www.utexas.edu/student/utlc/handouts/1414.html Model questions and keywords

http://schools.sd68.bc.ca/webquests/blooms.htm

http://www.coun.uvic.ca/learn/program/hndouts/bloom.html

http://caribou.cc.trincoll.edu/depts_educ/Resources/Bloom.htm

http://www.kent.wednet.edu/KSD/MA/resources/blooms/teachers_blooms.html

http://www.hcc.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/questype.htm

http://www.nexus.edu.au/teachstud/gat/painter.htm Questioning Techniques that includes

reference to Blooms Taxonomy.

http://scs.une.edu.au/TalentEd/EdSupport/Snugglepot.htm
 Print Resources
Clements, D.; C. Gilliland and P. Holko. (1992). Thinking in
Themes: An Approach Through the Learning Centre. Melbourne:
Oxford University Press.
Crawford, Jean (ed.) (1991). Achieveing Excellence: Units of
Work for levels P-8. Carlton South, Vic.: Education Shop, Ministry
of Education and Training, Victoria.
Crosby, N. and E. Martin. (1981). Dont Teach! Let Me Learn.
Book 3. Cheltenham, Vic.: Hawker Brownlow.
Dalton, Joan. (1986). Extending Childrens Special Abilities:
Strategies for Primary Classrooms. Victoria: Department of
School Education, Victoria.
Forte, Imogene and S. Schurr. (1997). The All-New Science Mind
Stretchers: Interdisciplinary Units to Teach Science Concepts
and Strengthen Thinking Skills. Cheltenham, Vic.: Hawker
Brownlow.
Fogarty, R. (1997). Problem-based learning and other curriculum
models for the multiple intelligences classroom. Arlington
Heights, IL: IRI/Skylight Training and Publishing, Inc.
Frangenheim, E. (1998). Reflections on Classroom Thinking
Strategies. Loganholme: Rodin Educational Consultancy.
 Print Resources
Knight, BA., S. Bailey, W. Wearne and D. Brown. (1999). Blooms
Multiple Intelligences Themes and Activities.
McGrath, H and T. Noble. (1995). Seven Ways at Once: Units of
Work Based on the Seven Intelligences. Book 1. South
Melbourne: Longman.
Pohl, M. (2000). Teaching Complex Thinking: Critical, Creative,
Caring. Cheltenham, Vic.: Hawker Brownlow.
Pohl, Michael. (1997). Teaching Thinking Skills in the Primary
Years: A Whole School Approach. Cheltenham, Vic.: Hawker
Brownlow Education.
Pohl, Michael. (2000). Learning to Think, Thinking to Learn:
Models and Strategies to Develop a Classroom Culture of
Thinking. Cheltenham, Vic.: Hawker Brownlow.
Ryan, Maureen. (1996). The Gifted and Talented Childrens
Course: Resolving Issues, Book 13- 7-8 Year Olds. Greenwood,
WA: Ready-Ed Publications.
He who learns but does
not think is lost

(Chinese Proverb)