Bloom's Taxonomy Analysis

Bloom’s taxonomy of learning 8 Bloom’s theory links

With writing an argumentative paper, it’s important to have all the right facts, and make sure you have reliable sources. If you don’t have the right facts or reliable sources nobody will want to read your argument; because you wont have the right facts to back up your points. When writing an argumentative paper, its good to know all the facts about each side. Knowing all the facts about each side is important, because people want to read

While I am reading this book aloud, I will ask critical thinking questions, using the upper and lower end of Bloom’s Taxonomy. Some of the questions that I will ask are the following:

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

I found the article on “Argument” helpful because; the topic is understandable, did a good job to defined the topic, the order of relevant, provided specific examples how to improve my writing of college papers.

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

I am able to use evidence to back up my ideas and prove my point. My writing this year has helped me grow in this area. I have learned about the different types of claims, like claim of value, fact, and policy, and different methods of arguing, like induction and deduction. I have used all of these techniques throughout my writing. When I am struggling with a prompt, like for my quotation essay, I look at it like an argument. This helps me make my purpose clear. A good example of my strength of argumentation is my paper on why schools should not have letter grades. In this essay, I used points and evidence to argue my claim. I also used a deductive method, meaning that I started with an observation and worked my way to a conclusion. This allowed me to effectively argue my claim and use evidence to support it. I know that I am good at writing an argumentative piece and I believe that it is my biggest

What all is a demonstrated when an argument essay is being written? A writer, when discussing a good argument, will use four important sections. They are the introduction, the presentation of the writer’s position, the summary and critique of alternative views, and finally the conclusion (Ramage, Bean, & Johnson, 2012). Argumentative essays are in a form of the writer’s way to either have their audiences be in agreement with the topic or being in a disagreement. Creating a rhetorical triangle argument, a template or order of structure in an argument can be the best form of question development to begin an argumentative paper. (Ramage, Bean, & Johnson, 2012). The different appeals that are called persuasive

This semester has been an interesting experience. Although much of the class revisited parts of argumentation that I was already well acquainted with in High School, the assignments for this class has been intriguing to say the least. Nonetheless, I was challenged to take a step further into argumentation and given the freedom to analyze the texts the way I saw fit, where as in High School all of our assignments had to be in a pre-approved and archaic format that left little room for the writer’s true voice to shine through. That being said, that freedom to take my papers anywhere I wanted it to go is what I liked the most about this experience. I did not have to make perfect arguments or make perfect analyses, but I was given the chance to try in my own way although we were guided as a class.

Although the most subjective and probably the hardest of our assignments, the argument proposal was easier for me to write about since I was generally curious about the topic. Writing an argumentative essay can help students improve their writing, develop their critical-thinking skills, and also learn how to perform research. One of my weaknesses with my argument proposal was relying too much on evidence and synthesizing ideas instead of generating my own or making a definite stance, instead of trying new ways to be creative and capture the attention of the

In this week’s journal we were assigned reading in the They Say, I Say book. The assigned reading was to teach us how to write papers in an argumentative form, either agreeing with a statement, disagreeing, or a little of both. As explained in our chapter often writers are afraid to argue a statement, based on the fact that they feel as if they do not have enough knowledge about the information. The question to be answered in this journal is, how do I see myself as an arguer?

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.

“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

Module 2 contained lots of very useful information that I can use in the future, If I ever become an instructor. I am glade that we had an extra week to digest all that information. At first when I read the chapter in the book, my head was spinning. Then I started to compartmentalize everything and things become much clearer. Bloom’s Taxonomy is something that I have to keep reviewing to fully understand. I think I got the hang of writing goals and objectives, especially after reading everyone’s posts and the corrections. Now regarding the the syllabus assignment, I think it was a great way to practice exploratory learning. At first I had difficulty finding a worthy syllabus online, especially because I got used to the high quality syllabi

Bloom’s taxonomy can be used in the field of psychology to solve problems. Psychology focuses on the study of the mind and human behavior, using the taxonomy will serve as a tool for understanding cognition and thinking process. As a practitioner a common goal is to help others solve problems. The taxonomy will help me as a practitioner to analyze the problem with a client or student. The use of the taxonomy will help to promote new ideas and approaches through evaluation before making final decisions when helping clients. The taxonomy can help identify the needs of the client, ways to help the client, and what methods have and has not worked for the client as a practitioner in psychology. As a graduate learner in psychology, the taxonomy