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
