ASSIGNMENT 1 POST 5- Benjamin Bloom

Benjamin Bloom - BLOOM'S TAXONOMY

Following the 1948 Convention of the American Psychological Association, took a lead in formulating a classification of " here).
Eventually, Bloom and his co-workers established a hierarchy of educational objectives, which is generally referred to as Bloom's Taxonomy, and which attempts to divide cognitive objectives into subdivisions ranging from the simplest behavior to the most complex.
It is important to realize that the divisions outlined above are not absolutes and that other systems or hierarchies have been devised. However, Bloom's took a lead in formulating a classification of " here).
taxonomy is easily understood and widely took a lead in formulating a classification of " here).
applied.

http://www.cte.usf.edu/materials/institute/ct/index.html

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 psychologist, lead by Lorin Anderson (a former student of Bloom's), updated the taxonomy reflecting relevance to 21st century work. The graphic is a representation of the NEW verbage associated with the long familiar Bloom's Taxonomy.

Remembering: Can the student recall or remember the information?

define, duplicate, list, memorise, recall, repeat, reproduce, state

Understanding: Can the student explain ideas or concepts?

classify, describe, discuss, explain, identify, locate, recognise, report, select, translate, paraphrase

Applying: can the student use information in a new way?

choose, demonstrate, dramatise, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write

Analysing: can the student distinguish between the different parts?

appraise, compare, contrast, criticise, differentiate, discriminate, distinguish, examine, experiment, question, test

Evaluating: can the student justify a stand or decision?

appraise, argue, defend, judge, select, support, value, evaluate

Creating: can the student create new product or point of view?

assemble, construct, create, design, develop, formulate, write

http://web.odu.edu/educ/llschult/blooms_taxonomy.htm

CRITICAL REFLECTION

One of the key points I've taken from Bloom's theory is his taxonomy of learning, and the notion of higher order thinking. Higher order learning promotes knowledge retention and is a significant aspect of cognitive education. While lower order learning is sometimes necessary in terms of the remembering, recollection and recalling of facts and information, as a teacher I must strive to get higher order thinking our of my students. Higher order thinking refers to the contruction of knowledge through analysis, evaluation and creation - which can be seen as the top three steps of the taxonomy diagram. When students are given the opportunity to exercise these aspects of higher order thinking, they develop their own ways of understanding and interpreting information which best suits them, thus they will nearly always remember the information they have learnt.

From my own knowledge, activities which can be undertaken which promot this higher order thinking include personal reflection, an in-class debate, even appropriation (for example, students are given an article and are asked to read through the article, describe the main points and then re-write the article showing what they understood from it).