Bloom’s Taxonomy verbs are helpful tools for educators and course designers to construct meaningful learning objectives, questions, and activities that enable learners to move through various levels of understanding and mastery. Using these verbs also assists in assessing learning progress, ensuring that the objectives are measurable and aligned with the desired outcomes.
Bloom’s Taxonomy Verbs
Each level or learning stage in the taxonomy contains action verbs describing the cognitive processes learners perform at each level.
Remembering is the first level of the taxonomy, and it encompasses the ability to recall facts and basic concepts. Here are some action verbs associated with this level:
The second level, Understanding, involves learners explaining ideas or concepts. Some action verbs related to this category include:
The third level of the taxonomy, Applying, requires learners to use information in new situations. Common action verbs associated with Applying are:
An essential component of higher-order thinking, Analysing, involves breaking information into parts and examining their relationships. Action verbs related to this category are:
The second-to-last level of Bloom’s Taxonomy, Evaluating, requires learners to justify decisions and make judgments based on criteria. Action verbs for this level include:
The highest level of cognitive objectives, Creating, involves students generating new ideas or products using acquired knowledge and skills. Some action verbs associated with this level are:
Bloom’s Taxonomy in the Classroom
Bloom’s Taxonomy is an effective tool for educators and learning designers to plan lessons, design course content, and incorporate technology in the learning process. Understanding and incorporating the various levels of learning in teaching practices can significantly enhance the instructional design and student engagement.
Lesson Planning and Course Design
To effectively use Bloom’s Taxonomy in lesson planning and course design, teachers should:
- Begin by identifying their learning objectives, which should include specific, measurable verbs representing different levels of cognitive processing, as suggested by Bloom’s Taxonomy of Measurable Verbs
- Design activities and assignments that target different levels of learning, from remembering facts to evaluating and creating new ideas
- Develop a curriculum that spirals through the levels in Bloom’s Taxonomy rather than focusing solely on lower-level or higher-level skills
Incorporating Technology and Virtual Learning
As technology continues to play a more significant role in education, it provides new opportunities for incorporating Bloom’s Taxonomy into the virtual learning environment. To optimise the use of technology, teachers can:
- Design virtual learning experiences that give students opportunities to remember, understand, and apply knowledge in digitally-enhanced environments, as suggested by the Revised Bloom’s Taxonomy
- Engage students in digital communication and collaboration to advance their analytical and evaluative skills.
- Encourage students to create original digital content, such as infographics or videos, to showcase their learning and develop higher-order cognitive abilities.
Utilising these verbs not only helps in identifying and achieving learning goals but also contributes to the development of critical thinking and problem-solving skills. Additionally, it provides educators with a comprehensive framework to design effective instructional practices and assessments. Although Bloom’s Taxonomy has been revised over the years, its core principles and the usage of specific verbs remain critical in today’s teaching strategies.
Interested in Bloom’s Taxonomy? I wrote an article about using it in a digital environment that you may be interested win reading.