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What is Bloom’s Revised Taxonomy

Chapter 12
Handbook of Research on Innovative Pedagogies and Technologies for Online Learning in Higher Education
A hierarchical model of learning moving from lower levels of learning to higher levels of learning. The levels of learning are remembering, understanding, applying, analyzing, evaluating, and creating. This model is often used to classify and evaluate levels of learning outcomes.
Published in Chapter:
A Review of Literature and a Model for Scaffolding Asynchronous Student-Student Interaction in Online Discussion Forums
Kristin L. K. Koskey (The University of Akron, USA) and Susan N. Kushner Benson (The University of Akron, USA)
Copyright: © 2017 |Pages: 18
DOI: 10.4018/978-1-5225-1851-8.ch012
Abstract
The purpose of this chapter is to overview types of asynchronous student-student interactions with a focus on designed interaction in an online discussion forum context, as well as to illustrate pedagogical approaches to scaffolding interactions. Student-student interaction in asynchronous online discussion is the emphasis of this chapter. The chapter focuses on a review of the literature on the roles of the instructor, student, and learning task in the online teaching and learning process. Ways in which these roles interact is then discussed including an overview of types of interactions. The chapter then focuses on contextual and designed interactions including conditions documented in research as to how to effectively use designed interaction to scaffold student-student interaction. Next, a guiding model is presented for how to plan for asynchronous interaction. Finally, challenges faced when designing or implementing synchronous discussions are discussed, as well as potential recommendations for overcoming these challenges.
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Chapter 9
Building Connections for Doctoral Students Through Asynchronous Learning: Discussions and the Flipped Model Classroom
A taxonomy with emphasis on two learning domains that make up educational objectives: cognitive (knowledge) and affective (attitude). The revised taxonomy focuses on six levels: remember, understand, apply, analyze, evaluate, and create.
Published in Chapter: Building Connections for Doctoral Students Through Asynchronous Learning: Discussions and the Flipped Model Classroom; From: Driving Innovation With For-Profit Adult Higher Education Online Institutions
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Chapter 35
“They Didn’t Teach Them Anything!”: Learning from Each Other in K-20
Is a revision of Bloom’s Taxonomy to take into consideration 21 st century skills necessary for effective learning. The new categories were Creating, Evaluating, Analyzing, Applying, Understanding, and Remembering ( Overbaugh & Schultz, 2012 ).
Published in Chapter: “They Didn’t Teach Them Anything!”: Learning from Each Other in K-20; From: Handbook of Research on Teaching and Learning in K-20 Education
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Chapter 21
Critical Thinking, Instruction, and Professional Development for Schools in the Digital Age
A framework for categorizing learning from lower thinking levels of remembering and understanding to higher critical thinking levels of evaluating and creating.
Published in Chapter: Critical Thinking, Instruction, and Professional Development for Schools in the Digital Age; From: Handbook of Research on Learning Outcomes and Opportunities in the Digital Age
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Chapter 1
The Community of Inquiry Framework, Online and Blended Learning, and the i2Flex Classroom Model
A classification system originally developed by Benjamin Bloom to distinguish different levels of human cognition elicited by classroom activities; revised by Anderson and Krathwohl (2001) to reflect current classroom practices including the use of educational technologies, consisting of six levels – remembering, understanding, applying, analyzing, evaluating, and creating.
Published in Chapter: The Community of Inquiry Framework, Online and Blended Learning, and the i2Flex Classroom Model; From: Handbook of Research on K-12 Blended and Virtual Learning Through the i²Flex Classroom Model
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