Bloom’s Digital Taxonomy in the Saudi EFL Classrooms

Bloom’s taxonomy of learning objectives is used to define how well a skill is learned or mastered. It identifies three domains of learning; cognitive, affective, and psycho-motor each of which is organized as a series of levels. Within the domains, learning at the higher levels is dependent on having attained prerequisite knowledge and skills at lower levels. During the 1990's, Lorin Anderson, a former student of Bloom's, updated the taxonomy to better fit educational practices of the 21st century. He changed the six major categories of Bloom’s taxonomy from noun to verb forms. Also, the lowest level of the original, knowledge was renamed and became remembering. Finally, comprehension and synthesis were retitled to understanding and creating. Bloom’s revised taxonomy helps to plan effective instruction and challenge students to move from the most basic skills (remembering) to more complex learning which leads to higher order thinking (creating).

Bloom’s Taxonomy is not evident in Saudi EFL classrooms, because teachers do not apply the whole levels of Bloom’s taxonomy in teaching context and students may just using the first three levels. Teachers should give the chance to students to analyze and evaluate also to become creative. As a future teacher I would use Bloom’s Taxonomy with my students, so they can operate and  improve their critical thinking and their cognitive skills in order to become more creative and innovative.