Using Bloom’s Taxonomy to sequence learning experiences

This week I learnt how to use the backward design model and apply Bloom’s Digital Taxonomy (Churches, n.d) to sequence the learning experiences. I used Bloom’s Digital Taxonomy and selected different tools from the ICTs to ‘underpin the pedagogical focus’ (Dann, 2017) that would support students to learn effectively. I constructed students’ knowledge of the unit, I asked students different questions relating to the lesson topic, then led a whole class discussion using a PowerPoint presentation to provide further information. I also checked students’ understanding by engaging them in the formative assessment. In learning experience 2, students were asked to work in groups and share their ideas, then organize the information as requested and use ICT to present the information. By doing this, I focused on ‘Applying’ and ‘Analysing’ Bloom’s Digital Taxonomy. I applied ‘Evaluating’ and ‘Creating’ terms of the digital Taxonomy in learning experience 3 when I asked students to collaborate by working in groups and use ICT to represent the knowledge and information gained from the unit plan.

Image result for bloom digital taxonomy


Churches, A. (n.d). Bloom Digital Taxonomy. Retrieved from

Dann, C. (2017). EDC3100: Week 5 PowerPoint presentation. University of Southern Queensland. Retrieved from



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