Bloom's Taxonomy Classroom Posters

January 28, 2013
Have you been able to check out Kinderland's Collaborative Community on Google+? If not, head on over there and join the fun. There are a lot of great discussions going on. Here's the link if you'd like to check it out:

One of the members had asked a question regarding ideas for posting teaching points, standards, objectives, etc. I briefly shared what I do in my class, and I thought it would be a great idea to share it with you all.

I am not required to post standards in my classroom- though I must list them in my lesson plans. But, my administrators are BIG on the BIG names in education- such as Bloom's, Marzano, Hayes Jacobs, etc. And my administrators EXPECT kids to be able to tell them (in detail) what they are doing when they do a walk through.

So my team came up with these:

Reference posters for Bloom's Taxonomy. 
There are 6 posters in all, one for each domain. My team members typed the categories in pretty font. But not me, I just wrote them! I try to only use only one or two posters at a time. It is a whole lot of information for little ones to grasp!

Simple. Easy. To the point. No fuss- just the way I like it.

We've been using these visuals for a while now and I love the simplicity of it.

I use a large sheet of construction paper- size 12'x18". I list the category at the top, and the verbs underneath. I am careful when choosing my verbs, because of course, they are only in Kindergarten. If you teach upper grades, you can definitely use more challenging words.

So how exactly does it work? 

It's basically just a mini reference chart that we refer to at the beginning and end of every lesson. It doesn't include any standards. I post them on my board and I draw pictures to go with some of them, for my kids who need additional visual aides.

 For example, we recently wrapped up our Martin Luther King Jr. & Rosa Parks activities. Let's say our activity is using a graphic organizer to compare and contrast Dr. King & Rosa Parks. 

I would begin the activity by saying "boys and girls, for this activity we will be analyzing". I would point to the word "analyzing". Then I would say, "We will be comparing & contrasting Martin Luther King Jr. and Rosa Parks".  Then I would ask "Who remembers what comparing is?" and "Who remembers what contrasting is?". 

Whenever I use big words I always refer to them as "big words for a big mind". I tell them that they are "big kids with a big mind". So anytime they hear me say "here's a big word" they know it's a word they are not used to hearing. I hope I'm not confusing you :D

When my administrator walks in and asks the kids what they are doing, they are definitely able to articulate what they are doing. HOORAY! 

It takes a while to get used to, but trust me once the kids get the hang of it, it's smooth sailing from there. I love it when they randomly come up to me and tell me "In Specials (Art/Music), we were remembering". Then they would say "we remembered music patterns"...LOL! How cute are they?! 

If you have any questions, please feel free to email me and I'll do my best to answer them :)

Here's another reference poster...way cuter than! 



  1. I like this a lot! My district is big on the kids knowing the objective, but you're right they are doing all these big thinking activities, they should really know why. :) Thank you for sharing these!



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