The 6 Levels Of Bloom’s Taxonomy, Explained With Active Verbs

The various levels of Bloom’s (Revised) Taxonomy are pretty well known to most teachers at this point. The gradated levels of critical thinking allow teachers to build lesson plans and identify learning outcomes that are appropriate for the level of exploration of material for the students at that time.

A useful way of understanding how to put Bloom’s into action in your classroom (and ensuring that you’re using the right level of the taxonomy while doing it) is through the use of action verbs. Expanding on the basic verbs used in the taxonomy (Creating, Analyzing, Remembering, etc), you can add other verbs that fall into each category to help you delineate different types of activities that address the specific level of Bloom’s Taxonomy you’re looking for. Mia MacMeekin has created the below graphic with a huge variety of different verbs that can apply for each category. What other verbs would you add? Weigh in by leaving a comment below, mentioning @Edudemic on Twitter or leaving your thoughts on our Facebook page.

Bloom’s Verbs


  • devise
  • build
  • design
  • formulate
  • imagine
  • collect


  • verify
  • recommend
  • criticize
  • debate
  • critique
  • calculate


  • divide
  • explain
  • categorize
  • identify
  • estimate
  • compare


  • execute
  • utilize
  • complete
  • produce
  • dramatize
  • illustrate


  • summarize
  • discuss
  • describe
  • explain
  • outline
  • predict


  • recollect
  • remind
  • memorize
  • identify
  • cite
  • reproduce




  1. Mandi Breeden

    August 12, 2014 at 1:33 pm

    How can I get a copy of the owl poster above? I love that and would like to hang it on my wall at home. I teach 3rd grade at the TNVA, a virtual academy. Thanks.

  2. Ami Gibson

    August 12, 2014 at 5:59 pm

    I would like a copy of the owl poster? How can I get one?

  3. Reading teacher

    November 7, 2014 at 12:43 pm

    Where does reading fit on Bloom’s taxonomy these days? Are teachers & administrators assuming students will naturally learn to read as long as they use fancy verbs & higher order thinking skills in lesson planning? Doesn’t this sound awfully familiar to whole language? Is there a linguist out there who thinks we can skip the process of memorizing or identifying sounds with letters and letter combinations and become a great communicator? Perhaps someone will take the time to map out the higher level thinking objectives required to learn how to read? If memory serves, we should begin with the Big 5 before jumping into creating cool tech presentations without the ability to read or write.