Blooms Taxonomy Verbs
Find the right verbs for every level of Bloom's Taxonomy. Lists for lesson planning, questioning and assessment design across all key stages.
What Are Bloom's Taxonomy Verbs?
Bloom's Taxonomy verbs are action words. They define learning goals and show the level of thinking required. Schools often use this structure to teach and assess their learners. These verbs make goals clear and link directly to tests. One UK Higher Education study looked at how people use Bloom's model. They found 47 different verb lists that rarely agreed with each other. Even so, it remains a popular way to map out learning and knowledge.
| Taxonomy Level | Original (1956) | Key Characteristics | Criticisms/Issues |
|---|---|---|---|
| Knowledge | Level 1 | Basic recall and recognition of facts | Too blunt and straightforward according to Stedman (1973) |
| Comprehension | Level 2 | Understanding meaning and interpretation | Order questioned, understanding may come through application first |
| Application | Level 3 | Using knowledge in new situations | May actually precede understanding in real learning |
| Analysis | Level 4 | Breaking down information into parts | Overlapping classifications, students may reach same behaviour differently |
| Synthesis | Level 5 | Combining elements to form new patterns | 47 different verb lists across UK institutions with no consensus |
| Evaluation | Level 6 | Making judgments based on criteria | Two students with identical performance may have different understanding levels |
Choose the Right Bloom's Verb
Select a thinking level to see appropriate verbs for writing learning objectives. For more on this topic, see Deeper learning outcomes. Click any verb to build your objective.
From Structural Learning, structural-learning.com
Key Takeaways
- Bloom's Taxonomy has evolved significantly, necessitating an understanding of its revised structure for effective pedagogical application. The original 1956 taxonomy was later revised by Anderson and Krathwohl (2001), shifting from nouns to verbs and introducing a two-dimensional framework that includes knowledge dimensions. This revision provides teachers with a more nuanced tool for crafting precise learning objectives and designing activities that target specific cognitive processes in learners.
- Strategic selection of Bloom's Taxonomy verbs is crucial for designing clear learning intentions and constructively aligned assessments. By carefully choosing verbs that reflect the desired cognitive level, teachers can articulate explicit learning objectives, ensuring learners understand expectations and guiding the development of appropriate summative assessments (Gronlund, 2004). This alignment helps to create a coherent and effective learning experience across the curriculum.
- Despite variations in interpretation and application, Bloom's Taxonomy remains a foundational framework for conceptualising knowledge and learning in education. While a recent UK Higher Education analysis revealed little consensus across numerous verb lists, the taxonomy's core structure continues to provide educators with a valuable lens through which to categorise and sequence cognitive skills (Krathwohl, 2002). This enduring influence helps teachers to systematically plan for learner progression in thinking.
- Exploring alternative frameworks, such as SOLO Taxonomy, can offer teachers complementary perspectives on cognitive complexity and assessment design. While Bloom's Taxonomy focuses on hierarchical cognitive processes, the Structure of Observed Learning Outcomes (SOLO) Taxonomy (Biggs & Collis, 1982) provides a different lens for evaluating the quality and complexity of learner understanding. Integrating insights from both frameworks can enrich a teacher's toolkit for designing varied learning experiences and assessing deeper learning.
The learning outcomes originated from Bloom's Taxonomy verbs in 1956 (Bloom et al.). The concept was later revised by Krathwohl 2002. Taxonomy was invented to define the learning process and assessment in a manner that can be observed and measured. How the infamous blooms taxonomy list of learning verbs can be put into action and provide some of examples of verbs being used to achieve deeper learning experiences. We will also introduce a new thinking framework designed to enhance learning tasks. As well as this, we will touch upon another framework for promoting 21st-century learning skills.
When Was Bloom's Taxonomy Created?
Bloom's Taxonomy first appeared in 1956. It sorts learning goals to make progress easy to measure. Krathwohl (2002) updated this model for modern classrooms. The verbs help teachers set clear goals that they can easily assess.
Bloom (1956) found that measurable verbs are vital for learning goals. First, learners list methods. Later, they move on to deeper analysis. This progress includes knowledge, understanding, and application. Use these levels to plan lessons that challenge every learner. Support those with extra needs using clear steps and thinking tools. Try using thinking strategies and knowledge organisers. Use checks along the way to track progress. Project work can also use these levels. Always give helpful feedback when you mark work.
How to Use Bloom's Verbs in Class
Bloom's Taxonomy verbs are practical classroom tools that help teachers link activities to specific levels of thinking. Teachers should know what thinking skills each level involves. Here are some useful, hands-on examples for educators to use.
Bloom (1956) proposed a step-by-step curriculum. First, learners build basic knowledge and understanding. Next, they apply, analyse, bring ideas together, and evaluate. This structure boosts understanding and keeps learners engaged.
Consider Bloom's taxonomy verbs when planning lessons. Review your resources and spot the cognitive level they require. Teachers often find activities focus on simpler thinking skills. This gives you a chance to introduce tasks with more complex thinking (Bloom, 1956).
Choose verbs carefully when lesson planning. For new content, use 'list', 'describe', or 'explain' (Bloom, 1956). As learners gain confidence, use 'demonstrate', 'solve', or 'implement' (Anderson & Krathwohl, 2001). Encourage deeper thinking with 'compare', 'create', or 'justify' (Bloom, 1956; Anderson & Krathwohl, 2001).
Use question stems (Bloom et al., 1956) to help learners. Tiered tasks offer levels of challenge (Tomlinson, 2001). Rubrics show the thinking skills learners need. Thinking routines build metacognition through questioning (Ritchhart et al., 2011).
SOLO Taxonomy vs Bloom's Taxonomy
SOLO and Bloom's are two models that describe learning. Each looks at task complexity in a unique way. The SOLO Taxonomy (Biggs and Collis, 1982) checks how deep learning goes. It tracks a learner's grasp as it grows from simple facts to complex ideas.
Bloom (1956) and Biggs (1982) gave us helpful tools. Use Bloom's Taxonomy alongside SOLO Taxonomy. Teachers can then plan better learning activities, benefitting each learner.
Putting Bloom's Verbs Into Practise
Bloom's Taxonomy and SOLO Taxonomy help teachers plan learning (Bloom, 1956; Biggs & Collis, 1982). Choosing verbs linked to thinking skills lets teachers design tasks that build understanding. Bloom's core ideas still guide good teaching, despite differing verb choices (Anderson & Krathwohl, 2001).
Bloom's Taxonomy helps learning. Consider learners' current understanding and plan your lessons. Try verbs and activities; watch how learners respond. Change your plans to improve outcomes (Bloom, 1956; Anderson & Krathwohl, 2001).
Bloom's Taxonomy verbs help learners become active, engaged, and critical thinkers. Intentionally use these verbs in your teaching. This helps learners develop vital skills and knowledge for the 21st century (Bloom, 1956).
Further Reading
- Bloom's taxonomy research
- Cognitive domain classification
- Learning objectives design
- Bloom's Taxonomy research
- Cognitive domains
- Learning objectives taxonomy
Bloom's Action Verbs Reference Chart
| Cognitive Level | Definition | Action Verbs | Question Stems |
|---|---|---|---|
| 1. Remember | Retrieve relevant knowledge from long-term memory | list, name, identify, recall, define, recognise, match, label, state, select, locate | What is.? Who was.? Where did.? When did.? List the.? Name the.? |
| 2. Understand | Construct meaning from instructional messages | explain, summarise, interpret, paraphrase, classify, describe, discuss, illustrate, compare | Explain how.? Summarise.? What does this mean.? Describe in your own words.? |
| 3. Apply | Carry out or use a procedure in a given situation | apply, use, solve, demonstrate, implement, execute, calculate, show, complete, illustrate | How would you use.? Apply this to.? Solve using.? What would happen if.? |
| 4. Analyse | Break material into parts and determine relationships | analyse, compare, contrast, distinguish, examine, categorise, deconstruct, differentiate, organise | What are the parts.? How does this compare.? What is the relationship.? Why did.? |
| 5. Evaluate | Make judgements based on criteria and standards | evaluate, judge, justify, critique, assess, argue, defend, prioritise, recommend, rate | Do you agree that.? What is your opinion.? Which is most important.? Justify your answer. |
| 6. Create | Put elements together to form a coherent whole | create, design, construct, develop, compose, produce, generate, plan, invent, formulate | Design a.? Create a new.? What would you propose.? How would you improve.? |
Anderson and Krathwohl's (2001) Bloom's Taxonomy helps. Use its verbs to create clear learning goals. Design assessments which challenge each learner well.
Bloom's Verbs Across Six Levels
Bloom's verbs sit across six thinking levels. These levels guide learners from basic recall to complex thought. Remembering (define, list) checks what they know. Understanding (explain, summarise) builds their grasp of ideas. Applying (show, solve) puts their skills to work. Analysing (compare, contrast) pushes them to think deeper.
Choose precise verbs for complex thought, say Anderson and Krathwohl (2001). "Evaluate" uses judge, critique, and assess. "Create" uses design and construct. Match verbs to cognitive aims. Wrong verbs confuse teachers and learners.
Consider the work of Bloom (1956). Pick verbs for lesson aims that suit your true intent. "Explain" objectives, carefully made, may beat a weak "evaluate" task. Ensure tasks match the intended analysis, as per Krathwohl (2002).
Using Bloom's Verbs for Assessment and Questioning
Bloom's verbs are assessment and questioning tools that align classroom prompts with the depth of thinking being assessed. Use "list" or "describe" for remembering and understanding skills. Try "analyse," "evaluate," or "create" for deeper thinking. This verb choice measures the learning depth you want (Bloom, 1956).
Question sequences boost classroom talks. Begin with simpler questions like "identify". Then, ask learners to "compare" or "critique". This builds understanding step by step. Cognitive load research supports this, preventing overload (Sweller, 1988; Kirschner, 2002; Mayer, 2009).
Question banks link to subject topics using Bloom's verbs. Use verbs authentically, like Bloom's taxonomy (Bloom, 1956). For instance, ask, "How can learners improve photosynthesis in dim light?" instead of simple recall. This changes the mental effort, moving learners to creation.
15 Classroom Activities Using Bloom's Taxonomy Verbs
Bloom's Taxonomy verbs help structure classroom tasks. These tasks guide learners from simple recall to deep, complex thought. Learners start by remembering facts before creating new ideas (Bloom, 1956). These activities build thinking skills to boost true understanding (Anderson and Krathwohl, 2001).
Bloom's Taxonomy helps plan learning activities across thinking skills. Begin with remembering and understanding to activate what the learner knows. Move to applying, analysing, evaluating, and creating as learners are ready. Remember, it's a flexible tool, not a strict order, and creative tasks can come first (Bloom, 1956).
Frequently Asked Questions
What are Bloom's Taxonomy verbs in education?
Bloom's Taxonomy verbs are action words used to categorise and measure different levels of cognitive challenge. Developed in 1956 and revised in 2002, they provide a structured way to write learning objectives. These verbs help educators define what a learner should be able to do at each stage of the learning process.
How do teachers use Bloom's verbs to plan lessons?
Teachers use these verbs to align their learning intentions with specific classroom activities and assessments. By selecting a verb such as "analyse" or "evaluate," a teacher can ensure the task matches the desired cognitive depth. This approach helps in scaffolding learning, starting with basic recall and moving towards more complex reasoning.
What are the benefits of Bloom's verbs?
Verbs show learner progress, which clarifies lesson aims. Teachers adjust tasks using Bloom's (1956) taxonomy. This structure improves talk about lesson success (Wiliam, 2011; Hattie, 2012).
How effective is Bloom's Taxonomy?
Verb use varies greatly in education, research shows. Analysing verb lists revealed little agreement among schools. This suggests that knowledge building may not align with current teaching. Yet, Bloom's taxonomy still shapes assessment.
What mistakes do teachers make with Bloom's?
Teachers sometimes think learning is a fixed, upwards climb. Learners may grasp concepts by using or analysing them first (Anderson & Krathwohl, 2001). Also, using only simple verbs can restrict challenge for learners (Bloom, 1956).
Which Bloom's verbs are best for higher order thinking?
Using verbs like "compare" and "critique" builds learners' thinking skills. These words move learners past memorising, as Bloom (1956) showed. They encourage learners to judge information and create new understandings (Anderson & Krathwohl, 2001).
Writing Learning Objectives with Bloom's Taxonomy Verbs
Writing learning objectives with Bloom's Taxonomy verbs involves choosing precise action words that define what learners do at each level of thinking. These verbs show what learners will do at each thinking level. Instead of vague words, use Bloom's taxonomy (Bloom, 1956). "Learners will analyse" is clearer than "learn about" (Anderson & Krathwohl, 2001). This helps teachers plan activities, as suggested by Wiggins and McTighe (2005).
Remember Bloom's Taxonomy when planning lessons. Use "identify" early on, then "evaluate" later (Anderson & Krathwohl, 2001). This method supports learners well and matches cognitive load theory (Sweller, 1988). Avoid mixing verbs like these in single learning aims.
Match assessment to taxonomy verbs for practical use. If learners "compare," let them analyse, not just recall (Bloom, 1956). For "synthesise" or "design" objectives, use open tasks showing creative thought (Krathwohl, 2002). Aligning objectives, teaching, and assessment builds good learning.
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