Bloom’s Taxonomy is a well-known framework among educators, designed to categorize various levels of human cognition, thinking, learning, and understanding. As an educator, you may have utilized this taxonomy to shape curriculum development, assessments, and teaching strategies. However, in today’s digital age, how does this model adapt, and what implications does it have for instructional design?
Originally developed in the 1950s by educational psychologist Benjamin Bloom and his colleagues, Bloom’s Taxonomy classifies cognitive skills into six levels. The lower levels—knowledge, comprehension, and application—are considered lower-order thinking skills, focusing on concrete thinking, memorization, and basic understanding. The higher levels—analysis, synthesis, and evaluation—are higher-order thinking skills, emphasizing abstract, critical, metacognitive, and creative thinking. This model is often visualized as a mountain or stairway, guiding educators in setting learning objectives and crafting learning experiences to elevate students’ cognitive abilities.
In the 1990s, the taxonomy was revised by a team led by David Krathwohl, one of the original authors, and Lauren Anderson, a former student of Bloom. They updated the model to align with 21st-century learning by changing the nouns to action-oriented verbs, emphasizing thinking as an active process. For instance, “knowledge” became “remember,” and “analysis” was updated to “analyze.” Additionally, the order of the last two levels was switched, placing “creating” at the top and moving “evaluation” below it. This revision provides educators with a variety of verbs, questions, and strategies for each cognitive level.
With the integration of technology in education, Bloom’s Taxonomy has evolved into what is known as Bloom’s Digital Taxonomy. This adaptation expands the skills associated with each level to incorporate digital technology, which is increasingly vital in learning environments. For example, at the “creating” level, learners might engage in activities such as designing, inventing, or constructing projects that demonstrate their knowledge. New digital verbs like “blog,” “remix,” or “program” can be added to this level, encouraging skills such as communication, collaboration, creativity, and critical thinking.
Some educators align the taxonomy’s six levels with technology tools that enhance each cognitive stage. For instance, tools like flashcards or drill-and-practice apps can aid in remembering content. Analytical tools might include reading charts, graphs, or creating mind maps. For creation, students might use tools for producing videos, podcasting, blogging, coding, or editing.
When incorporating technology into teaching, the focus should be on how these tools can transform student thinking across different cognitive levels. Consider how the tools you choose support various cognitive processes. Which tools facilitate lower-order thinking skills, and which challenge students to engage in higher-order thinking? Bloom’s Digital Taxonomy can guide you in designing technology-rich learning experiences that enhance student engagement and learning outcomes.
Explore various digital tools that align with each level of Bloom’s Digital Taxonomy. Identify at least one tool for each level, from “remembering” to “creating.” Reflect on how these tools can be integrated into your teaching practice to enhance student learning and engagement.
Design a lesson plan that incorporates Bloom’s Digital Taxonomy. Use action verbs from the taxonomy to outline objectives and select digital tools that support each cognitive level. Share your lesson plan with peers for feedback and discuss potential improvements.
Pair up with a classmate and teach each other a concept using digital tools aligned with Bloom’s Digital Taxonomy. Focus on engaging your peer in both lower-order and higher-order thinking skills. Afterward, provide feedback on the effectiveness of the tools and strategies used.
Maintain a reflection journal documenting your experiences with integrating Bloom’s Digital Taxonomy into your teaching practice. Record challenges, successes, and insights gained from using digital tools to facilitate different cognitive processes. Share key reflections with your peers in a group discussion.
Work in small groups to create a digital project that demonstrates understanding of a complex topic. Utilize tools that support higher-order thinking skills such as analyzing, evaluating, and creating. Present your project to the class, highlighting how Bloom’s Digital Taxonomy guided your process.
Here’s a sanitized version of the provided YouTube transcript:
—
Most educators are familiar with Bloom’s Taxonomy, a model that classifies different levels of human cognition, thinking, learning, and understanding. As a teacher, you’ve likely used this taxonomy to guide the development of curriculum, assessments, and instructional strategies. But how is this model affected in an age of digital technology, and how might it influence your instructional design?
Let’s take a step back. Bloom’s Taxonomy was created in the 1950s by educational psychologist Benjamin Bloom and his colleagues. The three lower levels—knowledge, comprehension, and application—are more basic levels of cognition, often referred to as lower-order thinking skills. This includes concrete thinking, memorization, and understanding. The three upper levels—analysis, synthesis, and evaluation—are known as higher-order thinking skills, which involve abstract, critical, metacognitive, and creative thinking. Some have likened the model to a mountain or a stairway, where teachers set learning objectives and design learning experiences to guide students to higher levels of thinking. The taxonomy has become an important model for structuring students’ learning processes.
In the 1990s, Bloom’s Taxonomy was updated by a group led by David Krathwohl, one of the original authors, and Lauren Anderson, a former student of Bloom’s, to make the model relevant to 21st-century learning. One of their main changes was updating the nouns associated with each level to action-oriented verbs. This differentiation positions thinking as an action-based process rather than one of passive acquisition. For example, “knowledge” was replaced with “remember,” and “analysis” was changed to “analyze.” They also reordered the last two steps: evaluation, which was previously at the top, was moved down, and “creating,” formerly synthesis, was moved to the top. With this framing, educators have several different verbs, questions, and instructional strategies associated with each level.
In recent years, there have been many iterations and metaphors for Bloom’s Taxonomy, including an orange where the six levels are distributed more equally, moving cogs representing an interworking system in which creation is dependent upon all other aspects, and a flipped pyramid illustrating an emphasis on higher-order thinking skills.
When considering how technology affects this model, think of it as Bloom’s Digital Taxonomy. This updated version aims to expand upon the skills associated with each level as technology becomes a more ingrained and essential part of learning. For instance, some propose that new action verbs can be applied within each level. Let’s take a look at “creating,” where learners are designing, inventing, or constructing a piece of work that shows what they know. New digital verbs can be added to “creating,” such as “blog,” “remix,” or “program.” These verbs refer to possible learning activities that incorporate digital technologies, promoting 21st-century skills like communication, collaboration, creativity, and critical thinking.
Others have aligned the six levels of the taxonomy with technology tools that help foster each level. For example, as a teacher, you can think about how to integrate apps and websites that help students remember content, like flashcards or drill-and-practice tools. There are tools that help students analyze and make sense of content, like reading charts, graphs, or mind maps. You can also consider what tools support student creation, such as producing, podcasting, blogging, coding, and editing.
With these examples, the focus should not necessarily be on the tools themselves but on how the tools can transform student thinking at different levels. As you integrate technology into your teaching, ask yourself how the tools you use support different cognitive levels. Which tools help you address lower-order thinking skills, and which can challenge students’ higher-order thinking skills? Consider how Bloom’s Digital Taxonomy can help you identify ways to design technology-rich learning experiences for your students.
—
This version maintains the core ideas while removing any informal language and ensuring clarity.
Education – The process of receiving or giving systematic instruction, especially at a school or university. – Education is essential for developing critical thinking skills and preparing students for professional challenges.
Critical – Involving analysis and evaluation to form a judgment. – Critical thinking is a crucial component of education that enables students to assess information effectively.
Thinking – The process of considering or reasoning about something. – Engaging in reflective thinking helps students to deepen their understanding of complex subjects.
Learning – The acquisition of knowledge or skills through study, experience, or teaching. – Continuous learning is vital for professionals to keep up with advancements in their field.
Technology – The application of scientific knowledge for practical purposes, especially in industry. – Integrating technology into the classroom can enhance the learning experience and provide students with new opportunities.
Skills – The ability to do something well; expertise. – Developing strong analytical skills is essential for students to excel in their professional careers.
Cognitive – Relating to the mental processes of perception, memory, judgment, and reasoning. – Cognitive development is a key focus in education, as it underpins students’ ability to learn and solve problems.
Strategies – A plan of action designed to achieve a long-term or overall aim. – Effective learning strategies can significantly enhance students’ academic performance and retention of information.
Curriculum – The subjects comprising a course of study in a school or college. – The curriculum should be designed to foster critical thinking and adaptability in students.
Assessment – The evaluation or estimation of the nature, quality, or ability of someone or something. – Regular assessment helps educators understand students’ progress and areas that need improvement.
