THE IMPORTANCE OF BLOOM’S TAXONOMY

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Hello to you all.

Today I feel glad to be starting Module 2 on my TKT course and the topic for now is Bloom’s Taxonomy.  The Taxonomy of Bloom is a classification of the different objectives that educators set for students (learning objectives).  Bloom’s Taxonomy divides into three domains: Affective, Psychomotor and Cognitive. At this point we focused in the Cognitive educational objective in which one of his goals is to motivate educators to focus on all three domains, creating a better way of education.

http://www.coe.uga.edu

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Bloom’s Taxonomy helps us to focus on the main points we want to achieve with our students. This way we will always be on the right path and our students will be aware of it also. Bloom shows that by teaching LOTS (Low Order Thinking Skills) to our students, they will re-produce the knowledge given but they won’t acquire it. Otherwise, when teaching HOTS (High Order Thinking Skills), our students will understand the meaning, apply it somehow, express themselves, synthesize and create something of their own using the knowledge given.

Here are some of the Technological sources where to look out to achieve each one of the levels on the Bloom’s Pyramid-Cognitive.

http://www.usi.edu

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Bloom’s Taxonomy- Cognitive:

Skills in the cognitive domain revolve around knowledge and comprehension of a particular topic. There are six levels in the taxonomy, moving through the lowest order processes to the highest:

  1. Knowledge
    Exhibit memory of previously-learned materials by recalling facts, terms, basic concepts and answers. Knowledge of specifics – terminology, specific facts.
  2. Comprehension
    Demonstrative understanding of facts and ideas by organizing, comparing, translating, interpreting, giving descriptions, and stating main ideas. It includes Translation and Interpretation.
  3. Application
    By using new knowledge. Solve problems to new situations by applying acquired knowledge, facts, techniques and rules in a different way.
  4. Analysis
    Examine and break information into parts by identifying motives or causes. It involves Analysis of elements, analysis of relationships, and analysis of organizational principles.
  5. Synthesis
    Compile information together in a different way by combining elements in a new pattern or proposing alternative solutions. It includes the Production of a unique communication, Production of a plan or proposed set of operations.
  6. Evaluation
    Present and defend opinions by making judgments about information, validity of ideas or quality of work based on a set of criteria. It involves the Judgments in terms of internal evidence and Judgments in terms of external criteria.

By following these six steps we can achieve a Higher Order Thinking Skills and I will put an activity as an example to show how this is not as difficult as it may appear.

Activity based on Bloom’s Taxonomy: “Is it healthy to eat apples.”

  1. KNOWLEDGE: What are the health benefits of eating apples?
  2. COMPREHENSION: Compare the health benefits of eating apples vs. oranges.
  3. APPLICATION: Which kinds of apples are best for baking a pie, and why?
  4.  ANALYSIS: List four ways of serving foods made with apples and explains which ones have the highest health benefits. Provide references to support your statements.
  5.  SYNTHESIS: Convert an “unhealthy” recipe for apple pie to a “healthy” recipe by replacing your choice of ingredients. Explain the health benefits of using the ingredients you chose vs. the original ones.
  6.  EVALUATION: Do you feel that serving apple pie for an after school snack for children is healthy? Why or why not?

 As you can see, this is an activity that can be done in a 45 minutes class. This is the limited time most of teachers deal with, so this is a good example showing that every activity can be done using HOTS instead of LOTS. By following this steps our students will acquire the knowledge by relating it to their own life experiences, this way the knowledge will be significant and hard to forget! 

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About yunuenth86

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One response »

  1. Nuvia,
    I love your example of apples and apple pie. It was very clear how each level was different. Do you need to do every single activity in a 45 minute session? Or perhaps the class could be divided into groups…check out Malena’s blog for what she did this week with her class.
    Ellen

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