[ADBL] Examples Of How Teachers Use Bloom’s Taxonomy
Bloom’s Taxonomy’s verbs–also know as power verbs or thinking verbs–are extraordinarily powerful instructional planning tools.
In fact, in addition to concepts like backward-design and power standards, they are one of the most useful tools a teacher-as-learning-designer has access to. Why?
They can be used for curriculum mapping, assessment design, lesson planning, personalizing and differentiating learning, and almost any other ‘thing’ a teacher–or student–has to do.
For example, if a standard asks students to infer and demonstrate an author’s position using evidence from the text, there’s a lot built into that kind of task. First, a student has to be able to define what an ‘author’s position’ is and what ‘evidence from the text’ means (Knowledge-level).
They’ll then need to be able to summarize that same text (Understanding-level), interpret and infer any arguments or positions (Analysis-level), evaluate inherent claims (Evaluation-level), and then write (Creation-level) a response that demonstrates their thinking.
As mentioned in earlier lessons, the framework can be used to create assessments, evaluate the complexity of assignments, increase the rigor of a lesson, simplify an activity to help personalize learning, design a summative assessment, plan project-based learning, frame a group discussion, and more.
Because it simply provides an order for cognitive behaviors, it can be applied to almost anything.
Common Uses For Bloom’s Taxonomy In The Classroom
1. Lesson Planning
Example Of Using Bloom’s Taxonomy For Assessment
Example Of Using Bloom’s Taxonomy For Group Discussion
Example Of Using Bloom’s Taxonomy For Project-Based Learning
Example Of Using Bloom’s Taxonomy For Differentiation