WEBVTT

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NARRATOR: Most educators
are familiar

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with Bloom's Taxonomy,

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a model that classifies
different levels

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of human cognition in thinking,
learning, and understanding.

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As a teacher, you've likely
used this taxonomy

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to guide the development
of curriculum, assessments,

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and instructional strategies.

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But how is this model affected
in an age of digital technology,

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and how might it influence
your instructional design?

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Let's take a step back.

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Bloom's Taxonomy
was created in the 1950s

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by educational psychologist
Benjamin Bloom

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and his colleagues.

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The three lower levels--

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knowledge, comprehension,
and application--

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are more basic levels
of cognition,

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also called lower order
thinking skills.

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This would include
concrete thinking,

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memorization, and understanding.

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The three upper levels--
analysis, synthesis,

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and evaluation-- referred to
as higher order thinking skills,

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include abstract, critical,

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metacognitive,
and creative thinking.

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Some have likened the model
to a mountain

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or a stairway where teachers
set learning objectives

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and design learning experiences

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to guide students
to higher levels of thinking.

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The taxonomy has become
an important model

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for structuring
students' learning processes.

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In the 1990s,
Bloom's Taxonomy was updated

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by a group led by
David Krathwohl,

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one of the original authors,

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and Lorin Anderson,
a former student of Bloom's.

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To make the model relevant
to 21st century learning,

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one of their main changes was

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updating the nouns
associated with each level

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to action-oriented verbs.

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This differentiation
positions thinking

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as an action-based process

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rather than one of
passive acquisition.

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For example, "knowledge"
was replaced with "remember."

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"Analysis" was changed to
"analyze," and so on.

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They also reordered
the last two steps.

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"Evaluation," which was
previously at the top,

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was moved down, and "creating,"
formerly "synthesis,"

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was moved to the top.

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With this framing,

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educators have several different
verbs, questions,

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and instructional strategies
associated with each level.

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In recent years, there have been
many iterations and metaphors

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for Bloom's Taxonomy,
including an orange

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where the six levels
are distributed more equally;

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moving cogs, representing
an interworking system

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in which creation is dependent
on all of the other aspects;

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or a flipped pyramid,

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illustrating an emphasis
on higher order thinking skills.

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But in thinking about how
technology affects this model,

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consider it as
Bloom's Digital Taxonomy.

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This updated version
aims to expand upon

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the skills associated
with each level

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as technology becomes
a more ingrained

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and essential part of learning.

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For instance,
some propose that

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new action verbs could
be applied within each level.

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Let's take a look at creating,
in which learners are designing,

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inventing, and constructing
a piece of work

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that shows what they know.

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One could add new digital verbs
to creating,

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like blog, remix, or program.

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These verbs refer to possible
learning activities

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that incorporate
digital technologies

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in which students are creating.

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Adding digital verbs
to the taxonomy

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also promotes
21st century skills

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like communication,
collaboration,

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creativity,
and critical thinking.

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Others have taken
the six levels of the taxonomy

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and aligned them
with technology tools

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that help foster each level.

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For example, as a teacher,
you can think about

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how to integrate
apps and websites

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that help students
remember content,

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like flashcards
or drill and practice tools.

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There are tools that help

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students analyze
and make sense of content,

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like reading charts, graphs,
or mind maps.

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Or, you can think about what
tools support student creation,

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like producing, podcasting,
blogging,

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coding, editing, and more.

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With these examples, the focus
should not necessarily be

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on the tools themselves,

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but on how the tools
could be vehicles

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in transforming student thinking
at different levels.

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So, as you weave technology
into your teaching,

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ask yourself--
how can the tools you use

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support different
cognitive levels?

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Which tools help you address
lower order thinking skills,

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and which can help
challenge students'

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higher order thinking skills?

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Consider how
Bloom's Digital Taxonomy

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can help you
identify ways to design

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technology-rich learning
experiences for your students.