Marzano's Taxonomy: Cognitive Levels

• Robert Marzano's Taxonomy presents recommended verbs for cognitive indicators and levels.

Cognitive Level: Recovery

• Dimension 1 focuses on positive attitudes and perceptions about learning.
• Positive attitudes and perceptions are necessary for students to learn properly.
• (Bloom Level 1 = Knowledge): Involves observation, recall of information, knowledge of dates, events, places, main ideas, and subject mastery.
• Students remember and recognize information and ideas, as well as principles, in a form close to how they were learned.

Cognitive Level: Understanding

• Dimension 2 involves the acquisition and integration of knowledge.
• It aids students to integrate new knowledge with existing knowledge.
• Instructional strategies for this dimension help students relate new knowledge to prior knowledge, organize new knowledge meaningfully, and integrate it into their long-term memory.
• (Bloom Level 2 = Comprehension): Includes understanding information, grasping meaning, transferring knowledge to new contexts, interpreting facts, comparing, contrasting, ordering, grouping, inferring causes, and predicting consequences.
• Students clarify, understand, or interpret information based on prior knowledge.

Cognitive Level: Analysis

• Dimension 3 focuses on extending and refining knowledge.
• Learners add nuances and make new connections and analyze learned material with greater depth and rigor.
• Common activities related to this dimension include comparing, classifying, making inductions, and deductions.
• (Bloom Level 4 = Analysis): Involves finding patterns, organizing parts, recognizing hidden meanings, and identifying components.
• Students differentiate, classify, and relate conjectures, hypotheses, evidence, or structures of a question or assertion.

Cognitive Level: Application

• Dimension 4 focuses on using knowledge significantly.
• Effective learning occurs when learners use knowledge to perform meaningful tasks, including decision-making, research, and problem-solving.
• (Bloom Level 3 = Application): Entails using knowledge or information, utilizing methods, concepts, and theories in new situations, and solving problems using skills or knowledge.
• Students select, transfer, and use data and principles to complete a task or solve a problem.

Cognitive Level: Metacognition

• Dimension 5 emphasizes productive mental habits.
• Education aims to foster habits used by critical, creative, and self-controlled thinkers, enabling self-learning at any point in life.
• These mental habits include being clear and seeking clarity, being open-minded, controlling impulsivity, and being aware of one's own thinking.
• (Bloom Level = 5 Synthesis): Involves using old ideas to create new ones, generalizing from supplied data, relating knowledge from diverse areas, and predicting derived conclusions.
• Students generate, integrate, and combine ideas into a new product, plan, or proposal for themselves.

Cognitive Level: Self-System = Self-Regulation

• Dimension 6 relates to one's own system, the "System of Self-Awareness".
• It encompasses attitudes, beliefs, and feelings that determine individual motivation to complete a task.
• Motivation is influenced by importance, effectiveness, and emotions.
• Evaluating importance involves determining the significance of knowledge and the reason for its perception.
• Evaluating effectiveness involves identifying beliefs about abilities that will improve performance or understanding of knowledge.
• Evaluating emotions involves identifying emotions towards knowledge and the reason for their emergence.
• Evaluating motivation involves assessing one's level of motivation to improve performance or understanding of knowledge.
• (Bloom Level 6 = Evaluation): Involves comparing and discriminating between ideas, valuing the presentation of theories, choosing based on reasoned arguments, verifying the value of evidence, and recognizing subjectivity.
• Students value, evaluate, or critique based on specific standards and criteria.