Reflection on Bloom’s Taxonomy

Reflection on Bloom’s Taxonomy

Bloom’s Taxonomy is a set of three hierarchical models used to classify educational learning objectives into levels of complexity and specificity (Retrieved from: https://en.wikipedia.org/wiki/Bloom%27s_taxonomy).   The levels had been revised by many educational experts who focus more on the students’ output or assessment outcome, and these levels are the following:

1. Remembering

2. Understanding

3. Applying

4. Analyzing

5. Evaluating

6. Creating

I would like to master or comprehend Bloom’s Taxonomy and apply the principle during learning-teaching interactions and during students’ assessment.  Licensure examination for Teacher (LET) greatly involves the essential principles lied down by the expert to facilitate learning in a conducive learning environment and learner-centered type of curriculum. 

The first level is remembering where we can measure memory of previous learned materials or lessons by simply recalling facts, terms, basic concepts and answers.  The teaching strategies that would suit in “remembering stage” are rote memory skills and Socratic Method of teaching.  Next stage is “understanding” which the students’ can demonstrate understanding of ideas and facts by comparing, organizing, translating, interpreting, giving description, and stating main ideas.  The teaching strategies that would suit in “understanding stage” are Fish Bone Diagram, compare and contrast chart, reading comprehension, and class reporting.  In “applying” students solves problems to new situations by applying acquired knowledge, facts, techniques and rules in a different way.  The teaching strategies that would suit in “application stage” are mathematical problem solving and science laboratory activities and projects.  In analyzing, the students will be able to examine and break information into parts by identifying motives or causes.  The teaching strategies that would suit in “analyzing stage” are debates, drama, role playing and video film showing and editing.  In evaluating, the students will be able to present and defend opinions by making judgments about information, validity of ideas, or quality of work based on a set of criteria.  The teaching strategies that would suit in “evaluating stage” are evaluating the performance of other students by their co students and decision making regarding the issues raised by the panel (teacher and other students).  Last but not the least is creating where the students should compile information together in a different way by combining elements in a new pattern or proposing alternative solutions.  The teaching strategies that may be used are students’ own investigatory projects, and individual portfolio