Bloom's Taxonomy

Bloom's Taxonomy of Education and its use in Nursing Education A primary goal of nursing continuing education is to maximize nurses' capability to advance the outcomes of patient care. This effort requires nurses to convey what they have learned into their practice. To achieve this transference, there must be a knowledge base of concepts relating to the particular issue. Teachers can assist the transfer of knowledge by using instructional strategies that incorporate the subject

1. What learning theory is it based on - if any? Is the learning theory appropriate for the program? Why or why not? If you cannot identify a learning theory, discuss which one you would use and why you would use it for this specific program: Staff development program provides staff with the tool and skills to gain competency in their workplace and opportunity to explore and learn new techniques. This semester, I had a chance to observe a staff development in-service conducted by a Nurse Educator

Delos Reyes  Blooms Taxonomy Of Learning In 1956, Benjamin Bloom headed a group of educational psychologists who developed a classification of levels of intellectual behavior important in learning. During the 1990 's a new group of cognitive psychologists, lead by Lorin Anderson (a former student of Bloom), updated the taxonomy to reflect relevance to 21st century work. Bloom 's Taxonomy was primarily created for academic education, however

Benjamin Bloom developed Bloom’s Taxonomy in 1956. It identifies three domains: cognitive, affective, and psychomotor, used to evaluate knowledge assimilated by the learner. Each domain has hierarchical categories that progressively measure the level of understanding achieved. This paper reviews each domain and list the categories found within, discuss how Bloom’s taxonomy apply to the case study presented by Larkin and Burton’s article ‘Evaluating a Case Study Using Blooms Taxonomy of Education’, and

3 THEORETICAL FRAMEWORK 3.1 Bloom’s Taxonomy Bloom’s taxonomy is useful to provide students with a framework that involves more than just the progression of thought processes but emotional and physical aspects too. Bloom proposed three main domains, Cognitive, Affective and Psycho-Motor [6]. It can be perplexing how facts and figures about a favourite sports team, lyrics to songs or actor’s roles in films can readily be recalled yet strategies and solutions to mathematical problems can be so elusive

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

The six levels in Bloom’s taxonomy (from lowest to highest) include knowledge, comprehension, application, analysis, synthesis, and evaluation. The first level, knowledge, is described as the simple recall of facts, terms or definitions. It is through the grouping, description, comparison, and explanation of knowledge or facts that results in the second skill level in Bloom’s taxonomy; comprehension. The third level, application, results from making on both knowledge and comprehension. A great deal

The idea for Bloom’s Taxonomy was born in 1948 during an informal meeting at the American Psychological Association Convention in Boston, by Benjamin S Bloom and a committee of over 30 leading educators. (Bloom, Engelhart, Furst, Hill & Krathwol, 1956 p. 4) Although the taxonomy is general referred to as Bloom’s Taxonomy, the work is considered a group product that came form many revisions. (Bloom et al., 1956 p.9) The original work of Bloom’s Taxonomy (OW) came in the form of handbook, titled the

Lyon (1985) the use of Bloom’s Taxonomy was considered. They reported that within schools the most common activities and tasks that occurred were those that required recall of knowledge, comprehension and application. Tienken, C.H. et al (2010) reported similar findings, in that the types of questions asked by teachers in their study were what they termed reproductive; those questions that required recall, comprehension and application, the lower orders of Bloom’s taxonomy. When I read the findings

This first year of college was the first time I heard about Bloom’s Taxonomy and it impressed me how without knowing i've been using these learning levels without even knowing about it. All of these criterias apply to my education in various ways from working in critical thinking assignments to essays. I will be explaining how I use the six levels of Bloom's Taxonomy in an argumentative essay. The first level is “remembering” the first thing I need to make sure when writing an argumentative essay