Classification

PURPOSE

To define and distinguish different levels of students’ cognition. 

DESCRIPTION

Bloom’s Taxonomy outlines six major categories for classification: knowledge, comprehension, application, analysis, synthesis, and evaluation. These categories each contain sets of subcategories that range from simple to complex. The framework can be applied by educators to both guide their own educational goals and evaluate students’ outcomes. 

UNDERLYING EDUCATIONAL THEORIES

Classification theory, set theory, Bloom’s taxonomy of educational objectives, Bernstein’s theory of the pedagogic device 

PEDAGOGICAL BENEFITS 

  • Classification can be used for lesson planning to identify learning objectives. 
  • The practice of classification is applicable in three domains: cognitive (thinking), affective (emotional), and psychomotor (physical). 
  • Working through the levels of the framework can help educators in crafting lessons and activities that engage students in each of the three domains. 
  • The framework provides language for designing questions and activities that prompt deeper learning. 

STRATEGIES FOR IMPLEMENTATION 

  1. Consult Bloom’s 6 major categories: remembering, understanding, applying, analyzing, evaluating, and creating. Note that within each major category, subcategories are provided to identify relevant behaviors. 
  2. Identify underlying values for the activity or lesson plan. Connect these values to major categories. 
  3. Select useful behaviors from the corresponding subcategories. 
  4. Use your selected elements as the basis for designing the task or lesson plan. 

REFERENCES AND FURTHER READING 

Armstrong, P. (2010). Bloom’s Taxonomy. Vanderbilt University Center for Teaching. Retrieved [11-June 2021] from https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/. 

Currell, J. (2021). Bloom’s taxonomyL what is it and how can you apply it in your classroom? Retreived [11-June 2021] from https://mathsnoproblem.com/blog/teaching-practice/apply-blooms-taxonomy-in-classroom/. 

Sadovnik, A. (1991). Basil Berstein’s theory of pedagogic practice: a structuralist approach. Sociology of Education, 64(1), pp. 48-63.  

Singh, P. (2002). Pedagogising knowledge: Bernstein’s theory of the pedagogic device. British Journal of Sociology of Education, 23(4), pp. 1-13. 

Troussas, C., Krouska, A., Virvou, M., & Sougela, E. (2018, July). Using hierarchical modeling of thinking skills to lead students to higher order cognition and enhance social e-learning. In 2018 9th International Conference on Information, Intelligence, Systems and Applications (IISA) (pp. 1-5). IEEE.