Strategy name: Blooms experiment form using Blooms Taxonomy

Source:

Adapted from Hawker Brownlow Education (1997) Graphic

Organisers and Planning Outlines #1109, p. 25. Retrieved from
http://www.kurwongbss.qld.edu.au/thinking/Bloom/blooms.htm

Overview:

Edward Bloom created a taxonomy of learning objectives

for teachers. Bloom classified learning behaviours
according to six levels. Each level requires students to
engage in a higher level of cognitive ability. During the
stage of generating and developing ideas and
producing solutions students will engage in
experimentation. As this is done and students document
the process they will follow the levels of Blooms
Taxonomy. However, please note that in all stages of the
design process students will be working within the
Blooms framework. The level in which they operate will
depend upon how challenging and sophisticated their
activities for learning are. As students work at the
analysing, evaluating and creating levels they are
engaging in higher order thinking.

Blooms experiment form (see pages 34 for proforma)

Remembering
List the materials used in this experiment.
Materials:
Understanding
Outline the procedure for conducting this experiment
Procedure:
Applying
Record data observed and collected during your experiment.
Data:
Analysing
Examine your data and draw conclusions.
Conclusions:

Evaluating
Describe how you would rate the success of your experiment. Establish a set
of criteria for measuring the result.

Creating
Create a series of What if? statements about your data to show things that
might be different should variables be changed.
Technology Unit, Curriculum K12 Directorate,
NSW Department of Education and Training
http://www.curriculumsupport.education.nsw.gov.au/technology/

blooms.doc
page 1 of 5

Using Blooms experiment form for generating and developing

ideas
1. Before using the Blooms experiment form, ask the class to list and discuss
the questions you would like answered by the experimentation.
2. Ask students to predict experiment results.
3. Carry out the experimentation using the Blooms experiment form for
recording.
4. Ask students to determine the most important facts they learnt from the
experiment. Students can then rank the information from most important to
least important, giving reasons for their choices (evaluating).

Technology Unit, Curriculum K12 Directorate,

NSW Department of Education and Training
http://www.curriculumsupport.education.nsw.gov.au/technology/

blooms.doc
page 2 of 5

Blooms experiment form

Remembering
List the materials used in this experiment.
Materials:______________________________________________________
______________________________________________________________

Understanding
Outline the procedure for conducting this experiment.
Procedure:
1. _______________________________________________________
2. _______________________________________________________
3. _______________________________________________________
4. _______________________________________________________
5. _______________________________________________________

Applying
Record data observed and collected during your experiment.
Data:

What I did

What I observed

Analysing
Examine your data and draw conclusions.
Conclusions:
1.____________________________________________________________
______________________________________________________________
2.____________________________________________________________
______________________________________________________________
3.____________________________________________________________
______________________________________________________________

Evaluating
Technology Unit, Curriculum K12 Directorate,
NSW Department of Education and Training
http://www.curriculumsupport.education.nsw.gov.au/technology/

blooms.doc
page 3 of 5

Describe how you would rate the success of your experiment. Establish a set
of criteria for measuring the result.
______________________________________________________________
______________________________________________________________

Creating
Create a series of What if? statements about your data to show things that
might be different should variables be changed.
What if ______________________________________________________
What if ______________________________________________________

Adapted from Hawker Brownlow Education (1997) Graphic Organisers and Planning Outlines
#1109, p. 25. Retrieved from
http://www.kurwongbss.qld.edu.au/thinking/Bloom/blooms.htm

Technology Unit, Curriculum K12 Directorate,

NSW Department of Education and Training
http://www.curriculumsupport.education.nsw.gov.au/technology/

blooms.doc
page 4 of 5

Background information
Blooms Revised Taxonomy

Remembering: recalling information

recognising, listing, describing, retrieving, naming, finding

Understanding: explaining ideas or concepts

interpreting, summarising, inferring, classifying, explaining

Applying: using the new knowledge in another situation

implementing, carrying out, using

Analysing: breaking down, differentiating between the parts, connecting

and organising information
comparing, organising, deconstructing

Evaluating: justifying a decision or course of action

checking, judging, hypothesising, critiquing

Creating: generating new ways of viewing things, generating new ideas,

generating new products
designing, constructing, planning, producing, inventing

Activities related to each level of Blooms Taxonomy

Remembering
Making a timeline, making a list of main events, making a facts chart etc.

Understanding
Drawing pictures or finding pictures to highlight an event, developing a
cartoon strip to show an event sequence, preparing a flow chart

Applying
Making a scrapbook about the topic/area of study, constructing a
model/prototype to demonstrate how an idea will work, writing a manual

Analysing
Designing a survey to gather information, constructing a graph to show
certain information, comparing/contrasting charts

Evaluating
Preparing a case to present a point of view, preparing a list of criteria to
judge a project, conducting a debate

Synthesising
Creating a new product, selling an idea, planning a marketing campaign.

Technology Unit, Curriculum K12 Directorate,

NSW Department of Education and Training
http://www.curriculumsupport.education.nsw.gov.au/technology/

blooms.doc
page 5 of 5