LME 535



Revised Bloom’s Taxonomy

The Cognitive Process Dimension


Name: Jennifer Marie Luckett

Authentic Topic: Problems or issues around our school

Grade level: 5th Grade

Did you use the iBook about Bloom’s Taxonomy or the PDF file on your computer? I used the iBook on my iPad.




Revised Bloom’s Levels

Cognitive Processes (Alternate Names) Definitions and Examples(Do not delete the text in this column.) Activity or Assessment Question(All activities/assessments are directed at the students or pupils in your class.)
  1. Remember: Retrieve relevant knowledge from long-term memory


1.1 Recognizing (Identifying) Location knowledge in long-term memory that is consistent with presented material (e.g., Recognize the dates of important events in U.S. history)
  • Identify problems you notice around our school
1.2 Recalling (Retrieving) Retrieving relevant knowledge from long-term memory (e.g., Recall the dates of important events in U.S. history)
  • List reasons why graffiti is illegal


  1. Understand: Construct meaning from instructional messages, including oral, written, and graphic communication
2.1 Interpreting (Clarifying, Paraphrasing, Representing, Translating) Changing from one form of representation (e.g., numerical) to another (e.g., verbal) (e.g., Paraphrase important speeches and documents)
  • Paraphrase the story about Billy’s experience with the school bully
  • Interpret different forms of bullying
2.2 Exemplifying (Illustrating, Instantiating) Finding a specific example or illustration of a concept or principle (e.g., Give examples of various artistic painting styles)
  • Which of the following pictures illustrates a disaster preparedness kit
2.3 Classifying (Categorizing,Subsuming) Determining that something belongs to a category (e.g., Classify observed or described cases of mental disorders)
  • Look at the items on the SMART Board. Move the items to the correct recycling bin


2.4 Summarizing (Abstracting,Generalizing) Abstracting a general theme or major point(s) (e.g., Write a short summary of events portrayed on a videotape)
  • Click on the link, “Helping Families in Our Community”. Write a paragraph to summarize the article


2.5 Inferring (Concluding, Extrapolation, Interpolating, Predicting) Drawing a logical conclusion from presented information (e.g., In learning a foreign language, infer grammatical principles from examples)
  • Watch the movie, “We were soldiers”. Infer the results of the feelings the families would have upon receiving a note informing them that their family member was killed in action


2.6 Comparing (Contrasting, Mapping, Matching) Detecting correspondences between two ideas, objects, and the like (e.g., Compare and contrast historical events to contemporary situations)
  • Compare and contrast food from three different cultures. Use www.readwritethink.org to create a compare and contract map



2.7 Explaining (Construction) Construction a cause-and-effect model of a system (e.g., Determine how change, compromise, and culture affected the journey of your chosen explorer; Explain the causes of important 18th-century events in France)
  • Why do our schools use The No Child Left Behind Policy?
  • Explain why this policy has had so much controversy.




  1. Apply: Carry out or use a procedure in a given situation
3.1 Executing (Carrying out) Apply a procedure to a familiar task (e.g., When serving as the cashier in the classroom store, count back change to the customers when they pay you; When studying about alcohol abuse, determine the difference in a man’s or woman’s blood alcohol levels at three different weights and three different amounts of alcohol consumed in one hour; Divide one whole number by another whole number, both with multiple digits)
  • Execute a student council election that is based on each candidate having two main platforms


3.2 Implementing (Using) Applying a procedure to an unfamiliar task (e.g., Use persuasion techniques to create a multimedia presentation to convince your principal to implement your recycling plan; Use Newton’s Second Law in situations in which it is appropriate)
  • Using the math skills that you have acquired this year, create a budget for your school for the coming fiscal year. Use Excel to develop your budget on a spreadsheet


  1. Analyze: Break material into its constituent parts and determine how the parts relate to one another and to an overall structure or purpose


4.1 Differentiation (Discriminating, Distinguishing, Focusing, Selecting)  Distinguishing relevant from irrelevant parts or important parts of presented material; Differentiating is different from the cognitive processes associated with Understand because it involves structural organization and, in particular, determining how the parts fit into the overall structure or whole. (e.g., Research at least ten different methods of protecting crops from insect pests. Distinguish which are chemical or not and select the two best methods to use in organic farming in Kentucky. Justify your answer.)
  • Create and act out a script involving a teacher and a behavior problem student who is disrupting classroom instruction. Make sure to indicate the most effective disciplinary method versus the most ineffective.
4.2 Organizing (Finding coherence, Integrating, Outlining, Parsing, Structuring) Determine how elements fit or function within a structure; Builds systematic and coherent connections among pieces of relevant information; Occurs in conjunction with Differentiating since the student first identifies the relevant or important elements and then determines or imposes an overall structure, configuration, or arrangement on the content. (e.g., After studying about how to farm tilapia fish and how to grow plants in water, determine how the elements of these two systems can fit or function within one system to mutually benefit both the fish and the plants; Structure evidence from the recent presidential election into evidence to determine which political party will probably win the next presidential election in four years)
  • Alter the provided lesson plan utilizing social media and online videos in order to make the lesson more appealing and entertaining. Explain how technology does or does not contribute to the enhancement of a given lesson


4.3 Attributing (Deconstructing) Determine a point of view, a bias, values, or intent underlying presented material (e.g., Determine the point of view of the author of an essay in terms of his or her political perspective.)
  • Describe how you would be affected if you had a disability, for example, if you did not have any legs. Create a digital story about a day in your life with this handicap


  1. Evaluate: Make judgments based on criteria and standards


5.1 Checking (Coordinating, Detecting, Monitoring, Testing) Detecting inconsistencies or fallacies within a process or product; determining whether a process or product has external consistency; determining the effectiveness of a procedure as it is being implemented (e.g., Determine if a scientist’s conclusions follow from the raw data; Evaluate another group’s business plan to determine whether the productive resources (natural, human, and capital) were used in the most effective manner and whether their product reflects consumer demands.)
  • You have to move with your family to a different country in the middle of the school year. How would the move influence you having to leave familiar friends and socialize with students at your new school? Give examples of the benefits of this new socialization.


5.2 Critiquing (Judging) Determining inconsistencies between a product and external criteria; determining whether a product has external consistency (e.g., Judge which of two methods is the best way to solve a problem given a set of external criteria; Create a blog to present the inconsistencies of the debate on whether or not organic food is better for people and the environment. Use the USDA’s criteria for organic food classification as a basis for your response. Give your personal conclusion and justification.)
  • After examining the results of last school years’ Fall Festival activities and games, what activities should be removed or added in order to generate more money for our school? Explain your conclusions


  1. Create: Put elements together to form a coherent or functional whole; reorganize elements into a new pattern or structure


6.1 Generating (Hypothesizing) Coming up with alternative hypotheses based on criteria (e.g., Generate as many hypotheses as you can to explain why some businesses might not have been a success in our town; Generate hypotheses to account for an observed phenomenon)
  • Debate whether or not money should be allotted to fund a social program for students with deployed parents. Hypothesize activities that could alleviate the lack of time from your parental figure
6.2 Planning (Designing) Devising a detailed procedure for accomplishing some task (e.g., Submit a business plan for your proposed business including cover sheet, table of contents, executive summary, business context, business profile, marketing analysis, challenges and responses, marketing plan, financials, time table, summary of needed capital.)
  • Create a procedure to deal with crisis management within our school community


6.3 Producing (Constructing) Inventing a product (e.g., Build a habitat for an original animal you created.)
  • Create and design an original Claymation video used to aid in orientation for new students joining our school



Anderson, L. W., Krathwohl, D. R., et al (Eds..) (2001). A taxonomy for learning, teaching, and assessing: A revision of bloom’s taxonomy of educational objectives. Boston, MA: Allyn & Bacon.


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