Changing Bloom's Taxonomy

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 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

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

Technology has many attributes and applications that improve livelihoods. As a student myself, one of the most obvious advancements is in the field of education. Educational technology has slowly been integrated into classrooms over the last decade. Today, the basis of technology, digital literacy, is a crucial skill for academics. “Students who are digitally literate know how to effectively use technology to collaborate, create original content, and conduct in-depth research for academic purposes” (Dotterer, “Fostering Digital Citizenship In The Classroom”). Some worry that the use of technology will encourage people to “cease to exercise their memory and become forgetful” (qtd. In Carr, “Is Google Making Us Stupid?”).

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

Theory can inform and guide practice to allow individuals to strengthen and/or reinforce certain areas of study. With the case of high-stakes standardized tests, students are being taught at lower levels of cognition, thus impacting their cognitive development for application in furthering education and career readiness. Given that education plays a significant role in social status and economic prosperity, school should prepare students with skills to be able to prosper and become successful. This paper will discuss how Bloom’s Taxonomy can inform educational practice to enhance higher order cognition

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.

Critical think¬ing skills involve the processing of in¬formation through analysis, synthesis, interpretation, explanation, evaluation, generalization, abstraction, application, comparison and contrast. The author lays out various aspects on critical thinking. HE lays out the aspect of visual learning and how teachers can use this to enhance learning. The author also highlights argument mapping which is a visual representation of a query. As an example the author brings forth the example high school teachers face difficulty in delivering effectively due to management

“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

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).

Job postings often state that the successful applicant must have "superior critical thinking and problem solving skills." Employers tell college administrators that graduates, both from undergraduate and graduate programs, often lack these skills.

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.

Therefore, the discussion will focus on three aspects which must be present to facilitate effective critical thinking such as knowledge and its application, analysis of information and decision making (Vo Colln- Appling & Giuliano, 2016).

the first level in Bloom taxonomy is remembering which indicate that the teacher needs to develop learners in remembering which means that learners must keep the things they have learnt or experienced in their memories. remembering is a very valuable thinking skill, crucial skill that everyone need desperately, especially teachers who are often challenged to think on their feet,without remembering it is impossible to learn anything

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).