This resource is a succinct discussion of the revisions to Bloom’s classic cognitive taxonomy by Anderson and Krathwohl and how to use them effectively.
Type of Material:
Instructors can use the updated learning models to write assignments and assessments. This material would serve as a good supplemental resource for a lesson on cognitive domains.
Browser, PDF reader
Identify Major Learning Goals:
The goal of the site is to synthesize the transition from the original mapping of Bloom's Taxonomy to the revised version in 2001.
Target Student Population:
The material would be most appropriate for pre-service teachers and educators looking for more information on how Bloom's Taxonomy has evolved over the years.
Prerequisite Knowledge or Skills:
A basic knowledge of Bloom's Taxonomy and its relationship to learning outcomes, lower/higher order thinking skills and student performance
The material presented is accurate and gives perspective on the evolution of Bloom's Taxonomy over time - an important task given that it's a core component of learning design.
It would be great if the content could be contextualized in a way that would shed new light on the importance or significance of the evolution of Bloom's Taxonomy, to include follow-up resources to help educators make use of the modified taxonomy in their own practice.
Potential Effectiveness as a Teaching Tool
After reviewing the presentation, the learner should be able to distinguish the differences between Bloom's Taxonomy and Anderson and Krathwohl's model. The models should be used during pre-course planning activities to create assignments and assessments.
Ease of Use for Both Students and Faculty
The presentation of the content is clear, streamlined, and offered in both a web and printed PDF format. Diagrams are well labeled and show the evolution of Bloom's Taxonomy in multiple ways.
With the plethora of interactive elements and simulations on the web demonstrating the various cognitive domains, it would be nice to bring in some of these materials to supplement the learning content. This would offer another dimension to the material and increase the attractiveness of the presentation.
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