# data[].attributes.headline
History and Development of Blooms Taxonomy

# data[].attributes.subject
History and Development of Blooms Taxonomy

# data[].attributes.body
Bloom’s Taxonomy is a model that describes the cognitive processes of learning and developing mastery of subject. The model is named after Benjamin Bloom, the man who headed up the original committee of researchers and educators who developed the original taxonomy throughout the 1950s and 60s. Bloom is also the editor of the book that revised the model in 2001. Taxonomy of Educational Objectives: The Classification of Educational Goals. Bloom’s Taxonomy has since become a standard tool for developing educational objectives, assessments, and activities. Most commonly envisioned as a pyramid, with more basic cognitive activities at the base, the original model was centered around static knowledge and abstract abilities, while the revised model focuses on measurable activities (e.g., the original base of the pyramid, “Knowledge,” was replaced with “Remember,” while “Application” was replaced with the more active “Apply”). Even more modern understandings of the model acknowledge the complexity of the hierarchy; as with all models, the taxonomy has its limits. For example, the implied distinct nature of the six high level categories of cognition is exaggerated—can one universally apply or understand without some level of creativity or evaluation also being required? Sometimes, but not always! Additionally, the specific order in which people are able to do each type of cognitive activity varies depending on the teaching style, learning style, and specific activity. For example, while a traditional class typically starts with introducing facts, a problem based class might start with understanding a concept, then move to facts. Another class that focuses on experiential learning might begin with application. Thus, the specific context is rather important in understanding and applying the model to lesson development. Because the current model of Bloom’s Taxonomy is largely focused on activities that support learning, it plays an important role in the development of active classroom curricula. For this reason, we include the model as an important reference in the Active Learning Toolkit. There are also versions that target technology. Bloom’s Taxonomy remains the most accessible and feasible to use for classroom educators. (LSA, 2021)

# data[].attributes.attachment_link.title
History and Development of Bloom's Taxonomy

# data[].attributes.body
Bloom’s Taxonomy is a classification of the different objectives and skills that educators set for their students (learning objectives). The terminology has been recently updated to include the following six levels of learning. These 6 levels can be used to structure the learning objectives, lessons, and assessments of your course. :

1. Remembering: Retrieving, recognizing, and recalling relevant knowledge from long‐term memory.

2. Understanding: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining.

3. Applying: Carrying out or using a procedure for executing, or implementing.

4. Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing.

5. Evaluating: Making judgments based on criteria and standards through checking and critiquing.

6. Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing. (Shabatura, 2013)

# data[].attributes.headline
BIO.5	The student will investigate and understand common mechanisms of inheritance and protein synthesis.

# data[].attributes.subject
BIO.5	The student will investigate and understand common mechanisms of inheritance and protein synthesis.

# data[].attributes.body
The Biology standards are designed to provide students with a detailed understanding of living systems. Emphasis continues to be placed on the skills necessary to examine alternative scientific explanations, actively conduct controlled experiments, analyze and communicate information, and gather and use information in scientific literature. The history of biological thought and the evidence that supports it are explored, providing the foundation for investigating biochemical life processes, cellular organization, mechanisms of inheritance, dynamic relationships among organisms, and the change in organisms through time. The importance of scientific research that validates or challenges ideas is emphasized at this level. All students are expected to achieve the content of the biology standards.

# data[].attributes.headline
How the first three levels of Blooms Revised Taxonomy fit Standard 5 VA Biology SOL (Bio.5)

# data[].attributes.subject
How the first three levels of Blooms Revised Taxonomy fit Standard 5 VA Biology SOL (Bio.5)

# data[].attributes.body
Remembering: Recall facts and basic concepts. (define, duplicate list, memorize, repeat, state)

Understanding: Explain ideas or concepts (classify, describe, discuss, explain, identify, locate, recognize, report, select, translate)

Applying: (Execute, implement, solve, use, demonstrate, interpret, operate, schedule, sketch)

Once students are given background information “Notes” regarding DNA which includes, location, shape, function and other pertinent information the “DNA Pairing WS” will characterize: Remembering, Understanding, and Applying of Bloom’s Taxonomy.

# data[].attributes.attachment_link.title
Level 1(Remembering) Level 2 (Understanding) Level 3 (Applying) of Blooms Revised Taxonomy

# data[].attributes.headline
Level 1 Remembering:      DNA Replication Notes

# data[].attributes.subject
Level 1 Remembering:      DNA Replication Notes

# data[].attributes.body
DNA replication PowerPoint notes: that can be used to help create the "Remembering" process for the student. The notes are an interactive way for the student to build knowledge of how DNA is formed. It also has "Essential Questions" built into the notes for the students to use to help them remember the process and build prior knowledge.

# data[].attributes.headline
Level 2 Understanding:   From DNA to Protein PowerPoint Notes 

# data[].attributes.subject
Level 2 Understanding:   From DNA to Protein PowerPoint Notes 

# data[].attributes.body
The From Protein to DNA notes: can be used to help create the "Understanding" process for the student. The notes are an interactive way for the student to build knowledge of how DNA turns into proteins that help construct the human body.

# data[].attributes.headline
Level 3 Applying:            DNA Pairing Worksheet

# data[].attributes.subject
Level 3 Applying:            DNA Pairing Worksheet

# data[].attributes.body
The "DNA Pairing Worksheet" ties the concept all together and helps carry out and implement the concept into the daily lesson in a way students can apply the first three levels of Blooms taxonomy.

# data[].attributes.headline
How level 4 of Blooms Revise Taxonomy fit Standard 5 VA Biology SOL (Bio.5)

# data[].attributes.subject
How level 4 of Blooms Revise Taxonomy fit Standard 5 VA Biology SOL (Bio.5)

# data[].attributes.body
Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing.

While using an textbook, student’s will complete “DNA Discoveries WS” to compare, contrast, and categorize important discoveries in the DNA field. With this worksheet the students would complete the table supplying the name(s), discoveries and importance of the discoveries. In using this worksheet it would help the students connect the names and faces of the scientist who played a part in the role of DNA discovery and function.

# data[].attributes.headline
How Level 5 of Blooms Revised Taxonomy fit Standard 5 VA Biology SOL (Bio.5)

# data[].attributes.subject
How Level 5 of Blooms Revised Taxonomy fit Standard 5 VA Biology SOL (Bio.5)

# data[].attributes.body
Evaluating: Making judgments based on criteria and standards through checking and critiquing.

Using the DNA/RNA Quiz will allow you to assess knowledge and help students justify decisions. This formative assessment helps the teacher evaluate the students learning progress in a classroom. Formative assessments work great when they’re used on a regular basis. Formative assessments can be flexible they don't always have to use pencil and paper to get a feel for your students’ progress. You can use in-class games, group presentations, and hands-on activities to evaluate students progress. Ultimately, the formative assessments you use are up to you. No one knows your students better than you.

# data[].attributes.headline
How Level 6 of Blooms Revised Taxonomy for Standard 5 VA Biology SOL (Bio.5)

# data[].attributes.subject
How Level 6 of Blooms Revised Taxonomy for Standard 5 VA Biology SOL (Bio.5)

# data[].attributes.body
Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing.

Students can construct their own DNA model using the “DNA Patterns” cut out worksheets. Using this activity gives the student the hands on experience and gives the student the physical feel of creating the DNA strand that provides the classroom experience with some real-world applications. All can be improved by making assignments more student interactive, including more visual aids, videos and also a lab so students can actually visualize true and authentic DNA.

# data[].attributes.body
Students constructing their own DNA models.

# data[].attributes.body
The levels can be helpful in developing learning outcomes because certain verbs are particularly appropriate at each level and not appropriate at other levels (though some verbs are useful at multiple levels). A student might list presidents or proteins or participles to demonstrate that they remember something they learned, but generating a list does not demonstrate (for example) that the student is capable of evaluating the contribution of multiple presidents to American politics or explaining protein folding or distinguishing between active and passive participles. (Anderson, Krathwohl, 2001)

# data[].attributes.body
Anderson, Lorin W., and David R. Krathwohl, eds. 2001. A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. New York: Addison Wesley Longman, Inc. https://www.coloradocollege.edu/other/assessment/how-to-assess-learning/learning-outcomes/blooms-revised-taxonomy.html

LSA  History and Development of Bloom's Taxonomy: U-M LSA LSA Technology Services  https://lsa.umich.edu/technology-services/services/learning-teaching-consulting/teaching-strategies/active-learning/bloom_s-taxonomy-history-and-development/history-and-development.html

Teaching Innovation and Pedagogical Support (2013) Using Bloom's Taxonomy to Write Effective Learning Objectives https://tips.uark.edu/using-blooms-taxonomy/#:~:text=Bloom's%20taxonomy%20is%20a%20powerful,you%20must%20have%20analyzed%20it.