Mastering Bloom’s Taxonomy: A Practical Guide to Enhancing Technical Learning
Benjamin Bloom’s Taxonomy for Learning plays a pivotal role in instructional design for technical learning development. It provides a structured approach to categorize and prioritize learning objectives, making the learning process more organized and focused.
The hardest part of creating effective adult learning experiences is designing content that takes advantage of how adults learn. While studying course design using learning theory, I was struck by Bloom’s Taxonomy, and I continue leveraging those lessons to this day.
In the following sections, we will dive deeper into the intricacies of Bloom’s Taxonomy and its application in adult technical learning. Whether you are an educator, a learning and development professional, or simply a curious learner, prepare for an enlightening journey into effective learning.
Note: In this article, we will be using examples in the context of setting up a Power BI workshop as we review how the taxonomy offers a methodical approach to enhancing the organization this learning process.
What is Bloom’s Taxonomy
Bloom’s Taxonomy is a hierarchical model of cognitive skills educators use to create effective learning experiences. It is geared toward designing educational experiences that take advantage of how people, especially adults, learn. Developed by educational psychologist Benjamin Bloom and his colleagues in the mid-20th century, it provides a framework for categorizing educational goals, objectives, and standards.
The key is that learning for adults needs to be Experiential or provide a learning experience so the learner forms an understanding. Each person does this differently.
Identify. Recognize. Interpret. Distinguish. What do these words have in common? They are all “Bloom’s verbs” — the foundational building blocks of learning objectives, according to one of the most widely used pedagogic models, Bloom’s taxonomy.
Source: Bloom’s Taxonomy — From Knowledge to Practice (nejm.org)
Bloom’s Taxonomy Revised 2021
Cite this guide: Armstrong, P. (2010). Bloom’s Taxonomy. Vanderbilt University Center for Teaching. Retrieved July 28, 2023, from Bloom’s Taxonomy | Center for Teaching | Vanderbilt University
Bloom’s Taxonomy Comes from The Three Domains of Educational Activities or Learning
In Bloom’s research, educational activities or learning experiences are categorized into Cognitive, Affective, and Psychomotor domains. Each domain represents a different aspect of learning and is associated with specific skills and objectives.
Bloom’s three learning domains provide a comprehensive framework for understanding and designing learning experiences. By considering all three domains, educators and content creators can create more holistic and effective learning experiences that address the mind, heart, and body.
The following lists the three domains and an example related to an Introduction to Power BI Workshop.
1. Cognitive Domain – Mental Skill and Knowledge
The Cognitive domain involves mental skills and knowledge. It’s about the cognitive or intellectual learning that takes place. Bloom’s Taxonomy primarily focuses on this domain, categorizing cognitive learning into six levels: Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating.
In a Power BI workshop, cognitive learning might involve understanding the principles of data visualization (Understanding), using Power BI to create a bar chart (Applying), or designing a dashboard to visualize a given dataset (Creating).
2. Affective Domain – Emotional Learning
The Affective domain involves feelings, emotions, attitudes, and values. It’s about the emotional learning that takes place. This domain is often overlooked in technical training but is crucial for learner engagement and motivation.
In a Power BI workshop, affective learning might involve developing an appreciation for the power of data visualization or a commitment to using data to inform decision-making.
3. Psychomotor Domain – Physical Learning
The Psychomotor domain involves physical skills or the use of the body to express or produce. It’s about the physical learning that takes place.
In a Power BI workshop, psychomotor learning might involve mastering the mouse and keyboard to navigate the Power BI interface or create visualizations.
Bloom’s Original Taxonomy (1956) vs The Revised Taxonomy (2001)
The original Bloom’s Taxonomy, introduced in 1956, comprises six levels of cognitive skills: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. Each level represents a higher cognitive skill, with ‘Knowledge’ being the most basic level and ‘Evaluation’ being the most advanced.
In 2001, a revised version of Bloom’s Taxonomy was introduced, with some changes to the original levels. The revised taxonomy replaces ‘Knowledge’ with ‘Remembering’, ‘Comprehension’ with ‘Understanding’, and ‘Synthesis’ with ‘Creating’, and rearranges the order of the levels.
Bloom’s Original and Revised Taxonomy – With Example Power BI Workshop Content
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Bloom’s Original and Revised Taxonomy –
With Example, Power BI Workshop Content
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Why was Bloom’s Taxonomy Revised in 2001
Bloom’s taxonomy was changed in 2001 to address certain limitations and better reflect contemporary educational practices. The original taxonomy, developed in 1956, was primarily focused on cognitive skills and hierarchical learning levels.
However, educators and researchers recognized that learning is a more complex process that involves multiple domains, including cognitive, affective, and psychomotor skills. The revised taxonomy expanded the scope to include these additional domains, allowing for a more comprehensive approach to education.
Another reason for the change was to make the taxonomy more learner-centered and focused on the learner’s ability to apply knowledge in practical situations. The revised version shifted the emphasis from passive knowledge acquisition to active application and creation of knowledge. This change aligns with modern pedagogical theories emphasizing critical thinking, problem-solving, and creativity in learning.
Additionally, the revised taxonomy sought to provide more precise action verbs for each level, making it easier for educators to create measurable and meaningful learning objectives. The updated version also placed “Creating” at the top of the hierarchy, acknowledging the importance of originality and creativity in the learning journey.
Overall, Bloom’s taxonomy was revised in 2001 to adapt to contemporary educational practices, incorporate multiple domains of learning, and promote active and meaningful learning experiences for learners.
What is the Cognitive Domain of Learning?
Bloom’s Taxonomy comprises six levels of cognitive skills: Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating. Each level represents a higher cognitive skill, with ‘Remembering’ being the most basic level and ‘Creating’ being the most advanced.
Knowledge Domain Verbs
Each level of Bloom’s Taxonomy is associated with specific verbs that define the cognitive skill at that level. For example, ‘Remembering’ is associated with verbs like ‘list’, ‘recall’, and ‘identify’; ‘Understanding’ with verbs like ‘explain’, ‘describe’, and ‘interpret’; ‘Applying’ with verbs like ‘use’, ‘demonstrate’, and ‘perform’; ‘Analyzing’ with verbs like ‘compare’, ‘contrast’, and ‘categorize’; ‘Evaluating’ with verbs like ‘assess’, ‘judge’, and ‘critique’; and ‘Creating’ with verbs like ‘design’, ‘construct’, and ‘produce’.
1. Remembering
The ‘Remembering’ level involves recalling facts and basic concepts. In a Power BI workshop, a learning objective at this level might be “List the steps to import data into Power BI”, and an activity might involve recalling these steps without referring to notes or resources.
2. Understanding
The ‘Understanding’ level involves explaining ideas or concepts. In a Power BI workshop, a learning objective at this level might be “Explain the principles of data visualization”, and an activity might involve explaining these principles in one’s own words.
3. Applying
The ‘Applying’ level involves using information in new situations. In a Power BI workshop, a learning objective at this level might be “Use Power BI to create a bar chart”, and an activity might involve creating a bar chart to visualize a given dataset.
4. Analyzing
The ‘Analyzing’ level involves drawing connections among ideas. In a Power BI workshop, a learning objective at this level might be “Analyze a dashboard to identify its components”, and an activity might involve breaking down a dashboard into its constituent visualizations and explaining the purpose of each.
5. Evaluating
The ‘Evaluating’ level involves justifying a decision or course of action. In a Power BI workshop, a learning objective at this level might be “Evaluate the effectiveness of a dashboard in conveying insights”, and an activity might involve critiquing a dashboard created by a peer.
6. Creating
The ‘Creating’ level involves producing new or original work. In a Power BI workshop, a learning objective at this level might be “Design a dashboard to visualize a given dataset”, and an activity might involve using Power BI to create a dashboard that effectively conveys insights from the dataset.
Action Verbs That Define Cognitive Skills
In this table, each row represents a level of Bloom’s Taxonomy, and the second column lists 5 to 10 action verbs that define the cognitive skill at that level. These action verbs can be used to create clear and measurable learning objectives for each level of cognitive development.
I often return to the action verbs to describe the learning activities that explain the learning objectives corresponding to each level. They also help me think of activities best suited to each level.
| Level | Action Verbs |
|---|---|
| Remembering | Recall, Recognize, List, Identify, Describe, Retrieve, Name, Define, Repeat, State |
| Understanding | Explain, Summarize, Paraphrase, Interpret, Classify, Infer, Compare, Contrast, Discuss, Demonstrate |
| Applying | Apply, Use, Solve, Execute, Implement, Demonstrate, Illustrate, Employ, Operate, Interpret |
| Analyzing | Analyze, Examine, Compare, Contrast, Categorize, Differentiate, Investigate, Break down, Deconstruct, Distinguish |
| Evaluating | Evaluate, Judge, Assess, Appraise, Critique, Estimate, Compare, Prioritize, Select, Validate |
| Creating | Create, Design, Develop, Generate, Construct, Plan, Invent, Imagine, Compose, Produce |
Specific action verbs that define the cognitive skill at that level
Each level of Bloom’s Taxonomy represents a different cognitive skill and is associated with specific verbs that can be used to define learning objectives. By progressing through these levels, learners can develop a deep understanding of a subject and enhance their critical thinking skills.
Conclusion
Bloom’s Taxonomy and adult learning theory are powerful tools for creating practical and effective learning objectives and assessments, not only for organizing content. By aligning the learning objectives with the levels of Bloom’s Taxonomy, we can ensure that the learners are not only gaining knowledge but also developing higher-order thinking skills.
Similarly, assessments designed using Bloom’s Taxonomy can accurately measure a learner’s progress across these different cognitive levels, providing a comprehensive picture of their learning journey.
Demo – Introduction to Power BI using Bloom’s Taxonomy
Example Demo – Introduction to Power BI using Bloom’s Taxonomy
In this workshop example, participants will progress through different Bloom’s Cognitive Skills levels, starting from foundational knowledge and gradually advancing to higher-order thinking and creativity. Each module will involve interactive and practical exercises to ensure participants can effectively apply their knowledge of Power BI in real-world scenarios. By the end of the workshop, participants will have developed a comprehensive understanding of Power BI and the ability to create impactful data visualizations.
Level: Remembering
Description: In this module, participants will be introduced to the basic concepts and functionalities of Power BI.
Learning Objectives:
Recall the purpose of Power BI and its role in data visualization and analysis.
Recognize the key components of the Power BI interface and their functions.
List the types of data sources that can be connected to Power BI for analysis.
Identify the steps to import data into Power BI and create simple visualizations.
Level: Understanding
Description: Building upon the foundational knowledge, this module aims to deepen participants’ understanding of Power BI and its data modeling capabilities.
Learning Objectives:
Explain the significance of data normalization and how it enhances data analysis in Power BI.
Summarize the process of creating relationships between different data tables in Power BI.
Paraphrase the difference between calculated columns and measures in Power BI’s data modeling.
Interpret the benefits of using DAX (Data Analysis Expressions) in Power BI for advanced calculations.
Level: Applying
Description: Participants will engage in hands-on exercises to apply their knowledge of Power BI to real-world scenarios.
Learning Objectives:
Apply Power BI’s data transformation capabilities to clean and shape raw data.
Use Power BI to build interactive dashboards and reports based on a dataset.
Solve business problems by creating calculated columns and measures using DAX.
Execute various data visualization techniques to present insights effectively.
Level: Analyzing
Description: This module encourages participants to draw connections and insights from their created data visualizations.
Learning Objectives:
Analyze different data visualizations to identify patterns and trends in the data.
Compare and contrast the effectiveness of various visualizations for different data scenarios.
Examine data outliers and anomalies to gain deeper insights into business data.
Level: Evaluating
Description: Participants will evaluate the effectiveness of their data visualizations and make data-driven decisions based on insights gained.
Learning Objectives:
Evaluate the quality and accuracy of the data visualizations they have created.
Judge the usability and user-friendliness of their dashboards for end-users.
Assess the relevance and significance of insights derived from the data.
Level: Creating
Description: In the final module, participants will be challenged to create original and advanced data visualizations using Power BI.
Learning Objectives:
Generate innovative and creative dashboards that showcase complex data relationships.
Design interactive elements and filters to enhance user interactivity.
Plan and produce a comprehensive Power BI dashboard that effectively communicates insights to stakeholders.
References
Bloom’s Taxonomy of Learning | Domain Levels Explained (simplypsychology.org)
An Introduction to Bloom’s Taxonomy for Instructional Designers – E-Learning Heroes (articulate.com)
Applying The Basics Of Bloom’s Taxonomy In e-learning (wizcabin.com)
Applying Bloom’s Taxonomy to E-Learning Development – Capytech
