Bloom Taxonomy Essay

In the section “Tips from the Science of Memory-for Studying and for Life”, found in our textbook, “Experience Psychology”, the Arthur Laura A. King discusses the importance of study habits. She addresses the skills needed to turn short-term memory into long-term memory through organizing, encoding, rehearsing and retrieving the information we study and memorize. “No matter what the model of memory you use, you can sharpen your memory by thinking deeply about the “material” of life and connecting the information to other things you know.” (King. 2013).

1 Background The hypothesis that remembering should be viewed as reconstructive originates from an important book by Sir Frederic Barlett (1932). Barlett compared the two forms of memory – reproductive (remembering a phone number) and reconstructive (remembering sixth grade) and declared that the second was a more standard use of memory outside laboratory and educational circumstances. He argued that

Write one developmentally appropriate learning objective for the goal related to each level of Bloom’s Taxonomy.

1) Memory is the act of reviewing or processing of what has been studied. We use memory to learn and think in our everyday lives. Memory is a personal library in our brain for us to look back at information we encounter in our lives. While doing research on this paper I stumbled upon a lot of informations about memory and tips and trick to improve our memory. In chapter 7 of Karen Huffman and Katherine Dowdell's textbook, I learned amazing new bits knowledge into how we recall information and why we forget. Memory is broken up into three parts. You have encoding, storage, retrieval. Encoding is the introductory learning data. Storage is the maintenance of encoded data over time. Retrieval is the ability to get to the data when you need it. All three of memory stages figures out if something is recollected or forgotten. Students will likely not remember

“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

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.

The statement mentioned above is part of the Bloom's argument in defending his notion of mastery education and his position on the weakness of the alternatives confirmed by education professionals.

Evaluation is listed as Bloom’s Taxonomy’s highest level of learning. I was six years old the first time I was forced to re-evaluate something. It was the result of challenging something my teacher had said in class. I always liked to participate in class, but this was something different. I disagreed with something the teacher said.

The cognitive stage of high schoolers, sophomores through seniors, is typically the formal operational stage. The students have been in the concrete operational stage since they were 7, and should have had many years under their belt to progress into the formal operational stage. The final level of Piaget’s stages of development, formal operational, states that “abstract and purely symbolic thinking is possible” (Slavin, p. 32). Potential and hypothetical situational are very possible and “forms are separate from content” (Slavin, pg. 35). One concern is that in Piagets stages of development, he believed that not all humans made it to the final stage, or they poked in and out of in from time to time. This way of thinking many affect the way

Bloom’s Taxonomy provides a framework for cognitive learning. Taxonomy Alignment for GAMING TAG leverages Bloom’s Taxonomy by adding a Gaming framework. Both provide steps and a sense of order as to what pre-requisite learning benefits the learning process by learning one step before another and how to make learning active and enhance retention, comprehension, application, analysis, evaluation and synthesis of the knowledge. These frameworks prove useful regardless of a person’s learning style or can be adapted for various learning platforms.

Stated in the article, some teachers see a huge increase with students showing improvement and try to learn to their full potential. In a school setting, students and teachers judge the success based on their understanding, processing, and remembering the information. This can lead to effectiveness by the teacher, students, and anyone who is observing. Also, it can lead to conclusion where the students have made a progress in a particular lesson and can remember no much of the information at a later time. In some cases, recalling information can be harder to improve which can lead to better

A human’s memory system is just one of many amazing things that demonstrate the brain’s complexity. Without memory we would have no recollection of anything, ever. Within our memory system there are three main measures that assess how much information is retained, these are known as recall, recognition and relearning. These are all measures of retention, that influence how much information is encoded, stored and retrieved within one’s memory system. Each measure of retention has a different level of sensitivity. The more sensitive a measure of retention, the easier it is to retain information.

bloomB is a popular and leading retailer in clothing’s and accessories for children and babies. They offer a wide range of the latest trends in fashion for children complete with accessories. Their popular products include Boys Shirts and Pants, Girl’s Dresses, Shoes and other fashionable accessories for

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).

Locate and review information on Bloom’s taxonomy. Consider critical thinking questions you ask your supervisees. At what level of Bloom’s taxonomy, do you pose your questions? If your questions are at a low level of thinking, how can you change the questions you pose? Provide examples of your questions.