By: Carmen Willings
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.
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
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
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"
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
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
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
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.
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