For any lesson or lecture, there has to be at least 4 to 6 open ended pre-planned questions, based on Blooms to ensure opportunities to think at a higher order level. These have to be pre-planned as higher order questions are not easy to formulate. Also, you can use posters for each level of thinking so even your students can formulate their questions using question starters on the stems of each flower. These posters can be found on tes.co.uk.

I am attaching a slightly modified version. Hope that you will find them useful.

Doreen:

Very creative representation of Bloom's Taxonomy. Just a reminder that it has been revised and "Evaluation" is now placed 5th and "Synthesis" now called "Creating" is the highest level on the Revised Bloom Taxonomy: http://www.techlearning.com/studies-in-ed-tech/0020/blooms-taxonomy-blooms-digitally/44988

Yes, Debra, I am aware of that. It's just a matter that I have not managed to edit the old revision.

Julie, thanks for the merge. I downloaded it.

In our book, Differentiated Instruction (Corwin Press), my co-authors Jacque Thousand and Rich Villa and I construct lesson plans using universal design for learning (UDL0 and we merge Bloom's revised taxonomy with Gardner's Multiple Intelligences theory to generate a planning matrix.

In the soon-to-be-published 2nd edition, we illustrate how to plan lessons (e.g., assess student progress, deliver instructional material)  using both UDL and taxonomies such as Bloom's and Gardner's.

Thanks everyone for these helpful resources! Is there anyone with suggestions more specific to regional anatomy instruction?

I'm new to the site, and this is a late answer to a relatively old post, but I hope this can help. I teach higher education courses including Human Anatomy, Physiology, etc. In class, I integrate Bloom's Taxonomy by educating students on how I will evaluate them after discussions on regional anatomy.

For example, in order to apply higher cognitive levels, I tell them that they will be asked with Analysis Level questions that requires breaking down parts of the region under discussion. So they should expect questions on detecting/identifying/enumerating the structures of different compartments of muscles in the forearm. Take note that the line of questioning involves not just identifying or enumerating but essentially being able to breakdown a structure into component parts.

For Synthesis Level questions (or discussions), focus on the combining given parts to form the complete structure.

There are endless ways by which we can apply Bloom's Taxonomy in medical education, but focus more on the line of questioning rather than the actual terminology/verbs. It is BEST if students themselves are first taught and become aware of how the teaching process using Bloom's Taxonomy is done in class. That way they can focus on higher order cognitive skills rather than just focus on recall.

In summary you can start by using this sample format.

• Knowledge - Identify the pointed part (muscle).
• Comprehension - characterize the part in your own words (Origin & insertion) note: DON'T require them to identify the origin and insertion verbatim from the book. Let them use their own words or at least rephrase.
• Application - What is the basic function of the part (muscle action)
• Analysis - Breakdown the region into component parts ( which muscles belong to the superficial, middle, and deep compartments of the forearm)
• Synthesis - Combine parts to make the whole (generalization - the anterior forearm  muscles can act as a single unit of flexors of the elbow.
• Evaluation  - Judgement (the pronator teres is the primary pronator of the forearm among the muscles with common origin from the medial epicondyle.

Hope this helps.

Hi Roman,

I would like hear from experience. How do you differ application and evaluation steps of this taxonomy?

Best wishes