Blooms Taxonomy Summary

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

Does the world around us impact our ability to learn? Or do we acquire knowledge through self-will? Furthermore, what if knowledge begins at the start of our social interactions? Several theories have been conducted to explore the styles of learning. Three theorists, Bronfenbrenner, Piaget, and Vygotsky share differing views of how cognitive development is achieved.

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

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

Rationale: This question complies with Bloom’s first level because it requires students to remember a previously learned fact from the story.

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

To deepen my knowledge of this topic, I took Coursera’s online game theory course, which inspired my EPQ title -‘To what extent can game theory justify Malaysia’s decision to join the TPPA?’. By creating payoff matrices for trade between several pairs of countries, I discovered that most of the matrices illustrated a Nash Equilibrium that was not Pareto efficient. This implied that outcomes were suboptimal even when agents made their perceived ‘rational’ choice; every country negotiating a trade deal that served their best interests could make the global economy worse off. However, a key limitation of such analysis is that the game-theoretic models I was employing assumed that agents were perfectly rational. Inspired by Kahneman’s ‘Thinking, Fast and Slow’, I challenged this assumption by applying aspects of behavioural economics such as anchoring, herding, and moral hazard to analyse how policies can be crafted to align the incentives of different stakeholders; this helped me attain a runner-up finish in the Malaysian Economic Public Policy

Mapping out relationships and interactions between a family system can present a visual aspect to assist with understanding the function as a unit. Creating a genogram gives the clients realizations of why family traditions exist and traits that family members pass from generation to generation.

Each learning experience builds on the one prior to it as the students will gradually be introduced to the key vocabulary terms for this topic. Students will first use terms such as bigger or smaller quantity then continue onto learning the academic terms greater and less quantities; lastly, students will learn the mathematical symbols for the key vocabulary terms. Throughout the entirety of the learning experiences, students will use their prior knowledge from the other lesson in order to gain a deeper understanding of the current learning experience. The different levels of Bloom’s Taxonomy are implemented into the lessons as students will first learn to compare quantities, followed by comprehending the academic terms of greater, equal, and less, applying the terms to the symbols, and lastly, reaching the highest level of Bloom’s where students combine all learned information to compose their own problems. Students will be combatively assessed in order to conclude all the learning segments for this topic.]

Our education system today is in a state of flagrant disrepair. Educators rely on outdated modes of instruction to teach children. Instead of examining these methods administrators spend time and effort developing more intensive assessments in hopes of fueling more intense learning. In order to successfully impact learning teachers must begin teaching in ways that guarantee to impart new knowledge. Brain-based learning is a newer concept in education that addresses the specific needs of a learner’s brain in order to maximize learning. Brain-based learning as defined by author and educator Eric Jensen is “the engagement of strategies based on principles derived from an understanding of the brain,” (2010, p.4). Because educators do not

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

Vygotsky also mooted the use of alternative and equivalent modes of learning and interactions, using various ‘tools’ including means of communication, and ‘mediated learning provided by adults’. (Gindis, 1995). These modes of learning appear to also link with Attwood’s “Emotional Toolbox” as strategies which influence cognitive development, behaviour and social interactions. (Attwood, 2007 p 160).

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

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).