Bloom’s Taxonomy According to Merriam-Webster, taxonomy refers to the classifications of general principles (Merriam-Webster, 2013). Benjamin Bloom and a committee of educators proposed Bloom’s Taxonomy in 1956 as a framework for educational objectives and standards that provide the basis for building lesson plans and tests. It also serves as a foundation for the beginnings of educational research. The taxonomy is divided into three domains, the cognitive, affective, and psychomotor. Within the three domains are subdivisions that start with the simplest learning behaviors and advance to the most complex.
Moore also states that “Brown and Keeley define critical thinking as ‘reacting with systematic evaluation to what you have heard or read’ (2000, p.2).” (2010) According to Becoming a Master Student, Author Ellis says that “A psychologist named Benjamin Bloom named six levels of thinking. He called them a taxonomy of educational objectives- basically, a list of different goals for learning. Each level of thinking calls for asking and answering different kinds of questions.” (Ellis, 2015). There are 6 levels, however, it is only at the 5th level that “involves genuine critical thinking. At this level you agree with an idea, disagree with it, or suspend judgment until you get more information.
As a student, in the beginning of my professional career, writing reflection seems a sensible idea to record learning experience. The early stages of any career would play important role in learning as one settles into the ways of profession. The complex part is recognizing such experience and implementing on practice. In this reflection, I will be discussing about the role play we have had last week in our classroom. Gibbs (1998) reflective cycle will be utilized as it illustrates a clear structure for the process of reflection which includes six main stages; description of the event, feelings, evaluation, description (analysis to make sense of the experience) conclusion and action plan (Jasper, 2003) respectively.
The deductive reasoning test was a 3-trial test that had the participant guess on what utensil test-administrator was thinking by asking only yes or no questions. Deductive reasoning is fundamental to the thinking process of judgment, problem solving, and making decisions which is vital to a child’s development, allowing them to draw new information from old past experiences. Both assessments tested for aspects of awareness preceding, during, and succeeding the end of a certain activity by having the participant predict how well they will perform and estimate how well they think they did afterwards. Awareness is necessary because the understanding of one’s own potential and limitations influence learning and generalization. Results: The overall performance of the older groups in all of the tests were more accurate than that of the younger group, which was expected being that children develop these skills as they get older.
The revised version of Bloom’s Taxonomy is two-dimensional and allows for the once strict cumulative hierarchy to overlap in categories. The complexity level is reduced in order to simplify and communicate to educators and learners of the expected outcomes from learning. Bloom’s Taxonomy had a major contribution to education as far as educators’ perspective in instruction. According to Pickard (2007), “The intersection of the cognitive process dimensions and the knowledge dimensions can facilitate instructional planning and assessment.” (p.50) The Revised Bloom’s Taxonomy allows for educators to clarify what the expected
1.3 Explain the characteristics of assessment for learning 1.4 Explain the importance and benefits of assessment for learning 1.5 Explain how assessment for learning can contribute to planning for future learning carried out by: a) the teacher b) the learners c) the learning support practitioner A description from the Assessment Reform Group “Assessment for Learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there” (2002) Characteristics of Assessment for Learning Assessment for learning is part of the teaching and learning process. It is essential for achieving a quality and productive teaching and learning experience. Providing the students with their WALT’s – We are learning today and WILF’s – What I’m looking for….. is a strategy that allows teachers to share the learning goals with students. Sharing learning goals with pupils will enable the student to get involved in their progress. By explaining to students what the learning objectives are provides an aim.
From the moment we are born to the day we die, we are constantly learning new things. Some people associate learning only with school or other educational institutes, but we learn in different places and situations our life. In the 1930s, American psychologist B.F.Skinner proposed that learning is the result of the application of consequences. It means that any behavior that has good consequences will tend to be repeated, and any behavior that has bad consequences will tend to be avoided. B. F. Skinner defined this method of learning as a “Operant conditioning”: the type of learning in which voluntary reply is strengthened if it is positively reinforced and weakened if it is punished.
THE FIRST YEAR EXPERIENCE 2 FIRST YEAR EXPERIENCE AND ENGAGEMENT Ensuring that students keep engaged in their studies throughout university is obviously a high priority for educators in higher education. The First Year Experience (FYE) has drawn much attention in the late 20th century and early 21st century (McInnis, 2000). Therefore it is imperative that educators of FYE students acquire appropriate knowledge and develop sufficient skills to assess students early in their studies (Wilson, 2003). This Literature Review describes the FYE with special attention to aspects that trigger discontentment. Subsequent research will then recommend several key mechanisms that educators of FYE students should put in place to combat attrition levels.
Comprehension Strategies Essay Landon Hayes Grand Canyon University: EED-525 January 30, 2013 Introduction There are many different comprehension strategies that teachers can use to help facilitate learning in their classroom. For many decades there has been research done that shows comprehension strategy instruction works with a variety of learners. Research has found that teaching comprehension strategies in the classroom has helped students to better understand text. Comprehension strategies can be especially helpful when learning narrative, expository and poetic text. Narrative Text Narrative text are stories that tell “what happened, who did what to whom and why.” (Dymock, p.161, 2007) Research has showed that narrative text is usually easier to understand when the text is well organized using a story grammar.
Social Cognitive * Affective learning processes Self regulated learning tends to be influenced by an individual’s emotions, behaviors, and their cognitive processing (Schunk & Zimmerman, 1997). This is a process that will orient the individual in achieving their goals by self generating (Schunk & Zimmerman, 1997). Schunk and Zimmerman (1997) stated that the self regulated learning process can also be considered as an academic self regulation process which has been studied over the years throughout different classrooms. The students taking the course learn how to use motivation, cognition, and behavior to improve their learning skills. These students who use motivational beliefs also utilize more self regulation learning skills (Schunk & Zimmerman, 1997).