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Summer 2019 Academics' Choice Smart Book Award Winner! Based on the revised Bloom's Cognitive Taxonomy, this slider guides your choices as you design your lesson plan, engaging students in the learning process at each level of cognitive thinking.


This Bloom Cognitive Taxonomy Slider has three boxes that align with backward design:


Step One: Determine the goal (Outcome Verb box)

Step Two: Identify how to best gauge success (Assessment Questions box)

Step Three: Determine how best to reach the desired state (Instructional Strategies box).


Promote backward design thinking in yourself and your colleagues!  


    The Bloom’s Cognitive Taxonomy Slider is a quick reference guide for developing course objectives, constructing assessment questions, and suggesting instructional strategies for your classroom.We developed it to accomplish three things in one simple desktop reference:


    • Help faculty to ask good questions.  This tool is designed with outcome verbs and assessment questions that will facilitate the creation of essay questions for exams and quizzes, prompts for classroom discussions, and items designed to solicit formative feedback from students.  By including information for all levels of Bloom’s Cognitive Taxonomy, it makes writing good questions, prompts, and educational outcomes much easier.

    • Suggest instructional strategies to consider in the classroom. It is not easy to keep classroom learning interesting and engaging.  This tool is designed to give faculty members a selection of ideas on how to mix things up a bit in class by providing suggestions for a wide variety of instructional strategies that are appropriate at all levels of Bloom’s Taxonomy. 

    • Promote backward design thinking.  This Bloom Slider Educational Tool has three boxes that correspond to the different steps in backward design (Wiggins & McTighe, 1998). In backward design one first determines the goal (see Outcome Verb boxes), then identifies how to best gauge success (see Assessment Questions box), and then as a final step determines how best to reach the desired state (see Instructional Strategies box). This tool is unique in that it is a resource designed to help faculty better understand the cognitive level of their backward design efforts. 


    This tool has been used throughout the United States as a resource for faculty development activities on the topics noted above and also as a handy resource for faculty to use on a daily basis. 


    If you would like to order 200+ sliders, please contact us directly at:


    Elaine Maldonado, Fashion Institute of Technology, SUNY:

    "As Director of Faculty Development at the Fashion Institute of Technology, part of the State University of New York (SUNY), I am always looking for tools to assist new teachers. I came across the Bloom Sliders at a Lilly Conference that was held in California. Our faculty find the Slider to be an extremely valuable resource when creating a course of study or new syllabus. The Sliders are especially useful for creating higher level student learning outcomes. Faculty love them.  In fact, when we make them available in our teaching center,  they disappear in a minute!"

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