Revised bloom’s taxonomy


  • The main objective of education in the twenty-first century is the growth of Critical and Creative thinking.
  • This presentation’s objective is to help teachers in offering learners all the scaffolding and support they need to enhance their capacity for higher-order thinking.
  • Our efforts should be directed at helping our pupils think more clearly.
  • The path that will lead to enhanced thinking will be provided by Revised Bloom’s Taxonomy.

Let’s now study who was involved in the revision and modification of Bloom’s Taxonomy.

David Krathwohl and Lorin Anderson, who together presented the revised Bloom’s Taxonomy in 2001, are two of them. Lorin Anderson is a former student of Benjamin Samuel Bloom.

Three major categories can be used to group these modifications:


Lorin Anderson Modified√† Nouns to Verbs: Categories in Bloom’s Taxonomy

And renamed

  • Knowledge into Remembering
  • Comprehension into Understanding
  • Synthesis into Creating


The position of synthesis in the triangle under the heading of “Creating” was also changed by Anderson.


In the revised Bloom’s taxonomy, Anderson additionally took into account two dimensions, known as “Knowledge” and “Cognitive Processes” in the knowledge matrix.

1st Level: – Remembering

Recognizing or bringing back knowledge from memory is part of remembering. When memory is utilized to create or recall definitions, facts, or lists, or to recite previously learned material, this is referred to as remembering.

Recognizing Retrieving  
Listing Naming  
Describing Locating  
Identifying Finding   

Can you remember the details?

Keywords (Verbs)

List Recite specific information
Listen Distinguish
Memorize Give example
Relate Review
Group Recall or Reproduce
Show Quote
Choose recognition of Quote
Locate Record
Repeat Match

Product Includes

Quiz Label
Definition List
Fact Workbook
Worksheet Reproduction
Test Vocabulary
Figure:- Classroom Roles For Remembering

 Remembering: Participation Activities and Products

  • Create a timeline of the story’s major developments.
  • List the events of your normal day.
  • Develop a concept map for the subject.
  • List the keywords you are familiar with.
  • Who played what roles in the narrative?
  • Make a chart to illustrate, composing an acrostic poem.
  • Read a poem you are familiar with.




Understanding By interpreting and translating what has been learned, the learner is able to understand the significance of the knowledge.

  • Interpreting
  • Exemplifying
  • Summarizing
  • Inferring
  • Paraphrasing
  • Classifying
  • Comparing
  • Explaining

Can you describe concepts or ideas?

Keywords (Verbs)

Restate Describe
Identify Report
Discuss Retell
Review Research
Observe Outline

  Products include:

Translate Interpret
Recitation Example
Summary Quiz
Collection List
Reorganize Explanation
Define Show and Tell
Classroom Roles of Understanding
New Bloom Taxonomy
Figure:- Classroom Roles of Understanding

Understanding: – Participation Activities and Products

  • Write a personal words¬†statement.
  • Draw or cut out drawings to represent a certain story occurrence.
  • To the class, report.
  • Explain what you believe the key point to be.
  • Create a comic strip that depicts the story’s events in order.
  • Create and stage a play based on the story.
  • To help someone else understand this tale, create a concise summary.
  • Describe the rationale behind the character’s choice of resolution for the issue.
  • Make a report of the event’s highlights.
  • Create a flowchart to show the events as they happened.
  • Construct a coloring book.
  • This book’s chapter should be cited.
  • In your own words, recount.
  • List the key points.


Third level: Applying

Information is used by the learner in a context that is distinct from the one in which it was learned.

  • Implementing
  • Carrying out
  • Using
  • Executing

Can you apply the knowledge to a similar, familiar circumstance?

Keyword Verbs

Manipulate  Show 
Solve  Solve 
Solve  Adapt 
Demonstration Manipulate 
Calculate  Demonstrate 
Exhibit  Calculate 
Interpret  Interpret 
Interpret  Sculpture 
Journal  Exhibit 
Solve  Sequence 
Translate  Collect 
Collect  Collect 
Diary  Translate 
Sequence  Interpret 
Illustrate  Paint 
Make  Make 
Make  Interview 
Paint  Illustrate 

Products include

Practice Illustration
Performance Interview
Dramatize Interview
Operate Draw
Photograph Apply
Adapt Demonstration
Presentation Use
Sculpture Journal
Classroom Roles For Applying
Figure:- Classroom For Applying

Applying: – Participation Products and Activities

  • Create a model to show how it appears or functions.
  • Perform a play for the students after practicing it.
  • Create a diorama to depict a particular event.
  • Write a journal entry.
  • Create a scrapbook with information on the subject.
  • Make invitations for a fictional character’s birthday celebration.
  • Map out the topography.
  • Create and present a photo gallery on a specific subject.
  • Create a game or puzzle around the subject.
  • For others, explain this subject in writing.
  • Put a doll in a national outfit.
  • Create a clay model.
  • Use the same supplies to create a mural.
  • Continue the story

4th Level:-Analyzing (dividing up into parts and forms)

Analyzing means breaking ideas or materials into their component parts and figuring out how those parts interact, relate to one another, or relate to a larger structure or goal.

To better understand knowledge, the learner dissects it into its component parts.

  • Trying to compare
  • Trying to organize
  • Deconstructing
  • Attributing
  • Outlining
  • Trying to find
  • Structuring

Can you separate information into parts to study linkages and understandings?

Keywords Verbs

Distinguish Appraise
Order Test
Categorize Investigate
Criticize Compare
Survey Breaking Probe
Inquire Research
Diagram Discriminate
Question Experiment
Sequence Debate
Sift Relate

Analyze Products include

Graph Checklist
Outline Survey
Mobile Report
Spreadsheet Chart
Evaluating Database
Classroom Roles For Analyzing
Revised Bloom's Taxonomy (2001)
Figure: Classroom Roles For Analyzing

Analyzing: – Participation Activities and Products

  • Use a Venn diagram to illustrate the similarities and differences between the two topics.
  • Ask your classmates about a certain topic to get their opinions.
  • To collect information, create a questionnaire.
  • Assess the results.
  • Create a flowchart to display the important steps.
  • Write a report about the subject of the study.
  • From the scenario, create a sociogram (a graphical picture).
  • Create a graph to represent a certain piece of information.
  • Create a family tree that shows the connections.
  • Create a role-play based on the study topic.
  • Create a biography of the person you are studying.
  • create a graph
  • Make an investigation to gather data to back up a position.
  • Analyze the form, color, and texture of a piece of art.


5th Level: Evaluating

Evaluating the learner bases his or her choices on thorough analysis, critique, and evaluation.

  • Checking / Verifying
  • Hypothesizing / Speculating
  • Critiquing
  • Going to experiment
  • Judging
  • Testing
  • Detecting/identifying
  • Monitoring

Can you support your choice of action or course of action?

Keywords Verbs

Judge  Choose  Rate
Conclude Validate  Deduce
Predict Debate  Assess
 Justify Score  Revise
 Discriminate  Infer Appraise
 Determine  Value  Prioritize
 Probe  Tell why Argue
 Compare Decide  Evaluate
 Criticize  Defend  Rank
Select Reject Measure

Evaluating Products Includes

Debate  Investigation
Panel  Verdict
Report  Conclusion
 Evaluation Persuasive speech
Classroom Roles For Evaluating
Revised Bloom's Taxonomy
Figure:- Classroom Roles For Evaluating

Evaluating: Engagement Activities and Products

  • A letter should be written containing all the details and should be addressed to the letter editor (Publish a letter to the editor).
  • For the debate, first of all, it should be seen which topic the debate should be, and then it should be prepared and then it should be conducted.
  • Make a list of the evaluation standards.
  • Make an argument for or against in an informative speech.
  • Create a pamphlet outlining the five principles you consider to be most crucial. Influence others.
  • Assemble a panel to debate various points of view.
  • Inform them of the necessary adjustments in a letter.
  • Produce a biannual report.
  • Prepare a case in which to argue your viewpoint.
  • Analyze the character’s deeds in the narrative.


6th Level: Creating

It involves the learner creating something new or developing new ideas and information using the abilities or knowledge gained in various past experiences.

 For example, if someone decides to create a book about history, they will likely gather their information from a variety of sources to produce a new, comprehensive book.

  • Designing
  • Establishing
  • Planning
  • Producing
  • Inventing/Making new ideas
  • Devising
  • Making

6th Level: Creating

It involves the learner creating something new or developing new ideas and information using the abilities or knowledge gained in various past experiences.

 For example, if someone decides to create a book about history, they will likely gather their information from a variety of sources to produce a new, comprehensive book.

  • Designing
  • Establishing
  • Planning
  • Producing
  • Inventing/Making new ideas
  • Devising
  • Making

Can you create new items, concepts, or perspectives on things?

Keywords Verbs

Compose  Formulate
 Assemble Organize
 Improve Invent
 Act  Compile
 Predict  Forecast
Devise  Produce
Propose  Blend
 Construct Set up
Invent Originate
Plan Prepare
Develop Imagine

Products include:

Film Story
Project Plan
New Game Song
Movies Drama
News Headlines Newspapers
News Articles Advertisement
Painting Complex Calculator Program C/C++
Classroom Roles For Creating
Revised Bloom's Taxonomy
Figure:- Classroom Roles For Creating

Making: Participation Products and Activities

  • Create a brand-new kind of sports shoe by utilizing the SCAMPER method (SCAMPER Techniques=Generate New ideas)
  • Design a machine that if you give it a specific task, will complete the task in the given time.
  • Design an artificial intelligence machine that can help you with your household chores.
  • Make a brand-new product. Create a name for it and develop a marketing strategy.
  • Write about your emotions in your essay.
  • Create a play, puppet show, role play, song, or pantomime based on the TV show.
  • Create a new financial system.
  • Create a new restaurant menu utilizing a choice of healthy foods.
  • Create a book, record, or magazine cover.
  • Give a strategy for selling ideas.
  • Create a plan too.
  • Create a new language, and then give an explanation using it.

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