The Hierarchy of Learning

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The Hierarchy of Learning

• Adapted from Benjamin Blooms Taxonomy of
  Educational Objectives

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Level 1 - Knowledge

• A solid foundation is necessary for any building.
  Knowledge is the foundation of learning.
• Knowledge is tested by asking a student to
  remember previously learned information.
• Sample Knowledge Level tasks
• 1 Match the words with the correct definitions.
• 2 Count to 100 by 5s.
• 3 Read the story.
• 4 Name the parts of speech.
• 5 List the 5 classes of vertebrates.

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Knowledge by Subject Area

• Math Basic Facts
• Reading Phonics
• Geography
• Landforms
• Maps
• Science
• Matching Pictures
• Pictures Labels
• Pictures Definitions

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Level 2 - Understanding

• The objective at the Understanding Level is to
  grasp the meaning of information.
• Understanding is tested by asking a student to
  interpret or restate information.
• Sample Understanding Level tasks
• 1 Give an example of a mammal.
• 2 Solve this addition problem with 3 addends.
• 3 Find the subject of the sentences.
• 4 Explain why an alligator is a reptile.
• 5 Classify these statements as facts or
  opinions.

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Understanding Example Tasks

• Math
• Basic Operations add, subtract, multiply, divide
  whole numbers.
• Reading
• Describe plot and setting, find the main idea and
  details in a story.
• Geography
• Give examples of landforms find places on a map.
• Science
• Distinguish between fish and birds.

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Level 3 - Application

• At the Application level, the objective is to
  apply knowledge to actual situations.
• The Application level is task oriented.
• Sample Application Level tasks
• 1 Math word problems.
• 2 Simple science experiments
• single right answer with no open-ended
  questions
• 3 Make a compound sentence from two simple
  sentences.

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Level 3 - Application

• Many jobs only require people who operate at
  this level.
• Most classroom teachers do not teach beyond this
  level.
• Many good students who want right answers for
  questions stay at this level.
• Upper level thinking requires going beyond the
  Application level.

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Verbs used for Application Tasks
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Level 4 - Analysis

• Analysis involves the breaking down of objects
  and/or ideas into simpler parts in order to see
  how the parts are related and organized.
• The Analyst asks, Why?
• Many adults usually dont like to be asked
  questions that they cant answer.
• To effectively learn at the analysis level,
  students must become accustomed to looking for
  their own information resources.

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Level 4 Analysis

• One needs to move between levels depending upon
  the object or idea that is being analyzed and/or
  developed.
• Example Improvements in the windshield wipers on
  cars.
• Constantly moving wipers were a distraction.
  Solve the problem. (analysis)
• First came different speeds and then
  intermittent wipers. (synthesis)
• After they development, test them. (application)

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Verbs used for Analysis Tasks
Some of these verbs are identical to those used
for Application tasks, but the content of the
tasks differ.
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Application/Analysis Contrasts

• Classification Line
• Application Task - Classify these animals by
  sorting them according to the characteristics
  listed on the classification line.
• Analysis Task - Classify these animals and make a
  classification line that can be used to teach
  others.
• Algebra
• Application Task - Factor a trinomial using the a
  graphing calculator.
• Analysis Task - Factor a trinomial using the
  most efficient method. Explain your reason for
  choosing this method.

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Level 5 - Synthesis

• Synthesis involves the putting objects and/or
  ideas together in new or different ways to
  accomplish a specific purpose or to solve a
  problem.
• The Synthesizer asks, How can I achieve this
  objective?
• Synthesis usually involves a lot of trial and
  error.
• Synthesis may also involve small modifications in
  existing things or ideas.

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Level 5 Synthesis

• The inventor must move easily between the
  synthesis, analysis, and application levels. He
  may also need to go back to the knowledge and
  understanding levels as he learns new concepts.
• Research find needs ask, Why?
• Synthesis determine possible solutions Ask
  What if?
• Application try it out.
• Return to research find out what doesnt work
  and why.

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Verbs used for Synthesis Tasks
At the Synthesis Level, component ideas and/or
things are rearranged into something new.
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Level 6 - Evaluation

• The use of the term Evaluation is highly
  subjective.
• Evaluation is making judgments based on internal
  evidence or external criteria.
• To qualify as evaluation, finding errors and/or
  making improvements is critical.

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Level 6 - Evaluation

• Evaluation is the process of
• determining the flaws in a project or task
• determining how to fix any flaws or defects in an
  activity
• Coaches and athletes consistently evaluate their
  game plans.

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Verbs used for Evaluation Tasks
At the Evaluation Level, making judgments based
on internal evidence or external criteria is
critical.