The Bloom Taxonomy of Learning Action Verbs
The Bloom Taxonomy of Learning Action Verbs
(Thirawit Praimahaniyom, March 11, 2023)
The Bloom Taxonomy of Learning Action Verbs is a widely used framework for categorizing the cognitive skills required to achieve different learning objectives. This taxonomy was developed by Benjamin Bloom in the 1950s and has since been revised and expanded upon by other researchers. In this essay, we will explore the Bloom Taxonomy in detail, discussing the different levels of cognitive skills and providing examples of action verbs associated with each level. We will also discuss the relevance and importance of the taxonomy in education and how it can be used to develop effective learning objectives.
Bloom Taxonomy of Learning Action Verbs
The Bloom Taxonomy consists of six levels of cognitive skills, arranged in order of increasing complexity. These levels are: Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating (Anderson and Krathwohl, 2001). Each level requires a higher level of cognitive processing than the one before it.
The first level, Remembering, involves the ability to recall previously learned information. This level is associated with action verbs such as "identify," "list," "name," and "define." For example, a learning objective at this level might be "Students will be able to identify the major components of a cell."
The second level, Understanding, involves the ability to comprehend the meaning of the information. This level is associated with action verbs such as "explain," "describe," "interpret," and "summarize." For example, a learning objective at this level might be "Students will be able to explain the process of photosynthesis."
The third level, Applying, involves the ability to use the information in a new situation or context. This level is associated with action verbs such as "apply," "demonstrate," "use," and "solve." For example, a learning objective at this level might be "Students will be able to apply the laws of physics to solve a real-world problem."
The fourth level, Analyzing, involves the ability to break down complex information into smaller parts and understand the relationships between them. This level is associated with action verbs such as "analyze," "compare," "contrast," and "differentiate." For example, a learning objective at this level might be "Students will be able to analyze the themes and motifs in a literary work."
The fifth level, Evaluating, involves the ability to make judgments about the value or quality of the information. This level is associated with action verbs such as "evaluate," "critique," "justify," and "defend." For example, a learning objective at this level might be "Students will be able to evaluate the effectiveness of a persuasive argument."
The sixth and final level, Creating, involves the ability to use the information to create something new. This level is associated with action verbs such as "design," "construct," "synthesize," and "generate." For example, a learning objective at this level might be "Students will be able to design and create a website that showcases their understanding of a particular topic."
Relevance and Importance of Bloom Taxonomy
The Bloom Taxonomy is an important tool for educators because it provides a framework for developing clear and measurable learning objectives. By using the action verbs associated with each level, educators can create learning objectives that are specific, measurable, achievable, relevant, and time-bound (SMART). This makes it easier to assess whether students have achieved the learning objectives and to adjust teaching strategies accordingly.
Furthermore, the Bloom Taxonomy encourages educators to design learning experiences that promote higher-order thinking skills. Instead of simply memorizing facts, students are challenged to analyze, evaluate, and create, which helps them develop critical thinking skills that are essential for success in the 21st century workforce.
In conclusion, the Bloom Taxonomy of Learning Action Verbs is a valuable framework for educators to develop clear and measurable learning objectives that promote higher-order thinking skills. The taxonomy's six levels of cognitive skills - Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating - provide a systematic approach to designing learning experiences that help students develop essential critical thinking skills. By using the action verbs associated with each level, educators can create learning objectives that are specific, measurable, achievable, relevant, and time-bound, making it easier to assess student progress and adjust teaching strategies as needed.
The relevance and importance of the Bloom Taxonomy in education cannot be overstated. As the 21st century workforce continues to evolve, the demand for workers with strong critical thinking skills is increasing. By incorporating the Bloom Taxonomy into their teaching practices, educators can help students develop these skills and prepare them for success in their future careers. Therefore, it is essential for educators to familiarize themselves with the Bloom Taxonomy of Learning Action Verbs and incorporate it into their teaching practices to promote student success.
References:
Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. Longman.
Krathwohl, D. R. (2002). A revision of Bloom's taxonomy: An overview. Theory into Practice, 41(4), 212-218.
โปรแกรมวิชาภาษาอังกฤษ คณะครุศาสตร์ มหาวิทยาลัยราชภัฏกำแพงเพชร. (2566). The Bloom Taxonomy of Learning Action Verbs. สืบค้น 24 พฤศจิกายน 2567, จาก https://edu.kpru.ac.th/english/?lang=TH&page_id=351
