Angelene Biag BEED-3E

Written Report

I. Introduction

The Revised Bloom’s Taxonomy, developed by Anderson and Krathwohl in 2001, offers a
modern take on the original Bloom’s Taxonomy created in 1956. This revision updates the
focus from static knowledge to dynamic processes of learning. It is particularly significant in
local educational settings, where curriculum developers, teachers, and policy makers use it
to promote higher-order thinking skills. The revision highlights a shift from “knowledge” to
“remembering,” and from nouns to verbs, indicating a more active engagement in learning.
In local classrooms, this change encourages students to move beyond rote memorization,
embracing critical thinking, analysis and creativity in solving real-world problems.

In many local schools and educational institutions, the Revised Bloom’s Taxonomy has
become a framework for designing assessments, lesson plans, and learning activities.
Teachers are using it to help students develop competencies that match the needs of an
ever-evolving job market. For example, teachers design projects that require students to
analyze community issues, evaluate possible solutions, and create new proposals that can
benefit local communities. This active learning approach helps learners gain practical skills
and promotes collaboration, empowering students to apply their knowledge to local
contexts, thereby enhancing their learning experience.

Internationally, the Revised Bloom’s Taxonomy has been widely adopted across various
educational systems as a tool for enhancing pedagogical practices. Research shows that
the taxonomy is particularly useful in fostering higher-order thinking skills in diverse
educational contexts. In countries like Finland, Singapore, and the United States, educators
use it to design curricula that encourage critical thinking, creativity, and problem-solving. For
instance, a study by Thompson (2019) highlights how the Revised Bloom’s Taxonomy has
been integrated into STEM education globally to improve students’ ability to apply theoretical
knowledge in practical, real-world scenarios. This shift from traditional rote learning to a
more active, skill-based approach aligns with global trends in 21st-century education, where
adaptability, innovation, and critical thinking are emphasized.
A . Activity

Jumbled letters
1.Eterac

2.Lyezana

3.Yplla

4 .Dasunertd

5.Telavaue

6.Erbermer

B. Analysis

What are the basic rules of the game Patintero?

Why is coordination important among teammates in Patintero?

How would you apply teamwork strategies to improve your performance in Patintero?

What patterns or common mistakes do you observe during a game of Patintero?

What makes a player successful at being a tagger in Patintero?

Can you design a new variation of Patintero by modifying its rule.

C. Abstraction
• Two Dimensional knowledge: Combines a cognitive process dimension (thinking
levels) with a knowledge dimension (types of knowledge).
• Action verbs: The revised taxonomy uses dynamic verbs like “analyze,” “evaluate,”
and “create,” instead of the static nouns in the original version.
• Knowledge Types: Includes factual, conceptual, procedural, and metacognitive
knowledge to broaden the scope of learning.
• Remembering: Retrieve, recognize, and recall relevant knowledge from long-term
memory.
• Understanding: Construct meaning from oral, written, and graphic messages through
interpreting, exemplifying, and summarizing.
• Applying: Use knowledge in new situations by executing or implementing procedures
and concepts.
• Analyzing: Break information into parts and determine how those parts relate to one
another and the overall structure.
• Evaluating: Make judgments based on criteria and standards through checking and
critiquing.
• Creating: Put elements together to form a new coherent whole or original product,
developing unique ideas.

D. Application

-Revised Bloom’s Taxonomy is an updated version of the original Bloom’s Taxonomy,

which was developed in 1956 by Benjamin Bloom and his colleagues. It categorizes the
levels of cognitive skills students need to acquire in the learning process. The revision
was made by a group of cognitive psychologists led by Lorin Anderson, one of Bloom’s
former students, in 2001.

-This revision reflects modern educational approaches that value student engagement
with content through active learning and critical thinking.

1.What are the six cognitive process levels in Revised Bloom’s Taxonomy?

2.How does the revised version of Bloom’s Taxonomy differ from the original?

3.Why was it important to change the terms in Bloom’s Taxonomy from nouns to verbs?

II.

• Suggestions:

Develop Clear Learning Objectives:

-Use the revised taxonomy to formulate clear, measurable learning objectives that align
with both cognitive and knowledge dimensions.

Incorporate Varied Assessment Methods:

-Design assessments that evaluate different cognitive levels. Include multiple-choice

questions for remembering, essays for understanding, and projects for creating.
 Align Learning Objectives with Cognitive Levels:

-Educators should ensure that their learning objectives span across different levels of
the taxonomy, from Remembering to Creating. This ensures a comprehensive learning
experience that addresses both foundational knowledge and higher-order thinking.

Active Learning Strategies:

-Encourage activities like group discussions, problem-solving, and hands-on projects

that promote active learning, especially at the Applying and Creating levels. This
increases student engagement and retention of material.

• Recommendations:

1.Focus on Higher-Order Thinking-Prioritize moving students toward the higher levels of the
taxonomy, particularly Analyzing, Evaluating, and Creating. This promotes critical thinking,
creativity, and problem-solving skills, which are crucial for 21st-century learners.

2.Professional Development-Teachers should be trained in how to effectively implement the

revised taxonomy to enhance both instructional practices and assessment strategies.

3.Promote Creativity-Integrate opportunities for creative expression and innovation, where

students can synthesize ideas and produce original work.

5.Use Formative Assessments-Regularly employ formative assessments to gauge student

understanding at each level and adjust teaching strategies accordingly.

• Conclusion:

-The Revised Bloom’s Taxonomy offers an effective framework for fostering deep learning by
encouraging progression from basic knowledge to higher-order thinking. By implementing
diverse teaching strategies, personalized instruction, and varied assessments, educators
can create a more engaging and meaningful learning environment. The taxonomy’s focus on
creativity and evaluation in higher levels ensures that students are not only learning content
but are also developing the skills necessary for critical thinking, problem-solving, and
innovation, preparing them for future academic and professional challenges.

III. References

https://tophat.com/glossary/r/revised-blooms-taxonomy/