Blooms Taxonomy Essay

Getting assessments to the desirable level is therefore vital, both for teacher and students. From the Educational Assessment Landscape chart, I believe the measurements go hand-in-hand to offer students the opportunities to show what they have learned through differentiated assessments, all leading to the final result of success in summative

Use graphic organizers to introduce important information, to solicit prior knowledge from students, and to make predictions.

Based on my past experiences, most of my teachers relied on Bloom’s Taxonomy to some extent. Just as Dr. Richard Paul suggests, many teachers attempt to foster critical thinking skills when they “ask questions that call for analysis, synthesis, and evaluation,” even though this approach, according to Dr. Paul, “is seriously misleading” (521). As pointed out in the article, simply asking these questions does not teach students critical thinking skills. I can recall several of my teachers who would request that students “compare and contrast,” “determine as a whole,” or “defend a position” on tests or homework. In fact, my American History final exam consisted of a single essay question asking students to compare and contrast a set of two historically-based

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

The summative assessment is a formal assessment that takes place at the end of the learning course, module or programme. It used to measure the achievement of set criteria quality of the work produced. This type of assessment is often stressful to

A summative assessment is given at pre-determined intervals. It could range from a state assessment to a benchmark test, or an end-of-unit test. It specifically is testing the knowledge that a student should have mastered by a particular point in time. A summative assessment is used for accountability.

"Ausbel (1963) originally rationalized the use of graphic organizers by speculating that a learner's existing knowledge which he referred to a s cognitive structure, greatly influence his or her learning. When the cognitive structure expands and strengthens by incorporating new information, learning occurs. To facilitate this process, graphic organizers provide learners with a framework for relating their existing knowledge to the new information." (Kim et. Al 2004).

The grade level of my choice is 9-12 graders the subject area is social studies. It is very important for a teacher to allow all students the opportunities of learning and for all students to reach the same understanding of the material that is being taught. Each student has a right to be educated as well as learns according to the way they comprehend information. As a new teacher, they should understand how to distinguish and separate these students who learn in different styles. According to the state of North Carolina, common core is what teachers should design content for students in special education by using steps from Blooms Taxonomy strategy. This lesson strategy deals with different levels of thinking starting with the lower level to higher levels of thinking concerning students. Special-education students who are unfamiliar with a lesson the teacher should start with lower levels before moving these students to higher levels. Blooms Taxonomy has different levels that will encourage student’s ability to think and to comprehend information during classroom activities. Nevertheless, teachers should recognize that the knowledge process if

“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

According to Allen Interactions, who is responsible for this design, each layer of the pyramid suggests the level of gaming and gives examples of types of games to build at each level. Similar to Bloom’s Taxonomy, you can use the frame work to teach and/or to assess the learning. The same scenario of climbing the stairs applies to TAG. Let’s say that you’ve taught your learners to list all the tools and materials they need to build a tree- house. This fits under the knowledge category of Bloom’s Taxonomy. We could build a game where the learner has to circle all the items on a picture that fit that list. There are other elements you would add in to make it a game versus and activity, but TAG gives us the framework to guide the game. To add gaming that demonstrates an understanding of the facts (Comprehension), build games that involve a player/learner using judgment. A game may look like judgment questions about the tree house about choices to use or not use when building their tree-house. It’s all well and good that a person can discern questions about a tree house, but can put the pieces together? Your next lesson may involve an application where they demonstrate building a tree house using all the correct materials and tools. Adding gaming may look like a competition to build a tree-house where the learner has to pick out all the best materials and fastest tools to build a solid tree house for everyone to play in during break. You would continue to build deeper learning and add gaming walking up the pyramid (Allen Interactions Inc.,

One of the weaknesses of the plan is the lack of different types of assessment and the lack of assessment of higher orders of learning in Bloom’s taxonomy. This is a weakness in relation to the learning goals because it merely tests on textbook material. In addition, the teacher is overlooking some of the state standards specifically: 1. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept, and to address the content of the other four strands, students should develop their own questions and perform investigations. AND Students will: a.) Select and use appropriate tools and technology to perform tests, collect data, analyze relationships, and display data.

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

The six levels in Bloom’s taxonomy (from lowest to highest) include knowledge, comprehension, application, analysis, synthesis, and evaluation. The first level, knowledge, is described as the simple recall of facts, terms or definitions. It is through the grouping, description, comparison, and explanation of knowledge or facts that results in the second skill level in Bloom’s taxonomy; comprehension. The third level, application, results from making on both knowledge and comprehension. A great deal of scholars see transfer and critical thinking skill occurring at the application stage as it draws on the ability to use prior knowledge and comprehension acquired in the application to new scenarios (Anderson & Krathwohl, 2001; Bloom, 1956; Bloom, 1964; Paul, 1985). The fourth skill level, analysis,

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).