Bloom's Revised Taxonomy in the Classroom: Inspiration Book for the Teacher

With the modernization of secondary education in Flanders, new learning outcomes were established. In order to optimally coordinate communication between government, educational networks, teachers and students, the learning outcomes and curricula are drawn up on the basis of Bloom's revised taxonomy, by Krathwohl & Anderson.

Bloom's revised taxonomy analyzes in six parts how you as a teacher can design lessons so that your students can achieve attainment targets and curriculum goals. The original edition of Bloom's Classroom Taxonomy was supplemented in this new version with two domains: the affective and the psychomotor domain.

Part 1 Bloom's Revised Taxonomy, What Does It Mean?

Based on the revised taxonomy, attainment targets and curriculum objectives are operational
and formulated in an evaluable manner. It is important to consider the different parts of the
get to know taxonomy and understand the relationship between them

Part 2 The cognitive domain

Both cognitive processes and types of knowledge come from the cognitive domain
thoroughly covered.

Part 3 The affective domain

In this section it becomes clear why not evaluating but imitating affective goals
are striving.

Part 4 The psychomotor domain

The psychomotor domain is based on coordination and development
necessary in the performance of skills, actions and movements.

Part 5 The lesson design with the taxonomy

In part 5 you will find practical examples and didactic tips for a quality
way to design lessons in function of the learning, instruction, evaluation and
tuning question.

Part 6 Attainment targets and curricula: why use this framework?

What does the education reform entail? How and why did it come about?