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Bloom's Taxonomy Introduced
Benjamin Bloom developed a framework for determining the extent to which objectives and activities engaged students in lower or higher-level thinking. Bloom’s Taxonomy became the benchmark for educators to use in creating activities that use higher-level skills (Cochran, 2016). -
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Bloom's Taxonomy and the Evolution of the Learning Environment
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Modifications to Bloom's
In the early 1070s, several different authors suggested modifications to Bloom's original taxonomy, resulting in three different versions. These versions included a psychomotor domain, which Bloom had not included (Owen-Wilson, 2016). -
Bloom's Taxonomy Revised
In the 1990s Anderson and Krathwohl revised the taxonomy that was introduced in 1956 by organizing the original categories in a different order at the two highest levels and introducing Create at the pinnacle of higher order thinking. The taxonomy categories were also changed to be described with verbs rather than nouns to reflect a more active role for the learner (Netolicka and Simonova, 2017). Teachers are encouraged to teach using the highest levels of the taxonomy. -
21st Century Learning Environment
Learners in the 21st century have different needs than those of the past. Crockett, Jukes, and Churches (2011) indicate that we must move the responsibility for learning from the teacher to the student.
In a 21st-century learning environment, teachers are facilitators of learning, and students explore, research, and communicate in order to solve real-world problems that are relevant to them. -
Digital Taxonomy Introduced
In 2008, Andrew Churches updated Bloom's Taxonomy to address the new behaviors, actions, and learning opportunities that have emerged as a result of technology and digital tools (Churches, 2008). In his updated version of the taxonomy, Churches (2008) places emphasis on learners working their way up the taxonomy and the increasing use and need for collaboration, which is a result of digital tools in our classrooms. -
Bloom's and Technology
Heick (2013) imparts the importance of having students move up Bloom's Taxonomy in the process of "spiraling" to create a pathway to higher levels of thinking. Heick (2013) also points to the use of technology tools and social media to focus on specific levels of Bloom's Taxonomy and both customize and collaborate on their learning products and artifacts. -
Use of ALL Levels of Taxonomy Suggested
Cochran (2016) indicates that teachers need to have students use all levels of the taxonomy in order to help them develop higher levels of thinking; students cannot be expected to create products when they cannot remember or understand key concepts related to the topic. -
Classroom Strategy
One strategy that I use in my seventh-grade English Language Arts class to implement Bloom's Digital Taxonomy is collaboration. Churches (2008) points out that individuals do not need to collaborate in order to learn, but that learning and higher order thinking are enhanced through collaboration. As a proponent of social learning, my students collaborate and consult with each other on a daily basis, both in person through their groups, and digitally. through Google apps. -
Mobile App for Learning
Students can use the Quizlet mobile app to help them recognize, identify, and name key terms for any particular topic, addressing the Remembering level of Bloom's Digital Taxonomy. They can practice with terms in different activities to help them be able to communicate about a text or topic under study.
Enter Link to Quizlet -
More Mobile Apps for Learning!
Google and its related apps such as Slides and Docs support the highest level of Bloom's Digital Taxonomy: Creating. With these mobile apps installed on their phones, students can write, design, and create artifacts of learning anywhere, even when they are not connected to wifi. Once they connect to wifi, their work will be uploaded and saved. Google apps make collaboration easy. Churches (2008) points out that collaboration is a tremendously important 21st-century skill. -
Global Digital Citizens
In 2030, our students will be effective global digital citizens because educators have prepared them for their lives beyond the classroom. Technology will continue to evolve and change, but one aspect is clear: students of 2019 who used Google and Quizlet have now taken their adult place in society, and they are able to effectively communicate, collaborate, and cooperate with each other in person and around the digital globe. -
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