The Six Levels of Bloom’s Taxonomy Bloom’s Taxonomy consists of six cognitive levels, each representing a different depth of learning. These levels move from basic recall to higher-order thinking skills.

1. Remembering – Retrieving relevant knowledge from memory.

• Example verbs: Define, List, Identify, Recall, Recognize
• Instructional Example: “List the steps of the ADDIE instructional design model.”

2. Understanding – Comprehending concepts and explaining ideas.

• Example verbs: Explain, Summarize, Describe, Interpret, Classify
• Instructional Example: “Summarize the key differences between formative and summative assessments.”

3. Applying – Using knowledge in new situations.

• Example verbs: Implement, Use, Demonstrate, Solve, Execute
• Instructional Example: “Demonstrate how to structure an e-learning module using the SAM model.”

4. Analysing – Breaking information into components and examining relationships.

• Example verbs: Compare, Contrast, Differentiate, Organize, Examine
• Instructional Example: “Analyze a case study to determine the most effective instructional design strategy.”

5. Evaluating – Making judgments based on criteria and standards.

• Example verbs: Assess, Critique, Justify, Defend, Argue
• Instructional Example: “Evaluate the effectiveness of a microlearning module for corporate training.”

6. Creating – Producing new or original work.

• Example verbs: Design, Develop, Construct, Compose, Formulate
• Instructional Example: “Design an interactive e-learning module incorporating gamification techniques.”

Applying Bloom’s Taxonomy in Instructional Design

1. Writing Clear and Measurable Learning Objectives

When designing a course, use Bloom’s Taxonomy to define clear learning objectives. Each objective should use an action verb that corresponds to the intended level of learning. For example, instead of writing “Understand instructional design models,” a stronger objective would be, “Compare ADDIE and SAM to determine which model best fits a specific training need.”

2. Aligning Activities with Cognitive Levels

• Instructional designers can use Bloom’s framework to ensure learning activities match the intended outcomes. For example:
• Remembering & Understanding: Use flashcards, reading assignments, or quizzes.
• Applying & Analysing: Include case studies, role-playing, or simulations.
• Evaluating & Creating: Incorporate project-based learning, peer reviews, or real-world problem-solving tasks.

3. Assessing Learner Progress

Assessments should align with the cognitive level of learning. If the goal is to assess knowledge recall, a multiple-choice test may suffice. However, if the goal is to evaluate higher-order thinking, a case study analysis or project-based assessment would be more appropriate.

Conclusion

Bloom’s Taxonomy is a powerful tool for instructional designers to create effective learning experiences. By structuring learning objectives and activities around cognitive levels, instructional designers can ensure learners progress from basic knowledge acquisition to critical thinking and problem-solving. While Bloom’s Taxonomy is a valuable framework, it is often used in conjunction with other instructional design models to develop comprehensive training programs.

Understanding and applying Bloom’s Taxonomy will not only improve the clarity of learning objectives but also enhance the overall effectiveness of instructional materials. By leveraging this model, instructional designers can create impactful learning experiences that promote deep learning and skill mastery.