Email Leslie Back to Homepage Copyright and Usage A little Inspiration About Leslie Journal Articles On Line Best Picks - Books and Videos Graduate Exam Questions Teachers are powerful people and keepers of the future. Help your students dream big! copyright Leslie Owen Wilson Creativity Index Curriculum Index Sample Lesson Plans Models of Teaching and Learning  Reflective Teacher Index Newer Views of Learning Index Professional  Links   Wilson's Curriculum Pages - The Cognitive Domain   More curriculum links: Curriculum -- What is it? Backwards design-an overview Behavioral objectives Holistic objectives Non-behavioral objectives Problem solving objectives Expressive activities that lead to expressive outcomes Cognitive Objectives  New version of Bloom's Taxonomy Affective Objectives Psychomotor Objectives Sample lessons Samples of Problem Solving Lessons Integrating curriculum: Integrating by degrees Other links to information about this topic:   Bloom's taxonomy revised More on the cognitive domain An e-book from Coe College The new taxonomy from  Old Dominion Based on the 1956 work, Handbook I-Cognitive Domain, behavioral objectives are divided into subsets according to Bloom's Taxonomy. A taxonomy is simply a word for a classification and Bloom's work is concerned with a hierarchical delineation of levels of knowledge or thought. The following taxonomy is arranged so that it proceeds from the simplest to more complex levels. The cognitive domain was revised in 2001 in a later work spearheaded by one of Bloom's former students, Lorin Anderson, and one of his original partners in defining the cognitive domain, David Krathwohl. See links below to the left for more information on these revisions as there are some important differences.  **Wonderfully succinct and comprehensive overview of both taxonomies is provided by Mary Forehand at the University of Georgia in a Wikipedia type format, see Bloom's taxonomy 1. Knowledge: Remembering or retrieving previously learned material. know identify relate list define recall memorize repeat record name recognize acquire 2. Comprehension: The ability to grasp or construct meaning from material. restate locate report recognize explain express identify discuss describe discuss review infer illustrate interpret draw represent differentiate conclude 3. Application: The ability to use learned or implement material in new and concrete situations. apply relate develop translate  use  operate organize employ restructure interpret demonstrate illustrate practice calculate show exhibit dramatize 4. Analysis: The ability to break down or distinguish the parts of material into its components so that its organizational structure may be better understood. analyze compare probe inquire examine contrast categorize differentiate contrast investigate detect survey classify deduce experiment scrutinize discover inspect dissect discriminate separate 5. Synthesis: The ability to put parts together to form a coherent or unique new whole. compose produce design assemble create prepare predict modify tell plan invent formulate collect set up generalize document combine relate propose develop arrange construct organize originate derive write propose 6. Evaluation: The ability to judge, check, and even critique the value of material for a given purpose. judge assess compare evaluate conclude measure deduce argue decide choose rate select estimate validate consider appraise value criticize infer Based on: Bloom, B.S. and Krathwohl, D. R. (1956) Taxonomy of Educational Objectives: The Classification of Educational Goals, by a committee of college and university examiners. Handbook I: Cognitive Domain. NY, NY: Longmans, Green.

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