14 Brilliant Bloom’s Taxonomy Posters For Teachers

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Bloom’s Taxonomy is a useful tool for assessment design, but using it only for that function is like using a race car to go to the grocery–a huge waste of potential.

In an upcoming post we’re going to look at better use of Bloom’s taxonomy in the classroom, but during research for that post it became interesting how many variations there are of the original work. While a handful of the charts below only show aesthetic changes compared to others, most are concept maps of sorts–with graphic design that signifies extended function (power verbs), detail (clear explanations), or features of some sort (Bloom’s Taxonomy tasks by level).

We couldn’t find the original sources for a few of them, so if you’re an owner and aren’t credited in the image itself, please let us know. Also, if you have some favorites we missed let us know on facebook, twitter, or Google+ as well.

blooms-wheel-power-verbs

 

BloomsTaxonomySized

 

eoe_BloomsTaxonomy

The follow simple, student-centered Bloom’s graphics were created by helloliteracy!

blooms-evaluation

 

blooms-synthesis

 

blooms-comprehension

 

blooms-application

 

blooms-knowledge

 

blooms-analysis blooms-verbs blooms_unlv-online-education

The following “Bloom’s pinwheel” comes from Kelly Tenkley and ilearntechnology.com:

blooms-pinwheel

 

blooms-lia
  • Pearl Evadne Taylor

    These posters are excellent…very colourful but most of all very helpful.

  • Perry Krassner

    Perry Krassner

    This is wonderful. I have been teaching my teacher and college students about this. This is an excellent resource. Congratulations.

  • Rebecca Kassab Najor

    how can I download/purchase one of the posters/

  • kusum

    can this charts are available in Hindi

  • http://padvu.co.uk Sam Sinclair

    This may have been posted 20 months ago, but it is hard to argue with the fact that Bloom’s Taxonomy is the simplest, most helpful reference for today’s classrooms. It reminds me, as a UK-based teacher, how much time is spent focusing on levels 1 & 2 (basic retention and understanding), especially up to age 16. Even at post-16, how many teachers can hand-on-heart state that their students get to level 6 and create something original with what they have learned? OK, projects for formal assessment in some subjects, but these are often SO prescriptive as to rob the student of any real creative input.
    I am delighted to have read today that Finland are going to adopt project-based learning, breaking down the false walls between subjects that we have reinforced for decades. There will be much resistance, but it is a brave move considering how much kudos Finnish educators had already in the eyes of PISA and other educational think-tanks.