Benjamin Bloom (1931–1999) was an educational psychologist in the United States. His concepts became known as Bloom’s Taxonomy as he focused on the mastery of learning. Bloom’s Taxonomy is a classification system for learning objectives. Its original goal was to provide a standard language for educators to discuss curriculum design and evaluation. It is now used by educators all around the world.

Bloom’s Taxonomy is divided into three domains that reflect the various sorts of learning that we all engage in. Each area offers several levels of learning, ranging from the most basic to the most advanced, all of which are linked to action verbs.

  • The cognitive domain includes both thinking and feeling.
  • Emotion and feeling are part of the emotional realm.
  • The psychomotor realm includes both practical and physical aspects.

Bloom’s Taxonomy: The Application Stage

The application stage is where the student goes beyond basic comprehension to start putting what they’ve learned into practise. Students are required to use what they’ve learned in different scenarios to demonstrate that they can apply what they’ve learned in increasingly complex ways. At this stage, critical thinking should be developed. Learners should compare ideas to distinguish logic from opinions using facts and analysis. To measure, ask learners to explain how various subjects or ideas relate or how key facts differentiate the subject matter.

Bloom’s Taxonomy can be used in planning to assist pupils progress through the stages of cognitive development. Teachers should consider the various levels of learning when creating learning outcomes. When students are introduced to course concepts and then given opportunity to practise applying them, their learning improves. Students demonstrate their degree of expertise at this level when they apply an abstract idea to a concrete setting to solve a problem or relate it to prior experience.

Teachers should do the following to ensure that students demonstrate their ability to apply what they have learned:

  • Give students opportunity to apply their ideas, theories, or problem-solving strategies to new settings.
  • Check the student’s work to see if he or she is independently employing problem-solving skills.
  • Ask students to define and solve problems in response to questions.