Analysis Of Bloom 's Original Cognitive Process

She discusses a clear definition and different styles of objectives, assessments, rubrics, activities, and many other lesson components intended to help other new teachers find a start for lesson planning. She focusses a lot on objectives, how to create and effective objective that will shape the entire lesson and some examples of effective verses ineffective. For support she quotes and pulls information Bloom’s Taxonomy as well as other people’s works in educational advancement. Taxonomy is useful when, “… trying to articulate what you want students to be able to do as a result of learning the material in a lesson or unit,” states Reeves on page

Bloom’s taxonomy consists of 6 levels of thinking ranging from the lowest to the highest levels of thinking. The first 3 levels of thinking (remembering, understanding, and applying) involve lower level of thinking skills. The last 3 levels involve higher level thinking skills (analyzing, evaluating, and creating). To strengthen your critical thinking skills, you must master the lower level thinking tasks prior to moving onto higher level thinking tasks. To deepen your understanding and become a critical thinker, you can complete the tasks and the question stems associated with each level of thinking.

At the lowest stage of Bloom’s pyramid, students are required to know or demonstrate, memorize, repeat and list information. At the higher levels or top of the pyramid, students are required to criticize, resolve, and produce recommendations. The six categories in Bloom’s taxonomy are remembering, understanding, applying, analyzing, evaluating and creating. According to Adams (2015) Bloom’s taxonomy differentiates between cognitive skill levels and calls attention to learning objectives that demand higher degrees of cognitive skills and, thus, lead to deeper learning and transfer of knowledge and skills to a greater variety of tasks and contexts (p.152).

The most effective method of differentiating is to ensure that resources and assessment methods, as well as teaching and learning approaches meet individual learner needs. According to Francis and Gould (2013) setting a single objective for a whole group will not be appropriate for all learners, due to the diversity of the group, therefore, as Gravells (2008) suggests we must identify the learning needs, styles, aspirations and potential of our learners. At this very stage, any barriers and boundaries should be identified, so the teaching and learning approaches, assessment methods and resources can be planned accordingly.

Bloom’s Taxonomy is a classification of learning objectives in education that was developed by a committee of educators in the late 1940s to early 1950s. It shows us that lower level knowledge must be mastered

Education is just one of the many academic cultures found within the social sciences. Education can be defined as a subject involving the use of studying and training to develop knowledge and skill. In the article, An Active Learning Approach to Bloom’s Taxonomy: 2 Games, 2 Classrooms, 2 Methods, author Fred Weigel and Mark Bonica explain that the study of cognitive learning, affective learning, and psychomotor learning are all associated with Bloom’s Taxonomy, an important tool used in education (21). Knowledge produced within this discipline is important because it explores how people learn and develop.

Education is an essential indicator of success in the 21st century, students need to be acquiring skills that prepare them for the demands of the real world. Despite the mandating of high-stakes standardized tests, teachers can align their goals with higher order thinking to develop students’ cognition, problem solving abilities, and critical thinking initiatives. Cognitive development is a crucial element of a student’s success, which can be enhanced through metacognitive awareness. Implementation of Bloom’s taxonomy into instructional planning can guide educational practice such that students develop a range of cognitive skills. Essentially, the main goal of education is to prepare students for success in the real

Teaching higher order thinking skills is not a recent need. It is apparent that students, at all levels of education, are lagging in problem-solving and thinking skills. Fragmentation of thinking skills, however, may be the result of critical thinking courses and texts. Every course, especially in content subjects, students should be taught to think logically, analyze and compare, question and evaluate.

Overall, the expectations are clearly written, organized, and available. There are a few suggestions that could be beneficial to both educators and the community. The first suggestion would be to identify Bloom’s Taxonomy within the curriculum. Most individuals do not know about the six levels of cognitive domain, and are unaware that each standard specifies a particular domain, sometimes more than one. The six domains are knowledge, comprehension, application, analysis, synthesis, and evaluation.

A non-standardized curriculum allows students to focus on higher level thinking skills. Students are encouraged to learn from each other. Students are encouraged to challenge each other. Teacher’s use Bloom’s Taxonomy to have student think deeper into concepts. Instead of students learning ten concepts over the course of a year, students learn six that are more in depth. Students use a variety of alternative assessments to show their depth of knowledge. A student can choose how to display their knowledge. Students may give a presentation, create a 3-D model, design a PowerPoint, or write a story or a variety of other ways to present their ideas.

Bloom’s taxonomy starts with the bottom of the pyramid: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. Bloom’s level of thinking and how can it help you? Anticipate what kind of questions might be asked on a test and their level of difficulty as well analyze your mistakes so that you know what level of thinking was required and are able to determine why you missed a question. Some of those words I remember from high school during science class and some I have learned in graphic design class. The most used one in every class I have been in we evaluated other classmates work as well as our own, which is nice cause you have a more expanded thought process after getting other classmates input, which helps to improve

Genuine progression will incorporate Bloom’s taxonomy which gives progression from knowledge to evaluation (Bloom, 1956). In planning my lessons, I use of Bloom’s taxonomy, in creating lesson objectives as it helps me measure pupil’s achievements by linking the level of difficultly in the content (Wellington, J. and Ireson G,2008) . It makes sure that each level is mastered before pupils can effectively move to a higher one (Wellington, J. and Ireson G, 2008) talks about dimensions of progression in a pupil’s knowledge and understanding. Knowledge and understanding are at the bottom of Bloom’s taxonomy ladder. The instructional words include those that are simple and include everyday ideas such as describe and identify to a broad range of situations

Critical and creative thinking are two categories that analyze information and solve problems in either concrete or abstract ways. Assessing the ability to teach these skills as an overarching concept including subcategories within, is an essential piece to instruction. Without a proper evaluation of the strengths, areas for growth, and improvement plans, it becomes easy to feel misplaced or uncertain about what skills are being taught and at what depth they are being learned.

“What any person in the world can learn almost all persons can learn if provided with appropriate prior and current conditions of learning” (Bloom, 2017). This belief was held by Dr. Bloom in 1956 when he and his team created Bloom’s Taxonomy. Since then educators have been utilizing these “goals of the learning process” (Clark, 2015) and making assumptions of its usage and implications. I too did have assumptions but have not thought about how I developed them or how they would affect my use of the taxonomy. When starting this reflection I held three assumptions true about Bloom’s Taxonomy. The first is if the educator uses Bloom’s Taxonomy for planning through assessment, then the student will develop higher order thinking skills. Secondly, a student can move on to a higher order thinking level only if they first mastered a lower order thinking level. Thirdly, if educations use different levels of Bloom’s Taxonomy in lessons students will retain more information. Interestingly, I uncovered two additional assumptions that I did not know I had. The first of which is that the focus on cognitive development of Bloom’s devalues importance of other domains. The other is that Bloom’s Taxonomy is used only by educators in K-12 and college. Here are some things I understand about this subject that informed or changed

Bloom’s Taxonomy was created by Benjamin Bloom in 1956. Bloom identified that there were three categories of learning. Cognitive: Mental skills (knowledge) Affective: Growth in feelings or emotional areas (attitude) Psychomotor: Manual or physical skills (skills).