Text-Only Description of Rex Heer’s (2012) two-dimensional model of Bloom’s taxonomy

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In this model, each of the colored blocks shows an example of a learning objective that generally corresponds with each of the various combinations of the cognitive process and knowledge dimensions.

Next on the image is a 3-D rendering of a table:

On the Y axis is “The Knowledge Dimension” starting with “factual” at the bottom, and moving up to “conceptual,” then “procedural,” then “metacognitive”. On the X Axis is “The Cognitive Process Dimension” going from left to right with: “remembering,” “understanding,” “applying,” “analyzing,” “evaluating,” and “creating.” The intersection of “factional” and “remembering” is shown as the shortest cell, with cells getting higher as you move up the Y axis and right on the X axis towards the intersection of “metacognitive” and “creating,” which is the tallest cell.

Table data

This cell is to signify that this is also a header column. The header column is “The Knowledge Dimension.” The header row contains “The Cognitive Process Dimension.” remember: Retrieve relative knowledge from long-term memory. understand: Construct meaning from instructional messages, including oral, written, and graphic communication.apply: Carry out or use a procedure in a given situation.analyze: Break material into constituent parts and determine how parts relate to one another and to an overall structure or purpose. evaluate: Make judgements based on criteria or standards.create: Put elements together to form a coherent whole; reorganize into a new pattern or structure.
metacognitive: Knowledge of cognition in general as well as awareness and knowledge of one’s own cognition.Identify stratagies for retaining information.Predict one’s response to culture shock.Use techniques that match one’s strengths. Deconstruct one’s biases.Reflect on one’s progress.Create an innovative learning portfolio.
procedural: How to do something, methods of inquiry, and criteria for using skills, algorithms, techniques, and methods.Recall how to preform CPR.Clarify assembly instructions. Carry out pH tests of water samples.Integrate compliance of regulations. Judge efficiency of sampling techniques. Design an efficient project workflow.
conceptual: tTe interrelationships among the basics elements within a larger structure that enable them to function together.Recognize symptoms of exhaustion.Classify adhesives by toxicity.Provide advice to novices.Differentiate high and low culture.Determine relevance of results.Assemble a team of experts.
factual: The basic elements students must know to be acquainted with a discipline or to solve problems in it.List primary and secondary colors.Summarize features of a new product.Respond to frequently asked questions.Select the most complete list of activities. Check for consistency among sources.Generate a log of daily activities.

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A Model of Learning Objectives–based on A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives by Rex Heer, Center for Excellence in Learning and Teaching, Iowa State University is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

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