Based on a cognitive theory of learning, Bloom’s taxonomy illustrates how recall of basic facts and concepts provides a foundation for critical thinking or, more specifically, applying, analyzing, evaluating, and creating knowledge. This 50-minute lesson introduces students to Bloom’s taxonomy and demonstrates how it applies to learning so that they can better understand college-level expectations for learners.

Objectives

• Understand that learning happens in multiple ways and that college, for the most part, requires learning beyond the level of knowledge and understanding
• Identify the learning levels in Bloom’s taxonomy
• Recognize the role of learning levels in studying
• Develop the ability to ascertain levels of learning required by course objectives
• Apply learning levels to sample questions
• Create sample test questions at various learning levels

Instructor resources

Electronic book. (2015). College Success. 104-107. Retrieved from https://open.umn.edu/opentextbooks/textbooks/college-success

Mcguire, S. Y. (2015). Teach Students How to Learn : Strategies You Can Incorporate Into Any Course to Improve Student Metacognition, Study Skills, and Motivation. Stylus Publishing. Retrieved from and available online at http://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=1083022&site=ehost-live

Summary of actions, via slides and activities

• Introduce Bloom’s taxonomy using the handout and provide an overview of the levels.
• Explain the role of Bloom’s in influencing the creation of learning outcomes for classes.
• Explain the role of Bloom’s in influencing curriculum design and assessment.
• Explain to students that they should be able to identify the levels their instructor expects from the course learning objectives and that they should be able to design study materials and practice tests accordingly. Ask students to look at a syllabus and discuss levels of learning necessary in a class based on learning objectives.
• Review each learning level individually and the associated example assignments/questions.
• In groups or as a class, apply Bloom’s Taxonomy to Goldilocks and the Three Bears and discuss.
• In groups or individually, have students do the Recognizing Learning Levels from Questions worksheet.
• Discuss the worksheet.
• Discuss how awareness of the connection between Bloom’s and learning outcomes can inform the way you make and use study materials.
• Demonstrate how Blooms influences textbook construction.
• (Optional) Ask students to complete the Creating Test Questions at All Levels worksheet.
• Review final tips/key takeaways