Bloom's in curriculum areas...
Below are some examples of how Bloom's taxonomy can further a student's thinking in literacy and mathematics, the current two main curriculum areas in New Zealand schools according to the Ministry of Education.
Guided Reading:
You could plan many learning activities using Bloom's taxonomy questions in order to develop their thinking skills and to increase their level of understanding surrounding a problem. For example when reading a story in guided reading sessions, a teacher might ask the following kinds of questions in order to further a child's thinking and understanding of the story. The levels are as follows:
1 Knowledge - What happened in the story?
2 Comprehension - Why did it happen that way?
3 Application - What would you have done?
4 Analysis - Which part did you like best?
5 Synthesis - Can you think of a different ending?
6 Evaluation - What did you think of the story? Why?
The above questions are set at the simplest sub categorical level within each of the six levels of the taxonomy. This is good as it shows how the taxonomy can be applied in the simplest way to a level one learner. In contrast to this here are some questions using the same six levels that would apply to a level three or four learner investigating a guided reading book:
1 Knowledge - Examine where you would find this information.
2. Comprehension - Interpret the information from a different perspective.
3. Application - Experiment with the information in a different situation.
4. Analysis - Classify and compare the information with your prior knowledge.
5. Synthesis - Formulate your own ideas on the story/situation.
6. Evaluation - Summarise the information from the story in your own words using evidence.
The above questions use more in-depth and complicated terms which derive specific information from the student. They are also more likely to be worded as statements rather than questions so the student has more control over their learning. Using theses questions shows how students can get more out of a lesson with the simple use of questioning on different levels.
Mathematics:
As for guided reading the same level of questions can be applied to the curriculum area of mathematics. These are used so students can develop their higher level of thinking with maths, especially as they need to apply it to other areas in their life in the future. Questions for a level one student are as follows:
1. Knowledge - Match the counters with the written number.
2. Comprehension - Explain why doesn't this set of counter match the number
3. Application - How would you organise the set of counters to show each individual number?
4. Analysis - Which part did you find the hardest to do?
5. Synthesis - Can you think of a different way to arrange the counters?
6. Evaluating - How would you improve your organisation of counters?
These questions show once again how the six main levels can be broken down and applied to a simple learner. Although there is a strong link with Bloom's taxonomy to English, this is evidence that it can be integrated and applied to other learning areas such as mathematics. This is one example as it can be applied to many other curriculum areas.
Physical Education:
To show just how beneficial this model is to children's thinking we have put it into the context of a Physical Education lesson. This shows that children can be exposed to a higher level of thinking and be in control of their thinking no matter what the context is.
1. Knowledge - Who recognizes this game? Who can describe what is happening?
2.Comprehension - What would happen if we changed the game? What would you change?
3. Application - Can you predict what will happen when we change the game? Can anyone identify what the result will be from these changes?
4. Analysis - What was the main function of this game? What conclusions have you made from the changes?
5. Synthesis - How else could we change this game to make it easier/ harder? Could you invent a different way to present this game?
6. Evaluating - When you compare this game to before we made changes What was more important? What made the game better? Were there any inconsistencies?
The Bloom's taxonomy model can be implemented in many learning areas as shown above. We all want our children to use necessary critical thinking skills. Thanks to Bloom’s Taxonomy, teachers and parents can help develop and strengthen children's thinking skills. As teachers, we want to encourage children to think for themselves and to avoid peer pressure and fad thinking. We want them to have the skills necessary to listen, analyze and interpret the information that will be a constant part of their lives. With the use of Bloom's taxonomy and the thinking skills it provides we can support the children
Guided Reading:
You could plan many learning activities using Bloom's taxonomy questions in order to develop their thinking skills and to increase their level of understanding surrounding a problem. For example when reading a story in guided reading sessions, a teacher might ask the following kinds of questions in order to further a child's thinking and understanding of the story. The levels are as follows:
1 Knowledge - What happened in the story?
2 Comprehension - Why did it happen that way?
3 Application - What would you have done?
4 Analysis - Which part did you like best?
5 Synthesis - Can you think of a different ending?
6 Evaluation - What did you think of the story? Why?
The above questions are set at the simplest sub categorical level within each of the six levels of the taxonomy. This is good as it shows how the taxonomy can be applied in the simplest way to a level one learner. In contrast to this here are some questions using the same six levels that would apply to a level three or four learner investigating a guided reading book:
1 Knowledge - Examine where you would find this information.
2. Comprehension - Interpret the information from a different perspective.
3. Application - Experiment with the information in a different situation.
4. Analysis - Classify and compare the information with your prior knowledge.
5. Synthesis - Formulate your own ideas on the story/situation.
6. Evaluation - Summarise the information from the story in your own words using evidence.
The above questions use more in-depth and complicated terms which derive specific information from the student. They are also more likely to be worded as statements rather than questions so the student has more control over their learning. Using theses questions shows how students can get more out of a lesson with the simple use of questioning on different levels.
Mathematics:
As for guided reading the same level of questions can be applied to the curriculum area of mathematics. These are used so students can develop their higher level of thinking with maths, especially as they need to apply it to other areas in their life in the future. Questions for a level one student are as follows:
1. Knowledge - Match the counters with the written number.
2. Comprehension - Explain why doesn't this set of counter match the number
3. Application - How would you organise the set of counters to show each individual number?
4. Analysis - Which part did you find the hardest to do?
5. Synthesis - Can you think of a different way to arrange the counters?
6. Evaluating - How would you improve your organisation of counters?
These questions show once again how the six main levels can be broken down and applied to a simple learner. Although there is a strong link with Bloom's taxonomy to English, this is evidence that it can be integrated and applied to other learning areas such as mathematics. This is one example as it can be applied to many other curriculum areas.
Physical Education:
To show just how beneficial this model is to children's thinking we have put it into the context of a Physical Education lesson. This shows that children can be exposed to a higher level of thinking and be in control of their thinking no matter what the context is.
1. Knowledge - Who recognizes this game? Who can describe what is happening?
2.Comprehension - What would happen if we changed the game? What would you change?
3. Application - Can you predict what will happen when we change the game? Can anyone identify what the result will be from these changes?
4. Analysis - What was the main function of this game? What conclusions have you made from the changes?
5. Synthesis - How else could we change this game to make it easier/ harder? Could you invent a different way to present this game?
6. Evaluating - When you compare this game to before we made changes What was more important? What made the game better? Were there any inconsistencies?
The Bloom's taxonomy model can be implemented in many learning areas as shown above. We all want our children to use necessary critical thinking skills. Thanks to Bloom’s Taxonomy, teachers and parents can help develop and strengthen children's thinking skills. As teachers, we want to encourage children to think for themselves and to avoid peer pressure and fad thinking. We want them to have the skills necessary to listen, analyze and interpret the information that will be a constant part of their lives. With the use of Bloom's taxonomy and the thinking skills it provides we can support the children