Bloom’s Taxonomy – All Six Levels in Depth

Bloom’s Taxonomy cognitive domain level “Remember” includes______: Recalling facts and basic information

Bloom’s level “Understand” requires students to______: Explain ideas or concepts in own words

Bloom’s level “Apply” means students can______: Use knowledge in new situations

Bloom’s level “Analyze” requires______: Breaking information into parts and finding patterns

Bloom's level “Evaluate” involves______: Making judgments based on criteria

Bloom's highest level “Create” involves______: Producing new or original work

A test question “Define osmosis” tests which Bloom's level? Remember

“Design an experiment to test whether light affects plant growth” tests______: Create

The affective domain level “Receiving” means______: Student is willing to attend and listen

The affective domain level “Characterization” means______: Values become part of person's character and behavior

Psychomotor domain level “Guided Response” refers to______: Copying observed behavior under direct guidance

Psychomotor domain highest level “Origination” means______: Creating new movements for specific situations

Writing SMART learning objectives means they should be______: Specific, measurable, achievable, relevant, time-bound

The difference between “goals” and “objectives” in education______: Goals are broad; objectives are specific and measurable

The term “terminal behavior” in objectives means______: Observable behavior student will demonstrate after instruction

Instructional objectives differ from expressive objectives in that______: Instructional objectives specify outcomes; expressive describe activities

The role of prior knowledge in learning (Ausubel) ______: New learning builds on and connects to prior knowledge

Cognitive load theory (Sweller) refers to______: Mental effort required to process information in working memory

Working memory capacity is______: Limited — approximately 7 plus or minus 2 chunks (Miller)

Long-term memory stores information in the form of______: Schemas — organized knowledge structures

Classroom management begins effectively with______: Clear rules, routines, and procedures established from day one

The best classroom seating arrangement for discussion is______: Horseshoe/U-shape or circle arrangement

Proximity control in classroom management means______: Being physically close to potentially disruptive students

Logical consequences (Dreikurs) differ from punishment in that they are______: Logically related to behavior and help student learn responsibility

According to Dreikurs, student misbehavior stems from______: Four mistaken goals: attention, power, revenge, and display of inadequacy

“Time on task” in classroom research refers to______: Amount of time students are actively engaged with learning tasks