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This is a great little interactive program that lets you express learning objectives on the Bloom Taxonomy pyramid by selecting one of the objectives and then being presented with the correct verbage, which pops into a simple text editor. Copy into a word processor and print, or copy to your lesson plan. This is very practical, but the teacher needs to keep in mind that language practice doesn't always fall neatly into a Bloom characteristic.

This page includes both old and new versions of Bloom, and offers a small selection of appropriate verbs to use while setting objectives. Very useful while creating lesson plans and developing curriculum. The cognitive emphasis in Bloom's taxonomy is heartening, but beware of using the pyramid in an overly rigid way. It's all too easy to get stuck on the lower levels of "knowing": remembering or factual information, while never quite getting to the higher levels of creativity. Is Bloom appropriate for language acquisition?

A lengthy paper by A.Churches on using tools to facilitate the various levels of Bloom's taxonomy/

This is a good article about how to use rubrics appropriately. It suggests that you not use the Bloom taxonomy in rubrics just as a checklist, but to ensure rigor and relevance. A good resource.

A nice Prezi presentation with clickable visuals to each of the programs/tools mentioned in Bloom's "Digital Taxonomy." Indicates tools that could be used to integrate techology into daily teaching practice.

This is a nice chart (with verbs) of Bloom's taxonomy, and Stepes to work through the taxonomy as you create a lesson. Impresses one with all the steps that Bloom's taxonomy requires.

"For decades, education reform has been focused on curriculum, assessment, instruction, and more recently standards, and data, with these efforts only bleeding over into how students think briefly, and by chance. This means that the focus of finite teacher and school resources are not on promoting thinking and understanding, but rather what kinds of things students are going to be thinking about and how they'll prove they understand them." The cognitive emphasis in Bloom's taxonomy is heartening, but beware of using the spiral in an overly rigid way. It's all too easy to get stuck on the lower levels of "knowing": remembering or factual information, while never quite getting to the higher levels of creativity.

An article from the Dare County School District with a nice info graphic of Bloom's Taxonomy, revised in the 90s by Anderson, et al. Emphasizes what a learning can do as stages in a process. Also includes a wheel with several processes that might be involved in various parts of lessons that fulfill the taxonomy.

A page created by the Media Coordinator of a school, this list of web tools links to Bloom's action verbs. Each visual link leads to a page describing what the tool does and to further support, such as examples and help files. Quite a mammoth piece of work, and it will require a great deal of exploration. Of note is the right-hand column, which lists the experiences provided by the tools, e.g., animating, videocasting, podcasting, etc.

This Google docs page aligns the apps that can be used to address various aspects of Bloom's Taxonomy. The list is regularly updated by the curates. The "How Do You Use It?" column has lots of ideas for teaching, with an emphasis on creativity and content-based learning. Rich resource. A similar spreadsheet for apps to use with Common Core goals would be very helpful. T/H to A. Burns

BAsed on Bloom's revised taxonomy. This page has several variations on ways to look at the taxonomy and action verbs for objectives, including a mouse-over set of colored blocks with example of objectives for various combinations of cognitive processes and knowledge dimensions. The rainbow table of cognitive processes is also very helpful to visual the dimensions, and each part is well explained. Includes resources and other pages with the taxonomy explained. From CELT.

This list of apps is organized according to Bloom's taxonomy of learning: remembering, understanding, applying, analyzing, evaluating, creating. This is an ingenious way to check out what students are actually getting out of this technology, or any other, for that matter.

A nice chart containing a list of web and mobile accomplishments or means to practice the various levels of Bloom's taxonomy for learning.

"Developing questions that align with the ubiquitously misused New Bloom's Taxonomy -- starting a discussion with recall questions and stair-stepping through the rest until higher order prompts are dispatched -- has been sold as a pathway to cognitive vigor. Observe how many classrooms have Bloom's Taxonomy posted on the back wall for the teacher to reference. Over-reliance on question hierarchies can result in conversations that are irrelevant to the content and context of the learning environment, and invite answers that nobody cares about. " Quality whole-class discussion, rather than recitation/quiz type discussion is possible with good teacher training.

This article is a good reminder of the dangers of research and broad generalizations about educations and how students learn

Four interpretations of guides to help in writing objectives using Bloom's taxonomy of cognitive learning objectives. These are set out in table format with sample questions and assessments. They should all be very useful in writing curricular objectives and analyzing proposed activities.

"Back in the day-we usually referred to visible thinking as explicit thinking. But, as with many solid, worthwhile constructs, they are not readily adopted and so often reappear decades (or centuries!) later under a new name with new advocates and with a new dream that maybe this time things might stick and better the lives of students. "So it is with visible thinking. The basic idea is to uncover the implicit and inert thinking and to make that thinking discussable and perhaps available to others. For it is by objectifying knowledge that we can come to understand it." Talking through a project or the composition process is another way to make learning explicit. Explicit understanding of the process is part of Bloom's Taxonomy.