APPENDIX 3.

1 FOREIGN LANGUAGE PLANNING MODEL USING

BLOOM’S REVISED TAXONOMY

Bloom’s Definition of Sample Foreign Language

Level Level Learning Actions Activities*
Create Putting Compose, construct, Creating stories, advertisements,
information and create, design, devise, charts, surveys, paintings,
ideas together estimate, forecast, pamphlets, posters, presentations,
to develop an generate, hypothesize, songs, productions (presentational
original idea or imagine, infer, invent, mode); writing essays, poems,
engage in critical make, plan, produce, new endings to stories, reports,
thinking role play, rearrange recipes, news articles; designing
parts, present, propose, games, lessons, cartoons,
transform, write inventions, models of cultural
products; responding to
hypothetical situations, open-
ended role-plays, culturally
authentic situations (interpersonal
mode); providing alternative
interpretations of a text based
on cultural, historical, personal
Higher-order Thinking

perspectives (interpretive mode)

Evaluate Judge the value Appraise, assess, Conducting debates, trials,
of ideas and consider, check, discussions, arguments, panel
materials by criticize, critique, discussions (interpersonal mode);
developing and debate, discuss, writing letters, recommendations,
applying specific experiment, evaluate, summaries of surveys,
criteria and/or give opinion, judge, editorials, persuasive speeches,
standards prioritize, recommend, evaluations and self-evaluations
relate, summarize, test, (presentational mode); designing
weigh and conducting content-based
experiments; evaluating a
character’s actions in a story
(interpretive mode)
Analyze Break Analyze, classify, Defining words and expressions;
information into compare, contrast, creating diagrams, charts, graphs,
smaller segments deconstruct, deduce, illustrations, spreadsheets,
so that it can be differentiate, outlines; developing surveys
understood distinguish, dissect, and questionnaires; conducting
infer, integrate, cultural investigations; comparing
investigate, organize, and contrasting features of L1 and
outline, paint, report, L2; comparing and contrasting
research, survey, products, practices, perspectives
select, separate, solve, in L1 and L2; inferring ideas from
structure, subdivide an authentic text (interpretive
mode)

Appendix 3.1 Foreign Language Planning Model Using Bloom’s Revised Taxonomy 485
 Apply Use learned Execute, practice, Conducting interviews and
information, calculate, apply, build, discussions following a model
concepts, and carry out, change, (interpersonal mode); designing
principles in demonstrate, modify, models, visuals, paintings,
completing new implement, interview, brochures, illustrations, projects,
tasks record, report, solve, performances that follow outline
sketch, teach, use or criteria (presentational
guides/charts/maps, mode); following maps, verbal
prepare directions/instructions, recipes,
or experiments; developing
lessons to teach material/skills;
completing puzzles; continuing
a story that was heard or read
(interpretive mode)
Understand Make sense of Summarize, discuss, Summarizing the gist of an
Lower-level Thinking

material explain, outline, audio, video, or printed authentic

demonstrate an segment (interpretive mode);
understanding of, creating predictions/illustrations
interpret, paraphrase, for an authentic text; writing
relate, predict, restate, conclusions/implications based on
show, distinguish, data (presentational mode); giving
illustrate, rewrite examples of cultural products,
practices, perspectives; explaining
the significance of a cultural
artifact or object in one’s personal
world
Remember Recall and Identify, label, recall, Labeling drawings, visuals; making
recognize define, describe, find, lists of words and expressions for
learned material group, recognize, list, a given theme; naming words in
locate, match, name, a given category (e.g., months
recite, repeat, retrieve, of year, foods, seasons); reciting
select, sort, state, numbers, alphabet, days/months,
locate, discover etc.; completing worksheets and
workbook pages that elicit recall;
naming facts about TL culture;
matching cultural products and
practices to perspectives; locating
on a map countries in which TL is
spoken

*Note: These activities would be done using the target language.

Source: Shrum & Glisan, 2010 (based on Bloom’s Revised Taxonomy Planning Framework, http://www.kurwongbss.
qld.edu.au/thinking/Bloom/blooms.htm).

Note: Several examples are given in the chart of how the three modes of communication might be used across the
levels of the taxonomy. This chart is not meant to be inclusive, and there are many other possibilities for how the
modes might be applied to the various levels of thinking.

486 Appendices
 Bloom’s Taxonomy Across Stages of Language Acquisition
Levels of thinking Language use across stages of second-language acquisition
and language Moves from simple to complex in grammatical tenses, forms, vocabulary, etc.
functions
Preproductio Early Speech Intermediate Advanced
Level of thinking and n: Production: emergence: fluency: fluency:
academic language (Level 1) (Level 2) (Level 3) (Level 3) (Level 3)
move from concrete
Nonverbal One-word Phrases or Longer and Near native-
recall to more
response. response. short more like.
complex and more
sentences. complex
abstract in any
sentences.
undertaking.
Creating Teacher What are the What makes a What would Recommend a
Appraise, argue, assess, mismatches best materials good home for happen if you different
choose, compare, animal with its for the duck to a bear? put a worm in environment for
defend, estimate, judge, environment build a nest? (Examine the desert? a mother duck
predict, rate. select, and asks: Is this settings and to raise her
support, value, evaluate the right evaluate: “A ducklings.
environment? cave makes a Defend your
Find the right good home.”) choice.
environment.
Evaluating Point to the Say the names How could you What would a How would you
Arrange, assemble, animals that live of the animals change a camel need to protect the
collect, compose, in the soil. that live in the scorpion so it survive in the wildlife in a
construct, create, soil. could swim? desert? forest where
design, develop, hiking was
formulate, manage, popular?
organize, plan, prepare,
propose, set up
Analyzing Show me an Name the How are How does a Why do you
Analyze, appraise, animal that parts of a fish raccoons and bear use its think a bear
calculate, categorize, cannot lie in that help it squirrels the claws to hibernates in
contrast, criticize, the forest. live in the same? How catch fish? winter?
differentiate, water. are they Gather
discriminate, distinguish, different? berries?
examine, experiment,
question, test
Applying Show me what Tell me what How could you How would you How would a
Apply, choose, would happen I would happen if change the body capture and deer
demonstrate, employ, we put the fish we put a fish in of a fish to transport camouflage
dramatize, illustrate, in the desert. the desert. make it fly? scorpions to a itself in the
interpret, operate, zoo? forest in winter?
practice, schedule, In the desert?
sketch, solve, use
Understanding Show me where Tell me which Why is a toad Explain how a Why do fish
Classify, describe, a deer lives. animals eat the color it is? snake catches need gills to live
discuss, explain, meat. its prey. in the water?
express, identify, How do gills
indicate, locate, report, work?
recognize, restate,
review, select, translate
Remembering Where is the What is the What are the Give the Tell me
Arrange, order, define, raccoon? name of this body parts of a definition of a everything you
duplicate, label, list, animal? turtle? mammal. know about a
name, recognize, relate, clam.
recall, repeat,
reproduce

Source: Adapted from Bloom’s Taxonomy, Halliday’s language Functions, and Krashen’s Stages of Language Acquisition. Contributors: Mike
Gaddis and Cynthia Bjork. As shown on the Journal of the National Staff Development Council, Winter 2008.