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hi all this is dr muhammad usman and welcome to my video on bloom's taxonomy of learning part one first of all i would like to thank all the people who have commented on my linkedin and who have requested me to make up this video i received a lot of valuable feedback in my inbox in the comments and a lot of comments like how i should proceed further so i have converted my article into form of a short video and before we move forward i will say that whenever we are going to think about the bloom's taxonomy we should not feel like we have to fill the information into the mind of the other people we have to go step by step and we have to make sure the fire ignites like day by day and time by time to reach up the last level off to the blue taxonomy itself so let's start with the very basics of the bloom's taxonomy the history of it it all started back in 1956 when benjamin bloom came up with the model which is called original bloom's economy model and the purpose of this model was to analyze the student learning so basically it started from the very very starting level which was knowledge so if you can see that the knowledge was based on recall of information like discovery observation listening or naming of the thing so it was a very basic thinking from the start of this level then the second level you see is comprehension so it was a little bit more above than the knowledge one and it's about understanding translating summarizing and discussing the things then the third level of the original bloom sex normally you can see is the application and then after understanding the knowledge after like demonstrating the knowledge it moves toward like using and applying that knowledge and then after that application of that knowledge you move forward with identification of different patterns of knowledge different organizations of ideas and then you move with like converting the old ideas into creating new ideas and then you compare your ideas together to come out with something that's like you create yourself so you can see that the original bloom section only had six levels so we normally have you will see all blooms technology will have six levels starting with knowledge comprehension application analysis synthesis and evaluation now what happened after 1956 they thought that there is a need to revise the blue section army so in 2001 the balloon sex nominee was revised but there was no major changes just the change from noun to the word form so what happened that from knowledge it changed to remember okay the concept inside remains the same from comprehension it was changed to understanding from application it became applied from analysis it became analyzed there was a major shift from the top two levels of bloom's exonomy so synthesis became the top level as a create and evaluation became a fifth level into the bloom's exome and called evaluate okay the initial concepts inside are still the same so it was just shifting so they thought that if if one student has to start from the remembering and then the student will understand the concept then he will apply the concept then he will analyze based onto the application then he will evaluate and they will he will create something that will be new based on his ideas based on his evaluation based on in analysis and the lowered hierarchy of the blue sector itself so nowadays you will see another blue sex nomi which is usually called with different names one of the name is that digital bloom's taxonomy the second name is bloom sex nomi veg it is based onto the same concept like the first phase you see over here is remembering second is understanding third is applying and onto the fourth level you will find analysis evaluation and creation now what happens on to this level that they have made the fourth level and all of these three as the higher level of thinking itself so when you reach this level it means that whatever you are going to do whatever your students are going to do it will involve analysis evaluation and creation and it is not about that you are going to give up a question on analysis then you are going to give up a question and evaluation and you are going to give up a question on creation what happens that even if you are going to give up a question on creation the creation question automatically involves evaluation and automatically involves analysis so you don't have to put a particular question it says there that okay analyze first this and then evaluate this thing and then create something so if you are going on to a higher level of bloom's ecstomy just keep in mind that it will involve the lower levels automatically now let's move forward with different definitions on to the bloom's taxonomy levels and what kind of questions we can create so basically i will go into the details of this blue sextami wedge at later stages because it it is itself another topic onto the digital bloom's ectsnomy so we'll go it on to the later stages into another video itself so let's start from the first level of remembering knowledge so as i have shown you on to the bloom six normally itself you are now on to the level one so level one is talking about recall of the information itself so into the recalling confirmation we usually say that this is starting from the lower order of the thinking so in remembering it is just the basic thing about like how you can recall the information how you can repeat the information how you can write the information how you can list the information and on to the basis of that you can make up some question that will test the understanding of the students onto the remembering level itself so remembering is the very basic level on to the starting onto the bloom's exonomy comprehension is the second level on to the bloom's economy itself so in the bloom's taxonomy if you will see it here it's on to the second level so when we talk about comprehension understanding so now we are moving from remembering to an in-depth understanding from our student itself or from our learners itself so whatever they have remembered now we want them to write in their own words i have given different example of the questions over here but it depends on to the nature of the assessment itself it depends on to the nature of the information that you want to test from the students so basically questions can be different from scenario to scenario so the keywords can include describing something distinguishing something explaining something interpretation prediction recognition or you can even ask them summarize something so these include your bloom taxonomy level 2 question so a normal question if i give an example it can be how would you compare so if you see that you don't need to use this keyword as the start over here okay so you can still say that how you would compare how you will predict something how you will explain something okay can you explain me this certain idea so it's not necessary that every question start with one word from explain or interpret or from different level of the blue spectrometer itself there is one thing that we are going to test the understanding of the student on to a certain level we are not trying to make our question so difficult that student doesn't know it and then we have to go back to our students and we have to tell them okay this is the meaning of this question itself so then the purpose of the bloom section me is not complete because now we are not developing the understanding of the student itself we are telling them clearly that okay in interpret something you have to do something itself we have to make sure our students understand themselves their questions and they have they developed their thinking this is the purpose of bloom's exome so you have to give some questions that are going to test their thinking okay so the question that tests their thinking should not have bloom taxonomy as the first word you have to make easy for them rather than difficult for them so this is the second level now the third level is the application level which is called transformation of knowledge so it is building on to the bloom's extremity level starting from knowledge they have recalled the information now they have understood the information and now we want them to use that information for applying into a certain scenario so it can be using a certain method into a certain application or apply certain method for a certain scenario based on to the information which they have acquired previously from understanding level and from the comprehension level itself so the question can be based on comparison of different items it can be based on contrast of different items you can ask the question from the student that how would you use a certain information how would you apply a certain information what are the facts you understood and how you are going to examine the facts how would you relate the certain product to a certain scenario itself or like a simple question like usually you have seen into the math that solve this thing okay so these are some of the things that are about application so you are going to test their understanding that how they can apply the certain thing or a certain model or a certain knowledge which they have learned before into a scenario so at this moment you can give them scenario-based questions that will test their application of their knowledge and usually you can also say that from this level the case study also starts so in the case study most of the time students have to apply the knowledge which they have learned from the class lectures which they have learned with their from their self-study so it's about application knowledge and normally they say that from here the higher order thinking starts so you are moving toward one by one on to the next level so put your knowledge to use to implement your understanding so if you see that it is building onto the lower level itself so if you ask a question on to the application level it will automatically include the remembering and knowledge so you don't have to ask a question on remembering or a knowledge itself because without them they cannot reach on to a certain level so now we are on to the fourth level if you see in the bloom's economy this is about analysis so now they have recalled the information they have understood the information they have applied the information now we want them to analyze different patterns from that information that how they can organize their ideas into a certain scenario that how they can implement them how they can make relationship from two different models so you are now going to make the students to show that how they can subdivide the information so their analysis okay so the question can include different terminologies that that can be based on uh differentiation again that can be based on relation again that can be based on research that can be based on separate so there are many different keywords in bloom sex normally itself so particularly it depends on that what you want to test from the student so question sample of them which are given here is based on what is the relationship between product a and b what is the evidence you find by analysis of a certain model so if you see that in this question they already include the remembering they already include the knowledge which they have they already include the application level and then they are performing the analysis is this model good enough to give you an output according to the requirements this is also a kind of analysis so case study analysis also include on this level because into case study you can ask the questions that how you are going to perform the analysis itself so i'm giving just you one example of one type of assessment there are many different type of assessments that are like a different like whole video can be made on it and different concept can be made so this is just on to the blooms examine itself so at this moment you are developing the critical thinking of the students so you don't have to say that critically analyze something because automatically and on analysis phase they are thinking critically so similarly if you are going to ask a question on analysis level so it will include the application remembering and the knowledge itself because if you see some of the keywords you will find out in analysis from the lower level itself why the keywords are repetitive because the concept is the same if you ask the same question on to the analysis level itself it will include the previous three concepts from the bloom's taxonomy lower levels so if you reach a certain level you have to go step by step so asking a question will make sure the student has done or the perform the previous three levels itself so this was the fourth level now we are going one level up above which is the fifth level normally what happens that up to third level and fourth level they ask the question into the bachelor's degree because the students are into the starting they are learning of the things and they are not reached up on to the level which is like on to the application level itself but you can still ask the questions from the student even into the bachelor's level on to the evaluation and the creation so there is no harm in that because you have to develop the student thinking on to the bloom's economy level so when they move forward into their master degree they know that how they can create certain idea how they can create certain information and indirectly they are doing it but as an instructor most of the time we say that okay they they are not developing that thing but whenever a student is going to bring up some creative idea whenever the student is going to like apply some knowledge whenever the student is going to analyze something it is already involved over there so now on to the this level you are going to make sure your students are going to evaluate a certain information so now the judgment is there so if you see that the in in this one you are going to bring all the pieces of information together so when they have analyzed the information now what they understand that from that information what is their evaluation so now they will make their own opinions they can debate on to the decisions they can talk about different specific criteria that onto certain criteria number a this will happen on to certain criteria number b this will happen so the questions can be that how could you prove this algorithm is good how you could prove that this model is good how would you prioritize how would you evaluate the applications of a certain thing how would you perform or recommend something so this is evaluation phase you are now developing up there thinking on to the evaluation like their opinion so you can ask them some questions about their opinion itself so even you are going to ask from the recommendation recommendation is is like the normal question that you can ask and normally we have been like an all assessment like recommend something so at this level automatically they will have evaluation but they cannot recommend unless they have from starting from the lower levels of to the bloom sex from itself so if you are going to ask a question on to this level evaluate level so it will automatically involve your analysis application understanding and remember because without that student cannot reach up into this level itself so you don't need to ask for the analysis question then you have to ask the evaluate question you can ask the question directly on to a certain level and the student thinking will be developed automatically on that one if student is not able to answer the question on to that level it means that the lower order thinking is still not developed okay so this is one thing so now we have the last level which is synthesis creating the highest level and it is about now you have evaluate something so it's about creation of something so at this level we expect student to come come out with their own ideas from different sources so normally we say that on this level students are going to review different sources and onto the base of their different sources they are going to come out with their some new idea so they can present their own model they can produce some results they can induce something from that information itself they can design something and designing means that even they are going to design up a flowchart but so it's also a creation so they understood the information they applied the information they evaluated the information and they came back with their own flowchart itself so these are the creation level itself the question which we can ask in on on to this level itself so this question have the same keywords in particular level from the previous one based on to that one so they can combine certain ideas they can develop some ideas they can formulate something they can organize the ideas so there are many different activities many different questions that can be asked okay so different activities different things we can do from the from the students when we are going on to the balloon technology level itself so the last level is the creation level and we have reached on to to this level so normally we say that that analysis evaluation and creation is just for the masters and remember understanding an application is just at the bachelor's level but i will always say that we should go on to the top level or to the blue section and we are going we are going on to that level into our bachelor's degrees itself okay but it should be progressive so if it is a master degree or it is a bachelor degree so normally the starting courses you are going to start from the lower levels and when you go reach up to the uh like from semesters uh from four five six seven and eight onwards you are trying to develop up their thinking so they can create something they can evaluate something they can analyze something so sometimes you will see that there will be some questions and some exams that will be based on solving something so when you are talking about solution you automatically on to the level of of like evaluation itself you are going you are asking them about recommendation of something so it doesn't depend on to the assessment itself if i say that it depends on how you are asking the information from the student so whatever the type of exam is there whatever the type of activity is there you have to see that what you want as a outcome of that thing that's the basic part of the balloon sex for me itself so without that you cannot reach that what you want to achieve okay so this was all about from the balloon technology itself my previous article is already there onto the on to the balloon section on linkedin you can see from my profile itself if you write my name on to the google itself you will find out my profile and you can visit up there so this video will be also posted onto the same newsletter and you can go through this and if you have any feedback any comments for improvement it's open and you can contact me back to the linkedin itself and you can send me a message thank you very much for your time i hope so you understand the basic levels and i will come up with the second video because the blue segment itself has so many details so i will come up with the second video on going into step by step different depth of the bloom section itself thank you very much thank you for your time bye bye for now