Bloom's Taxonomy and Learning Objectives

Summary

This chapter introduces Bloom's 2001 Taxonomy as a framework for designing educationally effective MicroSims. You will learn about the six cognitive levels: Remember, Understand, Apply, Analyze, Evaluate, and Create, and how each level suggests different types of interactive simulations. The chapter covers learning objectives, cognitive levels, the taxonomy pyramid, and objective classification techniques. Most importantly, you will learn MicroSim type selection strategies to match simulations with specific learning goals.

Concepts Covered

This chapter covers the following 12 concepts from the learning graph:

1. Bloom's Taxonomy
2. Remember Level
3. Understand Level
4. Apply Level
5. Analyze Level
6. Evaluate Level
7. Create Level
8. Learning Objectives
9. Cognitive Levels
10. Taxonomy Pyramid
11. Objective Classification
12. MicroSim Type Selection

Prerequisites

This chapter builds on concepts from:

• Chapter 1: Introduction to Educational MicroSims

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The Problem: Infinite Variety, No Map

You've been asked to create a MicroSim. You have a learning objective in front of you: "Students will understand the relationship between voltage and current in a circuit." What kind of MicroSim should you build?

A flashcard quiz? An interactive circuit simulator? A drag-and-drop matching game? A data visualization? A construction sandbox where students build their own circuits?

Here's the challenge: there are huge variations in learning objectives. Some ask students to memorize facts. Others demand deep analysis. Some require creative synthesis. Without some guidance, it would be nearly impossible to consistently pick the right type of MicroSim for a given learning objective. You'd be guessing, and your guesses would sometimes miss the mark entirely.

That's where Bloom's Taxonomy comes in.

The Power of Classification

Bloom's Taxonomy serves as a map—a way to classify any learning objective and then match it to a specific type of MicroSim that's been proven effective for that cognitive level. No more guessing. Just systematic design.

What Are Learning Objectives?

Learning objectives are precise statements describing what students should be able to do after instruction. They're the foundation of educational design—without clear objectives, you can't measure success or design effective learning experiences.

Well-written learning objectives share these characteristics:

• Observable: Describes visible behavior ("calculate," "identify," "construct")
• Measurable: Can be assessed through demonstration or testing
• Specific: Focuses on one skill or concept at a time
• Achievable: Realistic within the instructional context
• Aligned: Connects to broader course or curriculum goals

Anatomy of a Learning Objective

Every learning objective contains three components:

Component	Description	Example
Action verb	What the student will do	"Calculate," "Explain," "Design"
Content	The subject matter	"the velocity of a projectile"
Conditions	Context or constraints	"given initial angle and speed"

Complete example: "Students will be able to calculate (verb) the velocity of a projectile (content) given initial angle and speed (conditions)."

The action verb is the key to classification. Different verbs indicate different cognitive levels, which in turn suggest different MicroSim types.

Bloom's Taxonomy: A Brief History

In 1956, educational psychologist Benjamin Bloom led a committee that created a classification system for educational objectives. The original taxonomy identified six levels of cognitive complexity, from simple recall to complex evaluation.

In 2001, a group led by Lorin Anderson (a former student of Bloom) revised the taxonomy. The update made several important changes:

• Changed category names from nouns to verbs (action-oriented)
• Swapped the top two levels (Create moved above Evaluate)
• Added a second dimension for knowledge types
• Made the framework more practical for classroom use

The 2001 Revised Bloom's Taxonomy is what we use today for designing MicroSims.

Diagram: Bloom's Taxonomy Timeline

<summary>Bloom's Taxonomy Historical Timeline</summary>
Type: timeline

Purpose: Show the evolution of Bloom's Taxonomy from 1956 to modern applications (Bloom: Remember, Understand)

Time period: 1950-2025

Orientation: Horizontal

Events:
- 1956: Benjamin Bloom publishes original "Taxonomy of Educational Objectives"
  - Six levels: Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation
  - Noun-based categories
- 1960s-1990s: Taxonomy becomes standard in curriculum design worldwide
- 2001: Anderson & Krathwohl publish revised taxonomy
  - Changes to verb-based: Remember, Understand, Apply, Analyze, Evaluate, Create
  - Reorders top levels (Create becomes highest)
  - Adds knowledge dimension
- 2010s: Digital learning adaptations emerge
  - "Bloom's Digital Taxonomy" maps digital activities to levels
- 2020s: AI and MicroSim integration
  - Taxonomy guides adaptive learning systems
  - MicroSim type selection based on cognitive levels

Visual style: Horizontal timeline with alternating above/below placement

Color coding:
- 1956 original: blue
- 2001 revision: green
- Modern applications: orange

Interactive features:
- Hover to see detailed description
- Click to expand with comparison of original vs. revised

Implementation: vis-timeline or custom SVG

The Taxonomy Pyramid

The taxonomy pyramid visualizes Bloom's six cognitive levels arranged from lower-order thinking skills (base) to higher-order thinking skills (apex). Each level builds on the ones below it.

        ┌───────────┐
        │  CREATE   │  ← Highest complexity
        ├───────────┤
        │ EVALUATE  │
        ├───────────┤
        │  ANALYZE  │
        ├───────────┤
        │   APPLY   │
        ├───────────┤
        │UNDERSTAND │
        ├───────────┤
        │ REMEMBER  │  ← Foundation
        └───────────┘

Lower-Order vs. Higher-Order Thinking

Category	Levels	Characteristics
Lower-Order Thinking Skills (LOTS)	Remember, Understand	Foundation skills; recall and comprehension
Higher-Order Thinking Skills (HOTS)	Apply, Analyze, Evaluate, Create	Complex reasoning; requires LOTS as prerequisites

Students must build competence at lower levels before succeeding at higher levels. You can't analyze what you don't understand, and you can't understand what you don't remember.

Diagram: Interactive Bloom's Pyramid

<summary>Interactive Bloom's Taxonomy Pyramid</summary>
Type: microsim

Learning objective: Allow students to explore the six cognitive levels of Bloom's Taxonomy through an interactive pyramid (Bloom: Understand)

Canvas layout:
- Drawing area: 500x400 pixels
- Control area: 50 pixels

Visual elements:
- Pyramid with six stacked sections
- Each section labeled with level name
- Sections colored in gradient (cool to warm, bottom to top):
  - Remember: light blue
  - Understand: blue-green
  - Apply: green
  - Analyze: yellow
  - Evaluate: orange
  - Create: red/pink

Interactive features:
- Hover over any level to highlight it and show:
  - Level name and definition
  - Key action verbs
  - Example learning objective
  - Suggested MicroSim types
- Click on level to "lock" the info panel
- Toggle button: "Show Verbs" displays all action verbs on pyramid

Level information displayed:
- Remember: "Recall facts, terms, basic concepts"
  - Verbs: list, define, name, identify, recall
  - MicroSims: Flashcards, Sorters, Matching games
- Understand: "Explain ideas, interpret meaning"
  - Verbs: explain, describe, summarize, classify
  - MicroSims: Concept visualizations, Animated explanations
- Apply: "Use knowledge to solve problems"
  - Verbs: calculate, demonstrate, solve, use
  - MicroSims: Simulators, Problem solvers, Calculators
- Analyze: "Examine relationships, compare components"
  - Verbs: compare, contrast, differentiate, examine
  - MicroSims: Data explorers, Network graphs, Comparison tools
- Evaluate: "Make judgments, justify decisions"
  - Verbs: judge, assess, critique, justify
  - MicroSims: Rubric tools, Decision analyzers, Evaluation frameworks
- Create: "Produce original work, design solutions"
  - Verbs: design, construct, develop, compose
  - MicroSims: Model editors, Sandbox environments, Design tools

Behavior:
- Info panel appears to right of pyramid
- Smooth transitions between levels
- Current level remains highlighted while info displayed

Color scheme:
- Pyramid: gradient from blue (bottom) to red (top)
- Selected level: white border glow
- Background: light gray

Implementation: p5.js with polygon drawing and hover detection

Cognitive Levels: The Six Categories

Let's examine each cognitive level in detail, including its definition, characteristic action verbs, and the types of MicroSims that work best for learning objectives at that level.

Remember Level (L1)

The Remember level involves retrieving relevant knowledge from long-term memory. This is the foundation of all learning—students must first recall facts before they can work with them.

Definition: Recall facts, terms, basic concepts, and answers without necessarily understanding their meaning.

Action verbs:

• define, list, name, identify, recall
• recognize, label, repeat, state, match
• memorize, duplicate, reproduce

Example objectives:

• "List the six levels of Bloom's Taxonomy"
• "Identify the parts of a cell from a diagram"
• "Name the elements in the first row of the periodic table"

Best MicroSim types for Remember:

MicroSim Type	Description	Why It Works
Flashcard Quiz	Digital cards with question/answer pairs	Repetition reinforces memory
Matching Game	Connect terms to definitions	Active recall practice
Sorter	Drag items into correct categories	Engages motor memory
Multiple Choice Quiz	Select correct answer from options	Tests recognition
Fill-in-the-Blank	Complete sentences with correct terms	Tests recall

// Simple flashcard MicroSim pattern
let cards = [
  { front: "Remember", back: "Recall facts and basic concepts" },
  { front: "Understand", back: "Explain ideas and interpret meaning" },
  // ... more cards
];

function displayCard(index) {
  // Show front, click to reveal back
  if (showingBack) {
    text(cards[index].back, width/2, height/2);
  } else {
    text(cards[index].front, width/2, height/2);
  }
}

Understand Level (L2)

The Understand level involves constructing meaning from instructional messages. Students demonstrate comprehension by explaining, summarizing, or interpreting information.

Definition: Explain ideas or concepts, demonstrating comprehension by summarizing, paraphrasing, or classifying information.

Action verbs:

• explain, describe, summarize, paraphrase
• classify, compare, interpret, discuss
• predict, translate, illustrate, extend

Example objectives:

• "Explain how photosynthesis converts light to energy"
• "Describe the relationship between supply and demand"
• "Summarize the main events of World War II"

Best MicroSim types for Understand:

MicroSim Type	Description	Why It Works
Animated Explanation	Visual walkthrough of a process	Shows relationships over time
Concept Visualization	Interactive diagram of a concept	Makes abstract concrete
Process Flowchart	Step-by-step visual of a sequence	Clarifies cause and effect
Comparative Display	Side-by-side visualizations	Highlights similarities/differences
Interactive Timeline	Chronological event display	Shows historical relationships

Apply Level (L3)

The Apply level involves using acquired knowledge to solve problems in new or familiar situations. Students demonstrate application by executing procedures or implementing solutions.

Definition: Use knowledge, facts, techniques, and rules to solve problems, complete tasks, or address new situations.

Action verbs:

• apply, use, solve, demonstrate, calculate
• implement, execute, perform, practice
• operate, illustrate, complete, show

Example objectives:

• "Calculate the acceleration of a falling object given mass and force"
• "Apply the quadratic formula to solve equations"
• "Use Ohm's Law to determine current in a circuit"

Best MicroSim types for Apply:

MicroSim Type	Description	Why It Works
Calculator/Solver	Input values, see computed results	Practices procedure application
Simulator	Manipulate parameters, observe outcomes	Safe experimentation
Virtual Lab	Interactive experiments	Hands-on application
Problem Generator	Generates practice problems	Repetition with variety
Step-by-Step Solver	Shows work for each step	Models procedure

Diagram: Apply Level Circuit Simulator

<summary>Ohm's Law Circuit Simulator</summary>
Type: microsim

Learning objective: Allow students to apply Ohm's Law (V=IR) by manipulating circuit parameters and observing results (Bloom: Apply)

Canvas layout:
- Drawing area: 500x350 pixels
- Control area: 50 pixels

Visual elements:
- Simple circuit diagram with:
  - Battery (voltage source)
  - Resistor (with resistance value)
  - Ammeter showing current
  - Voltmeter across resistor
- Animated electron flow (dots moving through wire)
- Flow speed indicates current magnitude

Interactive controls:
- Slider: Voltage (1-12V, default 6V)
- Slider: Resistance (1-100Ω, default 10Ω)
- Current calculated automatically: I = V/R

Displays:
- Voltage: [value] V
- Resistance: [value] Ω
- Current: [calculated] A
- Formula reminder: V = I × R

Behavior:
- Adjusting voltage or resistance recalculates current instantly
- Electron animation speed matches current value
- Higher current = faster dots, brighter ammeter display
- Very low current = slow dots, dim display

Educational emphasis:
- Students adjust inputs, observe outputs
- Direct application of formula
- Immediate feedback on calculations

Color scheme:
- Wire: dark gray
- Electrons: yellow dots
- Battery: green (+) and red (-)
- Resistor: orange bands
- Ammeter: blue display

Implementation: p5.js with slider controls

Analyze Level (L4)

The Analyze level involves breaking information into components, determining relationships, and identifying organizational principles. Students examine how parts relate to the whole.

Definition: Break down information into parts, examine relationships between components, and identify patterns or organizational structures.

Action verbs:

• analyze, compare, contrast, differentiate
• distinguish, examine, investigate, categorize
• organize, attribute, deconstruct, outline

Example objectives:

• "Compare and contrast the economic systems of capitalism and socialism"
• "Analyze the factors that led to the French Revolution"
• "Examine the relationship between predator and prey populations"

Best MicroSim types for Analyze:

MicroSim Type	Description	Why It Works
Network Graph	Nodes and edges showing relationships	Visualizes complex connections
Data Explorer	Filter and sort datasets	Reveals patterns
Comparison Tool	Side-by-side analysis interface	Structured comparison
Causal Loop Diagram	Shows feedback relationships	Systems thinking
Dependency Mapper	Shows what affects what	Cause-effect analysis

Diagram: Analyze Level Network Explorer

<summary>Concept Relationship Network Explorer</summary>
Type: microsim

Learning objective: Enable students to analyze relationships between concepts by exploring an interactive network graph (Bloom: Analyze)

Canvas layout:
- Drawing area: 600x400 pixels
- Control area: 50 pixels

Visual elements:
- Force-directed network graph
- Nodes representing concepts (circles)
- Edges representing relationships (lines)
- Node size indicates importance (connections)
- Edge thickness indicates relationship strength

Sample data (Food Web):
- Nodes: Sun, Plants, Herbivores, Carnivores, Decomposers
- Edges: Sun→Plants (energy), Plants→Herbivores (food), etc.

Interactive features:
- Click and drag nodes to rearrange
- Hover over node: highlight all connected nodes
- Click node: show info panel with details
- Click edge: show relationship description
- Zoom: mouse wheel
- Pan: drag background

Controls:
- Dropdown: Select dataset (Food Web, Solar System, Government Branches)
- Toggle: "Show Labels"
- Toggle: "Show Strength"
- Button: "Reset Layout"

Behavior:
- Physics-based layout keeps graph organized
- Connected nodes pulled together
- Unconnected nodes pushed apart
- Students discover relationships through exploration

Analysis prompts (shown in corner):
- "Which node has the most connections?"
- "What would happen if this node were removed?"
- "Are there any isolated nodes?"

Color scheme:
- Nodes: colored by category
- Edges: gray, highlighted edges in gold
- Selected node: white border glow

Implementation: p5.js or vis-network

Evaluate Level (L5)

The Evaluate level involves making judgments based on criteria and standards. Students assess, critique, and justify decisions using evidence and reasoning.

Definition: Make judgments about information, ideas, or solutions based on set criteria or standards, requiring critical thinking and justification.

Action verbs:

• evaluate, judge, assess, critique, justify
• argue, defend, support, rate, prioritize
• recommend, conclude, appraise, validate

Example objectives:

• "Evaluate the effectiveness of different renewable energy sources"
• "Critique the experimental design of a scientific study"
• "Judge the validity of arguments in a persuasive essay"

Best MicroSim types for Evaluate:

MicroSim Type	Description	Why It Works
Rubric Evaluator	Apply criteria to assess work	Structured judgment
Decision Matrix	Score options against criteria	Systematic comparison
Argument Analyzer	Evaluate logical structure	Critical thinking
Quality Scorer	Rate items on multiple dimensions	Multi-criteria assessment
Pros/Cons Weigher	Balance tradeoffs	Reasoned judgment

Create Level (L6)

The Create level involves putting elements together to form a coherent whole or producing original work. This is the highest cognitive level—students generate new ideas, products, or solutions.

Definition: Produce new or original work by combining elements, designing solutions, or constructing models that didn't exist before.

Action verbs:

• create, design, construct, develop, compose
• generate, produce, invent, formulate, plan
• build, assemble, devise, author, synthesize

Example objectives:

• "Design an experiment to test a hypothesis"
• "Construct a model of a sustainable city"
• "Create an original algorithm to solve a problem"

Best MicroSim types for Create:

MicroSim Type	Description	Why It Works
Model Editor	Build and test custom models	Open-ended construction
Sandbox Environment	Free-form experimentation space	Unrestricted creativity
Design Tool	Create with constraints	Guided creation
Composition Interface	Combine elements into wholes	Synthesis practice
Simulation Builder	Create simulations of systems	Meta-level understanding

Diagram: Create Level Model Editor

<summary>Ecosystem Model Editor</summary>
Type: microsim

Learning objective: Enable students to create their own ecosystem model by adding species and relationships, then simulating population dynamics (Bloom: Create)

Canvas layout:
- Left side (400px): Model canvas
- Right side (200px): Toolbox and controls
- Control area: 80 pixels

Visual elements:
Model canvas:
- Background representing environment
- Species shown as icons (drag from toolbox)
- Relationship arrows drawn between species
- Population counts displayed on each species

Toolbox:
- Species palette: Sun, Plant, Herbivore, Carnivore, Decomposer
- Relationship types: Eats, Competes, Symbiosis
- Delete tool (eraser)

Controls:
- Button: "Simulate" (runs population model for 100 generations)
- Button: "Reset"
- Button: "Save Model"
- Slider: "Simulation Speed"
- Chart: Population over time (appears during simulation)

Interaction modes:
1. Build mode (default):
   - Drag species from toolbox to canvas
   - Click species, then another to create relationship
   - Click relationship to set type
2. Simulate mode:
   - Model runs population dynamics
   - Species icons grow/shrink based on population
   - Chart updates in real-time
   - Extinct species fade out

Behavior:
- Simple predator-prey equations govern populations
- Students see consequences of their design
- Unbalanced ecosystems crash or explode
- Students iterate to create stable systems

Educational emphasis:
- Creation is open-ended
- Immediate feedback on design choices
- Systems thinking through experimentation

Validation:
- System checks for:
  - At least one energy source (Sun/Plants)
  - At least one consumer
  - Connected food web

Color scheme:
- Sun: yellow
- Plants: green
- Herbivores: brown
- Carnivores: red
- Decomposers: purple
- Arrows: gray with directional heads

Implementation: p5.js with graph data structure

Objective Classification

Objective classification is the process of determining which Bloom's level a learning objective targets. This skill is essential for MicroSim designers—you must correctly classify objectives to select appropriate MicroSim types.

Classification Process

1. Identify the action verb in the learning objective
2. Match the verb to a Bloom's level using the verb lists
3. Consider the context (some verbs appear at multiple levels)
4. Verify alignment between expected student behavior and level description

Verb Ambiguity

Some verbs can indicate different levels depending on context:

Verb	Lower Level Usage	Higher Level Usage
Identify	"Identify the parts of a cell" (Remember)	"Identify the cause of failure" (Analyze)
Describe	"Describe what you see" (Understand)	"Describe how you would improve it" (Create)
Explain	"Explain the concept" (Understand)	"Explain why your solution works" (Evaluate)

When in doubt, look at what the student must actually do to demonstrate achievement. If they're recalling, it's Remember. If they're generating something new, it's Create.

Classification Practice

Classify these learning objectives:

Objective	Your Classification
"Define the term 'ecosystem'"	Remember (recall definition)
"Explain how ecosystems maintain balance"	Understand (explain concept)
"Use food web data to predict population changes"	Apply (use knowledge to solve)
"Compare two ecosystems and identify differences"	Analyze (compare components)
"Evaluate the sustainability of an ecosystem"	Evaluate (judge against criteria)
"Design a self-sustaining ecosystem model"	Create (produce original work)

MicroSim Type Selection

MicroSim type selection is the practical application of Bloom's Taxonomy to educational technology design. Once you've classified a learning objective, you can select MicroSim types that have proven effective for that cognitive level.

The Selection Matrix

This comprehensive matrix maps Bloom's levels to recommended MicroSim types:

Level	Primary MicroSim Types	Secondary Types	Avoid
Remember	Flashcards, Sorters, Matching	Multiple choice, Fill-blank	Open-ended sims
Understand	Animated explanations, Concept maps	Process flows, Timelines	Creation tools
Apply	Simulators, Calculators, Virtual labs	Problem generators	Purely passive displays
Analyze	Network graphs, Data explorers	Comparison tools, Causal diagrams	Simple visualizations
Evaluate	Rubric tools, Decision matrices	Argument analyzers	Drill and practice
Create	Model editors, Sandboxes	Design tools, Builders	Closed-ended quizzes

Selection Guidelines

1. Match complexity: Higher-level objectives need more open-ended MicroSims
2. Provide scaffolding: Include support for prerequisite skills within higher-level sims
3. Enable demonstration: The MicroSim must let students show the required behavior
4. Allow failure: Effective learning often requires trying, failing, and iterating
5. Measure outcomes: Build in assessment mechanisms appropriate to the level

Common Selection Mistakes

Mistake	Problem	Solution
Using flashcards for Apply	Flashcards test memory, not application	Use a simulator or problem solver
Using open sandbox for Remember	Too unstructured for basic recall	Use constrained matching or sorting
Using multiple choice for Create	Can't produce original work via selection	Use model editor or composition tool
Skipping prerequisite levels	Students lack foundation for higher tasks	Include Remember/Understand elements first

Diagram: MicroSim Selection Flowchart

<summary>MicroSim Type Selection Decision Flowchart</summary>
Type: diagram

Purpose: Guide MicroSim designers through the process of selecting appropriate MicroSim types for learning objectives (Bloom: Apply)

Layout: Top-down decision flowchart

Starting point:
- "Start: Learning Objective"

First decision:
- "What is the action verb?"
- Branches to verb categories

Level identification nodes:
- "Define, List, Name, Recall" → Remember
- "Explain, Describe, Summarize, Classify" → Understand
- "Apply, Calculate, Use, Solve, Demonstrate" → Apply
- "Analyze, Compare, Differentiate, Examine" → Analyze
- "Evaluate, Judge, Assess, Critique, Justify" → Evaluate
- "Create, Design, Construct, Develop, Compose" → Create

MicroSim recommendations (terminal nodes):
- Remember → "Flashcards, Sorters, Matching Games"
- Understand → "Animated Explanations, Concept Visualizations"
- Apply → "Simulators, Calculators, Virtual Labs"
- Analyze → "Network Graphs, Data Explorers, Comparison Tools"
- Evaluate → "Rubric Tools, Decision Matrices"
- Create → "Model Editors, Sandbox Environments"

Visual style:
- Rounded rectangles for processes
- Diamonds for decisions
- Rectangles with rounded corners for MicroSim types
- Color coding by level (matching pyramid colors)

Annotations:
- "Check context if verb is ambiguous"
- "Include scaffolding for higher levels"

Color scheme:
- Remember path: blue
- Understand path: teal
- Apply path: green
- Analyze path: yellow
- Evaluate path: orange
- Create path: red/pink

Implementation: Mermaid.js or custom SVG

Putting It All Together: A Design Workflow

Here's the complete workflow for designing MicroSims using Bloom's Taxonomy:

1. Receive the learning objective

2. "Students will analyze the factors affecting reaction rate"

3. Identify the action verb

4. "analyze" → indicates Analyze level

5. Verify the classification

6. Does "analyze factors affecting" match the Analyze level definition?

7. Yes: "Break down information, examine relationships"

8. Select appropriate MicroSim types

9. Primary: Data explorer, Comparison tool

10. Consider: Network graph showing factor relationships

11. Design with scaffolding

12. Include Remember elements (factor definitions)
13. Include Understand elements (factor explanations)

14. Main focus: Analysis features (filter, compare, examine relationships)

15. Build and test

16. Can students demonstrate analysis with this MicroSim?
17. Is there meaningful exploration possible?
18. Can outcomes be measured?

Example: Complete Design Process

Objective: "Students will apply the ideal gas law to calculate pressure changes"

Classification: - Action verb: "apply," "calculate" - Level: Apply (L3) - Verification: Using formula to solve problems = Apply

MicroSim Selection: - Primary type: Simulator/Calculator - Features needed: Input fields for variables, calculated output, visual feedback

Scaffolding: - Remember: Display formula (PV = nRT) on screen - Understand: Show gas particle animation that responds to parameter changes - Apply: Let students manipulate P, V, n, T and see calculations

Design specification:

Feature	Implementation
Inputs	Sliders for V, n, T
Output	Calculated P with units
Visualization	Animated particles (faster at higher T, compressed at lower V)
Assessment	Problem mode: Given V, n, T, predict P before revealing

Key Takeaways

You've learned how to use Bloom's Taxonomy as a systematic framework for MicroSim design:

1. Learning objectives are precise statements describing observable, measurable student behaviors.

2. Bloom's Taxonomy provides six cognitive levels from Remember (L1) to Create (L6).

3. The taxonomy pyramid shows how higher-order thinking builds on lower-order foundations.

4. Remember level (L1) involves recalling facts—use flashcards, sorters, matching games.

5. Understand level (L2) involves explaining concepts—use animated explanations, visualizations.

6. Apply level (L3) involves using knowledge—use simulators, calculators, virtual labs.

7. Analyze level (L4) involves examining relationships—use network graphs, data explorers.

8. Evaluate level (L5) involves making judgments—use rubric tools, decision matrices.

9. Create level (L6) involves producing original work—use model editors, sandboxes.

10. Objective classification matches action verbs to appropriate Bloom's levels.

11. MicroSim type selection matches classified objectives to effective simulation types.

12. The complete workflow: Classify → Select → Scaffold → Build → Test.

Challenge: Classify and Select

Take three learning objectives from a course you're familiar with. Classify each using Bloom's Taxonomy, then select appropriate MicroSim types for each. Consider what scaffolding would be needed for higher-level objectives.

Next Steps

You now have a systematic framework for matching MicroSim types to learning objectives. No more guessing! In the next chapter, we'll explore animation and physics simulations, learning how to bring your MicroSims to life with realistic motion, bouncing, gravity, and other physical behaviors.

Remember: Bloom's Taxonomy isn't just academic theory—it's a practical map that guides every design decision. When in doubt, ask: "What level of thinking does this objective require?" Then let the answer guide your MicroSim selection.

References

• Anderson, L. W., & Krathwohl, D. R. (2001). A Taxonomy for Learning, Teaching, and Assessing. Longman.
• Bloom, B. S. (1956). Taxonomy of Educational Objectives, Handbook I: Cognitive Domain. David McKay.
• Bloom's Taxonomy - Vanderbilt University - Comprehensive overview
• Revised Bloom's Taxonomy Action Verbs - Verb lists by level
• Churches, A. (2008). Bloom's Digital Taxonomy - Technology integration guide