Bloom's TaxonomyA great deal has been written about Bloom's Taxonomy . There are many educators and schools that find it helpful. In the 1950’s, Bloom, along with other educators, felt there was a need to categorize educational objectives. They basically wanted to understand different levels of thinking and how these levels, and progressing through them, helped with learning. Some refer to these levels as a “stairway” and students are often encouraged to climb as high as they can. There are six levels in Bloom’s Taxonomy. The first three are considered lower levels. It begins with Knowledge which refers to memorizing information. The second is Comprehension. Here a student should be able to explain and interpret different concepts. The third is Application. This is defined as the ability to solve problems and comprehend new circumstances. The next three: Analysis is the process of breaking down diverse facts and ideas and appreciating how they relate to one another. Synthesis involves developing new and diverse approaches to a problem and creating something new. Finally, Evaluation requires making judgements and decisions based on existing criteria. During the 1990’s, Lorin Anderson recognized a need to update his former teacher’s Taxonomy in an effort to make it more pertinent for 21st century students and teachers. The new version begins with Remembering. Can a student remember the information? Understanding involves the student explaining what he or she has learned. Applying requires the student to use the information in a new and different way. Analysing: Can the student differentiate between different parts? Evaluating involves the student justifying a stand or decision. Finally, Creating,. Is the student able to come up with a new idea or point of view? Although some of Anderson’s ideas are similar to Bloom’s, some important changes have been made. Bloom made use of verbs to use in questioning a student to see what he or she understands. Anderson makes use of nouns.
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