Levels of

Thinking
• In 1956, Benjamin Bloom, an
American educationl
psychologist,together with a team of
educational psychologists, published
Bloom's Taxonomy of the Cognitive
Domain, Which is a system that
classifies the levels of thinking
important for learning.
• Created by Bloom to promote higher
levels of thinking, it is composed of six
levels which follow a successive
pattern. This simply means that to
proceed to the next level, the current
one must be mastered first.
•The six levels are:
Knowledge,
Comprehension,
Application, Analysis,
Synthesis, and
• On 2001, Bloom's former student, Lorin
Anderson, and a group of cognitive
psychologists published a revision to the
original taxonomy to make it more relevant to
21st-century students and teachers.
 Knowledge, comprehension, and
synthesis were renamed
remembering,understanding,
and creating.
Revised Taxonomy
*Remembering
*Understanding
*Applying
*Analyzing
*Evaluating
*Creating
• THE FIRST THREE LEVELS OF THINKING

-Remembering
-Understanding
-Applying
•Remembering
-it involves the retrieval, recognition,
and recalling of information.
-by asking questions which aim to
define, memorize, or state information.
• Understanding
-It refers to the construction of meaning
from verbal and nonverbal messages.
-by asking questions which discuss,
describe, paraphrase, or explain
information.
• Applying

-refers to the use and implementation

of knowledge in various situations.
-by asking questions which
demonstrate, solve, or use information.
•Higher- Order Thinking Skills

-Analyzing
-Evaluating
-Creating
• Analyzing
-it focuses on breaking down ideas into parts and relating
these parts to one another.
-by asking questions which compare,
integrate, or structure information.
• Evaluate
- it refers to making judgements on the
value and validity of ideas and events.
- by asking things which judge and test an
idea based on certain rules or standards
• Creating
- it involves combining parts to form a well-
designed whole.
- Creating does not only mean making
something concrete. You can also ask
questions which aim to produce, design, or
construct new information or ideas.
Qualities of a Critical Thinker
• By analyzing and evaluating, a critical thinker does not
settle for a superfucial level of interpretation. Instead,
he/she investigates and digs deeper.
• A critical thinker knows that a critical thinking does not
necessarily mean looking for faults; it is rather about
being open-minded to different ideas to arrive at a better
judgement. Moreover, a critical thinker examines and
evalutes information. He/she does not accept information
until it is verified. Lastly, a critical thinker does not let
irrational emotions affect his/her thinking; his/her actions
are guided by the application of different levels of thinking.
END OF
DISCUSSION
READY FOR QUIZ
Below are words related to Bloom's Taxonomy and the Revised
Bloom's Taxonomy by Anderson. Classify the words by putting them
inside the appropriate box.
Knowledge Understanding Comprehension Analyzing Evaluation

1956 Synthesis Analysis Remembering 2001

Evaluating Application Applying Analyzing

Bloom's Taxonomy Revised Bloom's Taxonomy by

Anderson
II. Write C if the situation reflects critical thinking and N if it shows non-critical
thinking.
_____1. Ariel Accepts arguments without supporting information.
_____2. Carmina asks for clarification on some of the contradictions mentioned
by the speaker.
_____3. Donna usually looks for mistake committed by her classmates.
_____4. Janice reads very few articles for her research paper.
_____5 .Jerry focuses on literal questions during debate.
_____6. Kendra disregards information which contradicts her beliefs.
_____7. Kent tries to identify the fallacies used by the authors in their editorial.
_____8. Lita does not change her position despite substantial proofs that
counter her arguments.
_____9. Nimpha lets her imagination and ideas flow when confronted with real
problems.
____10. Tomas explores all the posible answers to his problem.
____11. Peter asks questions during seminars to show hus near-
native accent.
____12. Rino lets himself be guided by anger when he faces his
problems.
____13. Rowena takes note of all the things that her teacher is
explaining during the lecture.
____14. Teddy is selective in writing the information explained by his
teacher .
____15. Tony evaluates the efficiency of his solution to a problem.