Repulic of the Philippines

Capiz State University

College of education Arts and Sciences
Pontevedra Campus
Bailan, Pontevedra, Capiz

Jofel Contreras DR. MARY ANN

DECREPITO

INSTRUCTRESS

I. INTRODUCTION

Anderson et al. Brought some major changes to the original taxonomy

in order to keep it updated and check its flaws. The Most notable change in
the revised taxonomy is the move from one dimension to two dimensions.
The structure of the knowledge domain in the revised taxonomy highlights
the difference between the original one with the revised one

In the 1990's, a former student of Bloom, Lorin Anderson

and David Krathwohl, revised Bloom's Taxonomy and published this-
Bloom's Revised Taxonomy in 2001. Key to this is the use of verbs
rather than nouns for each of the categories but the original number of
categories for the cognitive process dimension, six, was retained.
Three categories were renamed, the order of two was interchanged,
and those category names retained were changed to verb form to fit
the way they are used in objectives.

The revised blooms taxonomy reflects more active form of

thinking nd
represents a continuum of increasing cognitive complexityfrom
remember to create.
It promotes higher order thinking skills that will help learners make
connections between past and new learning, creates new pathways,
strengthens existing pathways, and increases the likelihood that the
new learning will be consolidated and stored for a long-term memory .
II. BODY

REMEMBERING - Exhibit memory of previously learned material by recalling

facts, terms, basic concepts, and answers.

CATEGORIES AND ALTERNATIVE EXAMPLES

COGNITIVE NAMES

1. DEFINING 1. DESCRIBING 1. DEFINE THE MEANING OF THE

UNDERLINED WORDS IN THE
STORY.

2. LABEL 2. CHARACTERIZIN
G 2. LABEL THE PARTS OF
RESPIRATORY SYSTEM.

3. SELECTING
3. CHOOSING 3. SELECT THE MAIN EVENTS IN
THE STORY MAKATO AND THE
COWRIE SHELL

UNDERSTANDING - Demonstrate understanding of facts and ideas by organizing,

comparing, translating, interpreting, giving descriptions, and stating main ideas.

1. INTERPRETIN
CATEGORIES AND 1. DEPICTING
ALTERNATIVE EXAMPLES
1. INTERPRET THE POEM WITH
G
COGNITIVE NAMES AN AWARENESS AND CURIOSITY
PROCESS FOR OTHER S VIEWPOINTS.
2. REWORDING
2. PARAPHRASIN
2. PARAPHRASE THE SENTENCE
G
TO MAKE IT PASSIVE/ACTIVE VOICE

3. DIFFERENTIA 3. DISTINGUISH THE DIFFERENCE

-TING BETWEEN PASSIVE VOICE AND
3. DISTINGUISHI ACTIVE VOICE.
NG
APPLYING - Solve problems to new situations by applying acquired knowledge,
facts, techniques and rules in a different way.

CATEGORIES AND ALTERNATIVE EXAMPLES

COGNITIVE NAMES

1. ILLUSTRATIN 1. DEMONSTRA 1. ILLUSTRATES THE

G -TING APPROPRIATE SEQUENCE OF
EVENTS THAT HAVE OCCURRED IN
THE TXT

2. ESTABLISHIN 2. DEVELOP STUDENTS

2. DEVELOPING G COMPREHENSION IN READING BY
GIVING THEM A FRAMEWORK THEY
CAN USE WHEN READING STORIES

3. APPLY THE CORRECT STRESS

3. UTILIZING
3. APPLYING AND INTONATION IN READING A
DIALOGUE.

ANALYZING - Examine and break information into parts by identifying motives or

causes. Make inferences and find evidence to support generalizations.

CATEGORIES AND ALTERNATIVE EXAMPLES

COGNITIVE NAMES
1. INTEGRATING 1. INCORPORA- 1. INTEGRATE THE FOUR
TING LITERARY DEVICES , SUCH AS
METAPHOR, PERSONIFICATION,
SIMILE AND RHYME IN MAKING A
POEM.
2. INFERRING 2. SURMISING

2. INFER THE THEME OF THE

SHORT STORY FOOTNOTE TO
3. FIGURING YOUTH.
3. DETERMINE

3. DETERMINE WHAT THE

SONNET 132 IS ALL ABOUT.
EVALUATING - Present and defend opinions by making judgments about
information, validity of ideas, or quality of work based on a set of criteria.

CATEGORIES
comparing AND ALTERNATIVE EXAMPLES
COGNITIVE NAMES
PROCESS

1. COMPARING 1. CONTRASTIN 1. COMPARE THE LITERARY STYLE

G OF EDGAR ALLAN POE AND
SHAKESPEARE.

2. DETECTING
2. DISCOVERIN 2. DETECT THE ERROR IN A
G SENTENCE STRUCTURE WITH THE
GUIDE OF CONTEXT CLUES.

3. ASSESSING
3. ASSESS THEIR LEARNING BY
ANSWERING THE GIVEN GUIDE
3. CHECKING
QUESTIONS

CREATING- Compile information together in a different way by combining

elements in a new pattern or proposing alternative solutions.

CATEGORIES AND ALTERNATIVE EXAMPLES

COGNITIVE NAMES
PROCESS
1. CREATING 1. PRODUCING 1. CREATE THEIR OWN THEME
BASED ON THEIR UNDERSTANDING
OF THE PPOEM

2. COMPOSING 2. FORMULATIN
G 2. COMPOSE A POEM THAT
EXPRESSES THE VALUE OF
PERSEVERANCE AND HARDWORK

3. ARRANGING
3. ORGANIZING 3. ARRANGE THE EVENTS OF THE
STORY BY USING A STORY MAP
III. CONCLUSION

As the taxonomy reflects different forms of thinking and thinking is an active

process; verbs
were used rather than nouns. The knowledge category was renamed. Knowledge is
an outcome or product of thinking not a form of thinking. So it was replaced by
remembering. Comprehension and synthesis were retitled to understanding and
creating respectively, in order to better reflect the nature of the thinking defined in
each category.

Blooms taxonomy is a very useful and relevant in planning and design of

education and training courses, teaching and lesson plans, learning and
development within every aspect of education. The main goal of an educator in
using Bloom's taxonomy is to encourage higher-order cognitive skills thought in
their students by building up from lower-level cognitive skills. The application will
allow students to move from basic memorization to using their critical thinking skills
to analyze and evaluate concepts.

Bloom's taxonomy can also be used as a checklist to ensure that all levels of a
domain have been assessed and align assessment methods with the appropriate
lessons and methodologies. In this way, the taxonomy also makes it easier for
instructors to maintain consistency between assessment methods, content and
instructional materials and identify weak areas.

The order of blooms revised taxonomy is from remembering to creating or from

low-level to critical level of learning but I don't think it is really important where we
start or we must start with remembering. The learning can start at any point, but
inherent in that learning is going to be the prior elements,