Bloom’s Taxonomy is a tool about thinking. Its framework can provide us with ideas to create lessons, assignments, and projects aligned to core that, over time, help students advance to more complex level of thinking. Using B-Tax, infused with technology, is an effective way to develop engaging learning activities on a continuum of complexity to improve teaching and learning. It can also be used as a tool to differentiate instruction in the classrooms to meet the needs of all students.

B-Tax in the classroom to explore ideas for integrating B-Tax into daily classroom curricular activities. B-Tax is a classification of intellectual objectives and skills essential to learning. It is basically about teaching students to think critically.

For many years, FIS teachers have been using B-Tax to:

1. structure lessons
2. guide learning
3. asses students’ performance

The goal of B-Tax has always been to help learners develop higher order thinking skills. B-Tax has been revised and updated to reflect the current educational practices that include the integration of technology. The new hierarchy is a reflection of the skill, knowledge, and expertise students should master to succeed in the 21st century.

The taxonomy consists of six levels, from lower-order thinking skills to higher-order thinking skills, which are often depicted as a pyramid:

1. Remembering: This is the base of the pyramid and involves recalling facts, information, or concepts. It includes activities such as memorization, recitation, or recognizing facts.
2. Understanding: This level requires grasping the meaning of the information. It goes beyond rote memorization and involves explaining, summarizing, or interpreting concepts.
3. Applying: At this stage, learners can use the knowledge they’ve acquired to solve problems, apply concepts, or use information in new situations.
4. Analyzing: Analyzing involves breaking down information into its components to understand its structure. This level includes activities like comparing, contrasting, or categorizing.
5. Evaluating: At this level, learners can make judgments or assessments about information or arguments. This involves critiquing, assessing, or defending ideas.
6. Creating: The highest level of Bloom’s Taxonomy involves the ability to synthesize and create new knowledge or ideas. Learners can generate original solutions, designs, or concepts.

How to design learning objectives using Bloom’s Taxonomy

Designing learning objectives using Bloom’s Taxonomy involves specifying what students should know or be able to do after completing a lesson. Here’s a step-by-step guide on how to create effective learning objectives using Bloom’s Taxonomy:

1. Identify the Domain: Determine which domain of Bloom’s Taxonomy is most appropriate for your learning objectives:
   • Cognitive Domain (knowledge-based objectives)
   • Affective Domain (objectives related to attitudes and values)
   • Psychomotor Domain (objectives related to physical skills)
2. Choose a Verb: Select an action verb that aligns with the desired level of cognitive engagement. The choice of verb is crucial as it indicates the specific skill or behavior you want students to demonstrate. Refer to Bloom’s Taxonomy verbs associated with each level:
   • Remembering: Recall, list, define, name, identify
   • Understanding: Explain, summarize, interpret, describe, compare
   • Applying: Solve, use, demonstrate, apply, implement
   • Analyzing: Analyze, differentiate, categorize, investigate, compare
   • Evaluating: Evaluate, assess, critique, judge, justify
   • Creating: Create, design, invent, compose, formulate
3. State the Condition: Specify any conditions or constraints under which students should perform the objective. This helps clarify the context in which the objective is achieved. For example, “Given a set of data…”
4. Set the Criteria: Define the criteria for success or how well students should perform the objective. This provides clarity about what constitutes mastery. For example, “with at least 90% accuracy.”
5. Organize Objectives: Arrange your learning objectives in a logical order, ensuring that they progress from lower-order to higher-order thinking skills. This helps scaffold learning and build upon foundational knowledge.
6. Review and Revise: Carefully review your learning objectives to ensure they are specific, measurable, achievable, relevant, and time-bound (SMART). Make revisions as needed to enhance clarity and alignment with your instructional goals.

Here’s an example of a well-structured learning objective using Bloom’s Taxonomy:

By following these steps, you can design clear and effective learning objectives that guide your teaching and assessment strategies, ensuring that students engage with content at the appropriate cognitive level and achieve desired learning outcomes.

objective	verb	condition	criteria
students will be able to explain the main principles of Newtons’s law of motion	explain	given a set of example	with at least 80% accuracy

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