In 1956, Benjamin Bloom headed a group of educational psychologists who developed a classification of levels of intellectual behavior important in learning. Bloom found that over 95 % of the test questions students encounter require them to think only at the lowest possible level...the recall of information.

Bloom identified six levels within the cognitive domain, from the simple recall or recognition of facts, as the lowest level, through increasingly more complex and abstract mental levels, to the highest order which is classified as evaluation. Verb examples that represent intellectual activity on each level are listed here.  This six-level hierarchy of thinking processes is often used by teachers to plan a variety of questions or tasks of different levels of difficulty, so that all children may choose or be allocated work at which they are likely to succeed, but that also will require reasonable effort, even from the most able.

Bloom's Taxonomy comprises the three 'lower' levels of Knowledge, Comprehension and Application, along with what are usually said to be the 'higher order thinking' levels of Analysis, Synthesis and Evaluation. It is not the case that only those children identified as gifted or talented should attempt tasks at the upper levels - for these are skills that all children need to develop - but it is important that highly able children have many opportunities to work at tasks that are more demanding, such as those
requiring analysis, synthesis and evaluation. It is a matter of finding the right mix of the six levels for each child, to ensure that learning is thought-provoking and that connections with 'real life' are made.

The Levels
In describing the levels of thinking, we will suggest examples of activities that are representative of that level. The following activities and questions are based on ideas in the book Blooming Into Themes With Multiple Intelligences, (edited by Bailey, Knight, O'Keefe & Brown, and published by Hawker Brownlow Education, Melbourne, 1997):

Knowledge and Comprehension
Often these first two levels are combined since both involve recalling and interpreting information presented, eg:
• Find pictures of toys in magazines and catalogues. Sort them into toys you have and toys you would like to have.
• Why did the Ugly Duckling run away?

Application
This level involves applying information to a new or different situation, eg:
• Find out who is trying to protect our endangered animals and write a letter to these people.
• Illustrate the stages involved in recycling paper and then test your plan by recycling some paper to make note paper for a gift.

Analysis
The skills involved in this level require children to see the relationships between the parts that make up a whole, eg:
• Compare your life with the life of a child who travels with a circus.
• Plan a special meal. Make all the arrangements including the guest list, invitations, menu, venue etc. and record the steps needed.

Synthesis
At this level, children are required to create new patterns or structures, eg:
• Write a song about 'Old MacDonald' who had a bulldozer instead of a farm.
• Interview the wolf to find out his side of the Red Riding Hood story. Tell or write down your findings.

Evaluation
This level involves children making, and justifying, value judgements, eg:
• Choose and illustrate the two most important events in the story.
• Write a letter to your local council recommending ways of improving some aspect of your community (such as rubbish disposal or recycling).