Bloom’s Strategy: Spiraling

2. Use Spiraling

Spiraling is the process of repeating critical topics in a given curriculum over time at increasing levels of complexity.

Applying this strategy to Bloom’s Taxonomy is simple. Starting first at lower levels of Bloom’s–recalling, defining, explaining, etc–, you would create activities and lessons at those levels and then progressively increase the level of thinking of your students by increasing the levels of your activities and lessons. In that way, Bloom’s Taxonomy becomes a kind of pathway to guide the learning process itself.

First defining a right triangle, then explaining its characteristics, comparing it to other geometric shapes, arguing for or against some right triangle-related idea, then finally designing a novel use of the right triangle in design or architecture, for example. In this process, all students start at the same point–recognizing and defining–and then ‘move up’ Bloom’s Taxonomy, with the ‘Create’ level helpfully providing a flexible ceiling that can stretch to meet the needs of even the most advanced understanding while still acting as a goal for students that might struggle.

And more broadly, Bloom’s Spiraling can be used to frame a lesson, assessment, or even a project-based learning unit.