Bloom’s Taxonomy: Applying and Analyzing

Making our way up the hierarchy, the next two levels are “applying” and “analyzing.”  In the applying stage, some learning objectives include: ” apply concepts and principles to new situations, apply laws and theories to practical situations, solve mathematical problems, construct graphs and charts, demonstrate the correct usage of a method or procedure.” [1] Some ways to assess student work would be through activities such as making a timeline, constructing a model, conducting an interview or draw a diagram, etc. [2]. One way to address “applying” would be through  your learning objectives that are similar to “students will be able to “demonstrate______.” An example would be: students will be able to demonstrate their knowledge of tectonic plates through their clay dioramas. 

Students in the library do a lot of analysis, as well. Some objectives at this stage would be: “recognize unstated assumptions, recognizes logical fallacies in reasoning, distinguish between facts and inferences, evaluate the relevancy of data, analyze the organizational structure of a work (art, music, writing)”. [1] Some activities that fall under analysis would be if students were to develop a questionnaire, research a problem, develop a mind map, or develop an outline of a process [3]. Many activities in the library fall under this analysis category. Many times students are researching a problem or topic, and developing an outline in conjunction with their research. Analyzing the information they receive can fall under many information literacy skill lessons in the library.

The lower order skills are important for students to build before they can start applying and analyzing. To be able to do this, students must take their knowledge and understanding of the information they learned, to be able to create products to demonstrate and show what they’ve learned.

What lessons, ideas or experiences can you think of that would be successful to use when addressing applying and analyzing in Bloom’s Taxonomy?

[1] Teaching Effectiveness Program. (2013). Bloom’s Taxonomy of Cognitive Levels. Retrieved from: http://tep.uoregon.edu/resources/assessment/multiplechoicequestions/blooms.html

[2]. Mclain, C. (2004). Application: applying rules, concepts, principles, and theories in new situations. School Center District. Retrieved from: http://www1.center.k12.mo.us/edtech/Blooms/Application.htm

[3] Mclain, C. (2004). Analysis: breaking down information into parts. School Center District. Retrieved from: http://www1.center.k12.mo.us/edtech/Blooms/Analysis.htm

 

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