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Blooms Taxonomy

By: Carmen Willings
teachingvisuallyimpaired.com
Revised November 20, 2018

Bloom's taxonomy is a classification of learning objectives within education, which originated by Benjamin Bloom and collaborators in the 1950s describes several categories of cognitive learning. Bloom's Taxonomy divides educational objectives into "domains". Within the domains, learning at the higher levels is dependent on having attained prerequisite knowledge and skills at lower levels.

Remember/Knowledge

If the goal focuses on the student's ability to recall previously learned materials, facts, terms, basic concepts, and answers consider using these action words:

count, define, identify, label, list, match, name, quote, recall, recite, recognize, record, relate, repeat, sequence, tell, underline, write

Understand/Comprehension

If the goal focuses on the student's ability to grasp the meaning, explain, or restate ideas, or in other ways demonstrate an understanding of facts and ideas learned, consider using these action words:

choose, cite examples of, conclude, demonstrate, describe, determine, differentiate, discriminate, discuss, explain, express, give in own words, identify, interpret, locate, paraphrase, pick, predict, report, restate, review, recognize, select, summarize, tell, translate, respond, practice, stimulates

Apply/Application

If the goal focuses on the student's ability to use learned material in new situations, consider using these action words:

apply, change, compute, conclude, demonstrate, dramatize, employ, generalize, illustrate, initiate, interpret, interview, operate, operationalize, practice, prepare, produce, relate, role-play, schedule, show, transfer, use, utilize

Many people also call the analysis, synthesis, and evaluations categories "problem solving"

Analyze/Analysis

If the goal focuses on the student's ability to separate material into parts and show relationships between parts, consider using these action words:

analyze, appraise, calculate, categorize, characterize, classify, compare, conclude, contrast, correlate, criticize, deduce, debate, deduce, detect, determine, develop, diagnose, diagram, differentiate, discriminate, distinguish, draw conclusions, estimate, evaluate, examine, experiment, identify, infer, inspect, inventory, outline, predict, question, relate, research, separate, solve, test

Evaluate

If the goal focuses on the student's ability to judge the worth of material against stated criteria, consider using these action words:

appraise, argue, assess, choose, compare, conclude, critique, decide, estimate, evaluate, judge, justify, measure, predict, prioritize, prove, rank, rate, revise, score, select, validate, value, test

Create

If the goal focuses on the student's ability to put together the separate ideas to form a new whole, establish new relationships, consider using these action words:

arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, integrate, invent, make, modify, organize, perform, plan, prepare, produce, propose, predict, reconstruct, rewrite, set-up, synthesize, systematize, devise

Developing SMARTER Goals Recorded Presentation

$25.00

Have you kicked yourself a week after writing an IEP for writing objectives that weren’t measurable or a good fit for your student? This presentation on writing SMARTER goals will discuss strategies for writing goals that are SMARTER (Specific, Measurable, Achievable/Attainable, Relevant/Realistic, Time-bound, Educational, and Realistic). This presentation will discuss strategies for writing individualized SMARTER goals to meet the unique needs of students with visual impairments starting with a comprehensive understanding of the student. It is also important to scaffold goals and build on student’s existing skills to help students develop the highest level of independence and proficiency. This presentation will walk you through the process of using Blooms taxonomy to scaffold goals to focus on target behaviors and ensure you use descriptive conditions and criteria to make them SMARTER.

Objectives:

Discuss the importance of knowing the student.
Strategies for selecting goal areas.
Identify what makes a goal SMARTER.
Use Blooms taxonomy to scaffold goals.
Walk through the process of writing SMARTER goals with analysis of five VI specific goals in each area of Blooms taxonomy.

Includes:

Recorded PowerPoint Show Presentation
Transcript
Presentation handout for note taking
Printables & Links to Resources discussed in presentation

Request a Certificate of Completion

To receive a certificate of completion for 1 contact hour, complete the short "Developing SMARTER Goals" quiz on Google Forms and receive a score of at least 80%. Don't worry. If you don't pass, you can look over your notes or re-watch the presentation and retake the test! If you have any accessibility issues with the form, please don't hesitate to let me know and we can make other arrangements.

System Requirements:

Presentations are recorded PowerPoint presentations. You must be able to access PowerPoint to view the PowerPoint presentation. Please note that the presentation pages are closed member pages available to individuals who have purchase access to the presentation.

*Please contact me if you need to purchase using a purchase order. I am happy to help guide you in the process of adding Teaching Students with Visual Impairments as an approved vendor for your school or program or you can visit the product support page for information on using a PO.

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