Devotion

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

Bloom’s Taxonomy is a wonderful resource to use when writing objectives or explaining the measurable outcomes for students’ assignments. In the Bloom’s Handout, the graphics offered quite a bit of insight into Bloom’s and how it is pyramidal or hierarchical in it’s increasement of a student's cognitive process, ranging from lower order thinking to higher order thinking. This shows the concept of how students will be asked to increase their understanding on topics learned. To help students through the process, teachers use the verbs presented in their objectives so that they along with their students understand the expectations laid before them for that particular lesson. The graphic presented on page 3 of the Blooms Handout offered a 3-D effect on how the hierarchy works; this model helped me visualize how exactly Bloom’s is to implemented.

Bloom’s Modified Taxonomy of Learning classification system is categorized into three domains: cognitive, psychomotor, and affective. (The Glossary of Education Reform, 2014). Bloom’s cognitive domain addresses thinking,

Cognitive development - One of the theorists behind this theory was Jean Piaget who was a zoologist who

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

As I reference, the textbook “Understanding Child Development” by Rosalind Charlesworth with his idea on education we can look back on “Jean Piaget “who is known for his work on Cognitive Developmental: Development leads to language, concepts, problem solving, and intellectual needs" (p10). “Piaget’s theory explains how individuals think, understand, and learn. Piaget’s believed that intelligence is the cognitive, or mental, process by which children acquire knowledge.

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.]

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

At the centre of Piaget's theory is the principle that cognitive development occurs in a series of four distinct, universal stages, each characterized by increasingly sophisticated and

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.

Teachers may possibly differentiate the content by planning activities for different groups of students that cover many levels of Bloom’s Taxonomy which can be defined as a classification of levels of intellectual behavior going from lower order thinking skills to higher order thinking skills. Teachers can use hands on material for some of the students, presenting the student with different levels of information, and using texts, computers and videos in an effort to help a student understand the

F’s students. In this paper, I will discuss the instruction Mrs. F uses, the aspects of Bloom’s Taxonomy that are exhibited, some of the best practices used according to Santrock (2008), different types of technology used, and how this classroom has introduced the primary elements as my future role as a school psychologist.

“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

Piaget is said to be the founder of cognitive development, he has changed the field of developmental psychology and because of him we no longer discussing strategies, rule-governed behaviors and representations but we do talk a lot about stimulus generalization, mental age, Conditioning, and

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).