Why Use Bloom Taxonomy In Lesson Planning

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 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

In order to create the lesson plan, the objectives had to be planned first. As per the requirements for the course, I based my learning objectives off of Bloom’s taxonomy with my learning objectives falling under the categories of remembering, understanding,

The class as a whole displayed an overall understanding of identifying the main idea and informational illustrations as well as sequencing events correctly in a non-fictional text. A total number of ten students mastered all learning objectives. Seven students were able to meet almost all learning objectives but did provide the appropriate criteria. The seven students all displayed a common error by not providing illustrations for at least five events. One student was unable to master one or more of the learning objectives. The one student who was unable to meet the requirements did not sequence events in the correct order and provide the required illustrations. The student was able to determine the main idea by providing an appropriate title

A non-standardized curriculum allows students to focus on higher level thinking skills. Students are encouraged to learn from each other. Students are encouraged to challenge each other. Teacher’s use Bloom’s Taxonomy to have student think deeper into concepts. Instead of students learning ten concepts over the course of a year, students learn six that are more in depth. Students use a variety of alternative assessments to show their depth of knowledge. A student can choose how to display their knowledge. Students may give a presentation, create a 3-D model, design a PowerPoint, or write a story or a variety of other ways to present their ideas.

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

(https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/) “Bloom’s Taxonomy” is simple, yet very informational. It has a pyramid of each level to better help the viewer understand how the theory works. The graphics are what caught my eye and also the fact that the site tells why we should use Bloom’s Taxonomy. It not only has great information and visuals but also updated information and links to other things related to the theory. The site gives a brief explanation of the original taxonomy and how it has evolved. There are links to books and other sites to get more information and in text citations. After each domain level it gives adjectives to help the viewer understand and remember the theory better. This site has an author and a very credible sponsor, which makes it the most credible site. Vanderbilt University did an awesome job putting together this site for others to use as research and is by far the best site out of each site evaluated.

Blooms Taxonomy: The level we are trying to achieve is creative, which is the highest level of Blooms Taxonomy. Students will create a booklet or

This final part of the K-W-L activity gives students a chance to ask questions about concepts or words that they didn’t grasp through the activities. If students have unanswered questions or new questions, the class will have a discussion. This allows students to self-monitor their work to ensure its completion (Ogle, 1989). Students should ensure all their questions from “what I Want to know” have been satisfactorily answered, and that they have filled out as many new or interesting facts as they can in the “what I Learnt” column. Recaps and summaries of lessons are useful as students reiterates what they have just learnt, reinforcing the acquired knowledge. It also allows the teacher to check that all students understand the text. EAL/D and low literacy students are also encouraged to copy the formulated answers from their margin questions directly into the Learned column. Answers from the margin questions activity may overlap with questions students created for the Know column. By completing this activity, students will have an easily accessible worksheet containing all of the information learnt from this class. Both activities (Appendix C and D) give the students an opportunity to express their prior and learnt knowledge in various modes of communication. The range of literacy activities provided to the

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

I would place Bloom’s Question Starters at the “Assessment” portion of this lesson plan. One assessment guideline listed on the website says: “Students’ responses to the book that was read aloud in class.” Using these questions, the students and I would have an open classroom discussion about what occurred throughout the text. We would read the story together collectively and the students would be sitting on the carpet. After we’ve completed our activity, we would return to the carpet from our desks.

Mrs. Tantourri’s class promotes high expectations and exposes all children to the common core learning standards every single day. Mrs. Tantourri also uses all of the same literacy based programs like Teacher’s College. Mrs. Tantourri differentiates all of the lessons and adds man support. All questions start at a very high order and the scaffolding of the questions begins. She also gives vocabulary retrieval and question choices as well. In addition, the class is extremely data driven. Mrs. Tantourri drives her instruction based on the data she collects.

“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

Teachers can use this theory in the classroom each and every day. These different levels or categories of learning can help the teachers to assess students in different areas. Bloom’s Taxonomy gives more options instead of just test students by written