Long-Term Learning Skills
Bloom's Taxonomy (Revised 2001)
Bloom's Taxonomy is a great way to conceptualize and understand how lower-order and higher-order thinking skills apply to learning.
The first 3 levels (Remembering, Understanding, and Applying) are associated with lower-order thinking skills. These skills require a foundational understanding, knowledge, and application of a concept/topic.
The last 3 levels (Analyzing, Evaluating, and Creating) are associated with higher-order thinking skills, because they require more complex cognitive processing and interpretation of a concept/topic.
Both are necessary to develop mastery of a concept/topic.
Keep in mind that each level builds on the ones below it — you can't truly operate at a higher level without mastering the lower levels first. Most high school classes operate at the bottom 2-3 levels, while most college classes expect you to work at the top 3-4 levels. That's the fundamental shift.
| Level | Description |
|---|---|
| Remembering | Retaining and recalling information; memorization, identification, and categorization |
| Understanding | Grasping the meaning of something; able to paraphrase, explain, or summarize a concept |
| Applying | Using existing knowledge in new contexts; implementing theories into practice |
| Analyzing | Exploring relationships and connections; making comparisons |
| Evaluating | Making judgments, critiquing, or assessing information; presenting and defending opinions based on criteria or standards |
| Creating | Using existing knowledge or information to generate something new or original work |
Bloom's Taxonomy in Practice: Goldilocks and the Three Bears
To better understand how each level applies in practice, here's an example using the story of Goldilocks and the Three Bears. Notice how the tasks become increasingly complex as you move up the taxonomy.
| Level | Example |
|---|---|
| Remembering | List the items used by Goldilocks when she was in the Bears' house. |
| Understanding | Explain why Goldilocks liked Baby Bear's chair the best in comparison to Papa Bear and Mama Bear's chairs. |
| Applying | Demonstrate what Goldilocks would use if she came to your house. |
| Analyzing | Compare this story to reality. What events could not really happen? |
| Evaluating | Judge whether Goldilocks was good or bad. Defend your opinion. |
| Creating | Write a story about Goldilocks and the Three Fish. How would it differ from Goldilocks and the Three Bears? |
Reference:
McGuire, S.Y., & McGuire, S. (2015). Teach students how to learn: Strategies you can incorporate into any course to improve student metacognition, study skills, and motivation. Routledge.
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