Questions On The Taxonomy Of Bloom's Taxonomy

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

The cognitive domain looks at three areas, transgression, threat and loss. How the client perceives these three areas is the focus of the cognitive domain. There are four life dimensions that are used to assess the cognitive domain, including physical, psychological, social relationships and moral/spiritual. These categories also “mirrors Maslow’s hierarchy of needs” (Meyer, pg. 62). As the client’s needs are met they will then be able to proceed to the next level of need and begin to work on fulfilling those.

Bloom’s Taxonomy, a classification of the main levels of learning, has six stages; the stages ranging from knowledge to evaluation. As one can infer, the two stages have many differences, being on opposite sides of the chart and the terms having completely different meanings. Knowledge, being the most basic of the learning stages, is made up of mostly previously learned information which we can easily bring up in our minds. We remember things such as dates, times, words, etc. and can recall them with ease for we have them memorized. Although it is considered the lowest level of learning, knowledge is a key in getting to the highest level of learning, evaluation.

Bloom’s Taxonomy is a very important aspect that may be used in my classroom to impact student learning and support the goals and mission of my clinical site. One way it impacts student learning is it helps me make sure I am asking questions to enhance student learning in the six different levels. One way to impact student learning is to ask remembering questions to make students can recall information that they have learned. It will also help students’ learning because it is critical to other levels of thinking. It will help students in the classroom and outside the classroom. By having them retain information, it helps them prepare for a variety of tasks in our society. I can impact student learning through understanding questions. It helps

Bloom’s Taxonomy is a classification of learning objectives in education. It divides these objectives into three domains which are (a) cognitive, (b) affective, and (c) psychomotor. By focusing on these three domains, we can observe how nurses can use these domains to care for and help educate patients with chronic illnesses.

The Cognitive Domain measures the child ability to conceptual think, measure memory, and mental process.

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

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.]

Cognitive domain involves six categories and you must build on each one for it to be effective. They are knowledge, comprehension, application, analysis, synthesis, and evaluation. Cognitive domain described by Randall (2011), “Is the recall or recognition of specific facts, procedural patterns, and concepts that serve in the development of intellectual abilities and skills” (2011). This domain is applied in respiratory education in the form of comprehending information and being able to apply and assess information. An example of this would be placing a patient on optiflow, you must have the knowledge to deliver the correct oxygen concentration and flow to meet the patient’s needs. If the patient does not tolerate or this therapy or becomes

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

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

This new taxonomy displays a more active form of thinking and is possibly more precise (Bloom's Taxonomy of Learning Domains, 2013).

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).

The third theme is intuitive thinking, a neglected but important feature of productive thinking. Careful examinations of the nature of intuitive thinking is a great aid to those in teaching and effective thinking is supported by the development of self-confidence and courage. The fourth theme is motivation for learning; an interest in the learning material is the best stimulus for learning and must be kept broad and different in expression. It is important for students to feel motivated whilst learning, the motives for learning must be based upon as much as possible on interests. Bruner's work had a profound effect on education, researchers and the students he has worked with. Bruner (1964) clearly states that his theory is “the development of human intellectual functioning”.