Nov 28, 2020 in Coursework

The Bloom Taxonomy

The Blooms taxonomy was developed and created in 1950s by Benjamin Bloom. This taxonomy recognized levels of reasoning in a classroom situation. As a result, it had six levels: knowledge, comprehension, application, analysis, evaluation and finally, synthesis. These levels required a higher abstraction from the students. Therefore, the teacher should attempt and to move students up the taxonomy level as they progress in their knowledge. However, at every state tests are administered to the learners to assess their knowledge. This is done mainly to develop learners who prefer thinking rather than recalling information. In this paper, I will point out the several levels which discuss the various stages of Bloom taxonomy.

I will start with the level of knowledge. In this level, Bloom points out that questions are asked solely to test whether a student has primarily gained detailed information. For instance, this may include memorization of a specific date. This includes knowing various presidents of different states that served during some time in history. It also includes knowledge of main ideas. The questions can be in a form of frames, using ordinary words such as list, label, and name.

The second stage is comprehension level, in which learners are expected to go beyond recalling facts. They should develop inner understanding of information. This means that they are able to interpret the facts or the information taught. For instance, in a geography classroom, a leaner should be able to understand the formation of each cloud. This question can be framed with phrases such as describe, contract predict and discuss.

The third level is the application stage. In this stage the learners are expected to apply, use the knowledge that they have been taught to attend certain issues in order to create visible solution to problems. For instance, a student or a learner may be asked to solve a given question in the government related context using constructions and amendments. This implies that the learner is to write a comprehension, addressing the question, using such words as solve, complete, examine, illustrate and show. This stage is then followed by the analysis stage.

In the analysis stage, the students or the learners are expected to go beyond knowledge, comprehension, and application respectively. They tend to develop a pattern that they can use to analyze and solve a problem. For example, in an English classroom, a teacher may ask the motives of the protagonists in a given novel. This implies that the learners will analyze the character of each participant in the novel and then draw a conclusion, based on the analysis obtained. This stage may use phases such as analyze, investigate, explain and infer among others. This is then followed by the synthesis level.

In the synthesis level; the learners are expected to use known facts to reach or create new theories or even make predictions. These may involve the use of knowledge from many fields to reach a given concept before reaching the conclusion. Commonly used phrases among others include imagine, compose, and create.

Finally goes the level of evaluation, which is the top level of the Bloom taxonomy. In this stage, the students are supposed to address and assess information and use values to draw a conclusion. For instance, students are completing a document based on a question from the history of the US. They are expected to evaluate beyond primary and secondary sources in order to see the outcomes. This can be summarized in a table as follows.

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However, in this taxonomy, educators help a student to develop his/her thinking skills. This implies that learners are made to apply, analyze and evaluate situations in their context. This also means that educators are supposed to help learners grow and prosper in school and beyond.

Before one develops a teaching plan it is necessary to develop some objectives, which at the end of the lesson are compared to the required objectives. Therefore, one has to set an objective for the targeted population. One may decide to use A B C D in writing the objectives.

A- An Audience (this includes students, who are supposed to be taught)

B- Behavior (how the learners are expected to behave)

C- Condition (indispensable condition under which the performance occurs)

D- Degree (the criteria to establish acceptable performance).

When developing a lesson plan, one needs to know the time that is allocated for the study. The time is then divided into small segments to determine how the lesson will be conducted. This will give the teacher guidelines on how he or she will conduct the lesson in order to use the required resources.

Here is an example of the lesson plan to teach the Bloom taxonomy:

Names of the teachers:

Institution:

Class or the audience:

Date:

Time:

Objective(s);

1. By the end of the lesson, the students should be able to know the Blooms taxonomy.

2. By the end of the lesson, the students should be able to discriminate the various levels of Bloom taxonomy.

3. By the end of the lesson, the students should comprehend of the various levels of Blooms taxonomy.

Time in minute(s)

Activities (performed by the learners)

Resource(s)

Introduction (20 )

Learners should be asked question to determine entry behavior.

Learners should take draft notes

Diagrams showing Blooms taxonomy.

Body (40)

The learners should take detailed notes on Blooms taxonomy.

Learner should ask questions on the areas of difficulties which should be answered by the teacher.

Learners should take assignments form the teachers

Textbooks and journals.

Chalkboard or a whiteboard

Conclusion (20)

Learners to answer questions provided by the teacher.

Tables of summary

Last but not least, the time allocated may be different, but this will provide a clear impression of a lesson plan. In the fast stage (introduction), the teacher will give a brief story of the Blooms taxonomy and its origin. This means that a history of the personnel will be given and how the levels were developed. In addition, to emphasis understanding, a diagram showing the various levels of Blooms taxonomy will be presented. This stage is to be flowed by the body of the lesson and will provide detailed information of the Blooms taxonomy. Students are also expected to ask questions on areas of difficulties. The last stage is the stage of conclusion, which will involve summaries of concept accompanied with assignments to emphasis understanding of the learners. The assignments should be followed in the next lesson.

In conclusion, lesson plan is a document showing or guiding the teacher on how he or she will conduct the class. This is done by having some basic knowledge on Blooms taxonomy, and will enable teachers to know the appropriate question to ask a learner, depending on his class and understanding. In addition, the Blooms taxonomy helps learners to develop a deeper meaning than recalling information taught. This implies that learners are meant to learn by empirical approaches and think beyond the normal information provided in the classroom. Therefore, Blooms taxonomy helps learners or students to be critical thinkers on issues to determine solutions.

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