# [ADBL] An Example Of Differentiating With Bloom’s

**One Example Of Applying Bloom’s Taxonomy In The Classroom**

Let’s imagine a scenario where a class of students is learning about ‘Symbolism’ in literature.

Using Bloom’s Taxonomy to frame a spectrum of possible student outcomes–meaning not just to pick a level but to see probable student ‘performance’ in the lesson as a range and the levels of Bloom’s Taxonomy provide that range.

In that way, a pre-assessment could be given that assesses students at all six levels. Those students who are able to *Remember* the definition for symbolism, for example, but had more difficulty when asked to ‘Understand’ could see that level as their own (differentiated) learning goal or objective.

Students that could *Remember*, *Understand*, and *Apply* skills and concepts related to Symbolism could then view *Analysis* as their next learning goal or objective. A student’s ‘grasp’ of Symbolism as a concept or practice could be ‘loaded’ by Bloom’s Taxonomy to see ‘how far they could go’–past Analysis to *Evaluate* and *Create*, for example.

This lesson could be graded in a differentiated way, too. Students who were able to advance their understanding of Symbolism from the beginning to the end of a lesson one level–from *Understand* to *Apply*, for example–could be scored based on that progression, while students advancing two levels could be scored uniquely as well.

An assessment given at the beginning of a one-week lesson on Symbolism could be used to ‘Tier’ students and station teaching could help clarify Symbolism at all six levels of Bloom’s.