Happy learning at

KMC.
H Healthy
A Applicable
P Proactive
P Punctual
Y Yes
Bloom’s Taxonomy
 Knowledge: arrange, define, duplicate, label, list, memorize,
name, order, recognize, relate, recall, repeat, reproduce state.
 Comprehension: classify, describe, discuss, explain, express,
identify, indicate, locate, recognize, report, restate, review,
select, translate,
 Application: apply, choose, demonstrate, dramatize, employ,
illustrate, interpret, operate, practice, schedule, sketch, solve,
use, write.
 Analysis: analyze, appraise, calculate, categorize, compare,
contrast, criticize, differentiate, discriminate, distinguish,
examine, experiment, question, test.
 Synthesis: arrange, assemble, collect, compose, construct,
create, design, develop, formulate, manage, organize, plan,
prepare, propose, set up, write.
 Evaluation: appraise, argue, assess, attach, choose compare,
defend estimate, judge, predict, rate, core, select, support, value,
evaluate.

Sample Verbs To Be Used In

Questions And Objectives
Blooms Taxonomy Revised
 Remembering: can the student recall or remember the
information? define, duplicate, list, memorize, recall, repeat,
reproduce state .
 Understanding: can the student explain ideas or concepts?
classify, describe, discuss, explain, identify, locate, recognize,
report, select, translate, paraphrase .
 Applying: can the student use the information in a new way?
choose, demonstrate, dramatize, employ, illustrate, interpret,
operate, schedule, sketch, solve, use, write.
 Analysing: can the student distinguish between the different
parts? appraise, compare, contrast, criticize, differentiate,
discriminate, distinguish, examine, experiment, question, test.
 Evaluating: can the student justify a stand or decision?
appraise, argue, defend, judge, select, support, value, evaluate .
 Creating: can the student create new product or point of view?
assemble, construct, create, design, develop, formulate, write.

Re-think BT and make your

understanding strong
 Example
lesson objective based upon the story of Goldilocks and the
Three Bears is presented for each of the six levels of the
Cognitive Process as shown on the Revised Taxonomy
Table.

 Remember: Describe where Goldilocks lived.

 Understand: Summarize what the Goldilocks story was
about.
 Apply: Construct a theory as to why Goldilocks went into
the house.
 Analyze: Differentiate between how Goldilocks reacted and
how you would react in each story event.
 Evaluate: Assess whether or not you think this really
happened to Goldilocks.
 Create: Compose a song, skit, poem, or rap to convey the
Goldilocks story in a new form.

 Although this is a very simple example of the application of

Bloom's taxonomy the author is hopeful that it will
demonstrate both the ease and the usefulness of the
Revised Taxonomy Table.
Let’s laugh to clean up the dust from ……
Let’s stretch our body.
Let’s hug a close friend.
Let’s Think about a good thing in you life.
Let’s Go to bathroom and come back in 5
minutes.
Let’s Feel happy. Happy happy happy.

There are No Barriers In real.

Make a group of 4
Take a topic
Write an objective of each levels of
Blooms Taxonomy of Cognitive Domain.

Lets create an Example

 Ask these questions yourself.
Was the topic interesting?
Was the process Supportive?
Could you create new knowledge?
Are you enjoying learning?
What could have been done?
Are you Happy?

Did we finish it?

Happy teacher is Reflective
Happy teacher is Effective
Happy teacher is Flexible.
Happy teacher is Learning.
Happy teacher is Efficient
Happy teacher is Creative
Happy teacher uses Technology
Happy teacher is Innovative.
Happy Teacher is Vibrant
Happy teacher is Ethical.

The happy teacher

 Happy
Happy teacher is

Happy
H Healthy (Mind and body)
A Applicable (Thoughts and skills)
P Proactive (Takes initiatives)
P Punctual (Meets the time
demand)
Y Yes (Ready to do has got
confidence)

aRe u HaPpY ?