Leaning on Bloom's taxonomy as a model, I usually create questions that move from remembering and understanding towards applying and analyzing. In this lesson I give students an opportunity to answer the questions in pairs before being answered and discussed as a class. In the video, students are directed from understanding towards applying and analyzing through the questions on the handout. The handout begins with summary based questions such as, “why do you think the Nurse refuses to say Romeo’s answer?” to the which a student calls out “she's stalling” (2:20). The questions then lead to understand essential plot points (ie. that the Nurse was sent to receive Romeo’s marriage proposal for Juliet) and character motivations (ie. that Juliet loves Romeo and is waiting anxiously for his response), towards the more complex act of interpreting and responding to why the Nurse refuses to deliver Romeo’s message. Students had a variety of original and personal responses to why she would refuse, beginning at 3:25 of the video. This process of using leveled questions moves students through Bloom's taxonomy towards their personal interpretation, after which they are given an opportunity to write their own analysis of which interpretation they believe is correct. The process of advancing through Bloom's taxonomy is also demonstrated in the first group work video (“Lesson 2 Group Work”), where I engage a group that was struggling with the handout questions and needed support. The
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:
While reading the write up of this play, students are in a constant state of confusion with the complicated language used. “O Romeo, Romeo, wherefore art thou
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
Christina Haas and Linda Flower both make contributions to writing in their studies about the writing process. They have collaborated on one work, Rhetorical Reading Strategies and the Construction of Meaning, to comment on a growing notion in the writing field about the reading process. They discuss findings on how rhetorical reading strategies work and why teachers should begin to influence their students with them. The main audience are other teachers. Haas and Flower’s primarily argue that the process of shaping students into literal and receptive readers should switch to shaping students into rhetorical readers, using strategies like trying to account four author’s purpose and context, for more in depth construction of meaning. Haas and
range of contexts, purposes and audiences use discussion in order to learn; they should be able to elaborate and explain clearly
The central focus of this learning segment is to read and understand act 2, scenes 3-6 of Shakespeare’s Romeo and Juliet and to use this understanding to interpret deeper character motivations and characterization. Students will use close reading to find evidence to support their interpretations and will write short paragraphs on characterization. Close reading is the process of critically analyzing a text and focusing on significant details without referencing or referring to information outside of the text in order to develop deep and precise understanding. The process of summarizing, interpreting, and using evidence to support the interpretation will be repeated multiple times during this learning segment.
ask the “student”, an actor, questions that correlate to his memory of things they were to read to
Write one developmentally appropriate learning objective for the goal related to each level of Bloom’s Taxonomy.
In this course we’ve learned to how to effectively analyze rhetorical situations. We start off by identifying the audience. The audience is the intended or unintended recipients of the rhetorical message. Identifying the audience is important because it will determine the style and language you will use in your writing. For example, if an undergraduate student is writing to their professor the style and language of the writing will be formal. Whereas if the audience is the undergraduate’s peers, then the language can be informal and have a more relaxed tone. Then we explore the context of the rhetorical situation. The context is what helps you interpret meaning in a situation by giving information on what the piece is about. By understanding
During the play Romeo and Juliet, Shakespeare manages to effectively depict the tragedy of Romeo and Juliet’s relationship. One way he achieves this is by creating sympathy for Romeo and Juliet, which consequently affects the reader and audience of the play. Three ways in which Shakespeare is able to create sympathy for them is through the general setting and plot structure, the language used, and also the characterisation of Romeo and Juliet.
In the tragic love story Romeo and Juliet, by William Shakespere, although the major characters ultimately determine the fate of Romeo and Juliet, it is the minor characters whose decisions and behaviour throughout the story create the most interest. In particular, it is Tybalt’s irate character, the Nurse’s loving yet comic nature as well as the contrasting attitudes of both Romano and Juliet’s parents whose influences on the major characters generate interest; making Romeo and Juliet a very thought provoking play.
“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
Module 2 contained lots of very useful information that I can use in the future, If I ever become an instructor. I am glade that we had an extra week to digest all that information. At first when I read the chapter in the book, my head was spinning. Then I started to compartmentalize everything and things become much clearer. Bloom’s Taxonomy is something that I have to keep reviewing to fully understand. I think I got the hang of writing goals and objectives, especially after reading everyone’s posts and the corrections. Now regarding the the syllabus assignment, I think it was a great way to practice exploratory learning. At first I had difficulty finding a worthy syllabus online, especially because I got used to the high quality syllabi
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).