Background, underlying theories and philosophies to Bloom's Taxonomy:
In 1956 Benjamin Bloom along with collaborators Max Englehart, Edward Furst, Walter Hill, and David Krathwohl created a thinking framework consisting of six levels describing each thinking level. This framework is now familiarly known as Bloom's Taxonomy. The six main categories in ascending order of levels of critical thought are knowledge, comprehension, application, analysis, synthesis, and evaluation. Knowledge is considered to be the basis and preconditioning skill for all the other categories to be built upon. Within the six main categories there are numerous subcategories that range from simple to complex skills. When the framework was created it was thought that it could be used with any learner and in any learning area.
There are three main domains of the framework that have been developed to describe the types of thought that can be applied to the taxonomy. The cognitive taxonomy describes the intellectual abilities and thoughts, affective taxonomy describes the values and emotions and psychomotor taxonomy describes the muscular movements and manipulation of objects. Different teaching and assessing strategies need used for each taxonomy.
The taxonomy has underlying links to Jean Piaget because both Piaget and Bloom see the learner as the manufacturers of their own development. This stems from the pair both having realist constructivist views of learners. The three main domains of Bloom's taxonomy are based on Piaget's cognitive stages. Bloom's taxonomy also links to Vygotsky's theory of scaffolding learners because Bloom helps teachers to identify target skills needed for learning and Vygotsky's theory of scaffolding helps teachers to assist students to achieve these skills.
There are also links between Bloom's taxonomy and Garner's Multiple Intelligences model. Gardner's Multiple Intelligences model focuses on the types of thinking that students use to process and use information. This links to Bloom's taxonomy because in order to think about each level of the framework on either a simple or complex level you need to be able to know how to think about it and what types of intelligence needs to be used.
In summary there are six main levels of learning that each learner can achieve in Bloom's taxonomy. Within the levels there are many skills ranging from simple to complex which can be applied to learners at different stages. Along with the six levels there are three main domains which focus on the types of thought learners use. This links to Piaget's cognitive stages. Teachers can help students to achieve these levels using Vygotsky's scaffolding techniques in order to make sure that all learners have as much opportunity to achieve as possible.
In 1956 Benjamin Bloom along with collaborators Max Englehart, Edward Furst, Walter Hill, and David Krathwohl created a thinking framework consisting of six levels describing each thinking level. This framework is now familiarly known as Bloom's Taxonomy. The six main categories in ascending order of levels of critical thought are knowledge, comprehension, application, analysis, synthesis, and evaluation. Knowledge is considered to be the basis and preconditioning skill for all the other categories to be built upon. Within the six main categories there are numerous subcategories that range from simple to complex skills. When the framework was created it was thought that it could be used with any learner and in any learning area.
There are three main domains of the framework that have been developed to describe the types of thought that can be applied to the taxonomy. The cognitive taxonomy describes the intellectual abilities and thoughts, affective taxonomy describes the values and emotions and psychomotor taxonomy describes the muscular movements and manipulation of objects. Different teaching and assessing strategies need used for each taxonomy.
The taxonomy has underlying links to Jean Piaget because both Piaget and Bloom see the learner as the manufacturers of their own development. This stems from the pair both having realist constructivist views of learners. The three main domains of Bloom's taxonomy are based on Piaget's cognitive stages. Bloom's taxonomy also links to Vygotsky's theory of scaffolding learners because Bloom helps teachers to identify target skills needed for learning and Vygotsky's theory of scaffolding helps teachers to assist students to achieve these skills.
There are also links between Bloom's taxonomy and Garner's Multiple Intelligences model. Gardner's Multiple Intelligences model focuses on the types of thinking that students use to process and use information. This links to Bloom's taxonomy because in order to think about each level of the framework on either a simple or complex level you need to be able to know how to think about it and what types of intelligence needs to be used.
In summary there are six main levels of learning that each learner can achieve in Bloom's taxonomy. Within the levels there are many skills ranging from simple to complex which can be applied to learners at different stages. Along with the six levels there are three main domains which focus on the types of thought learners use. This links to Piaget's cognitive stages. Teachers can help students to achieve these levels using Vygotsky's scaffolding techniques in order to make sure that all learners have as much opportunity to achieve as possible.