The Importance Of Bloom's Taxonomy In The Classroom

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Bloom’s Taxonomy is a classification system established in 1956 by education psychologist Benjamin Bloom to classify knowledgeable skills and behaviour that is important to learning. Bloom acknowledged six cognitive levels: knowledge, comprehension, application, analysis, synthesis, and evaluation, with sophistication growing from basic knowledge-recall skills to the highest level, evaluation, Coffey (2004). My basic claim is that incorporating Blooms Taxonomy in the classroom will improve learning. If teachers could focus more on how they ask learners question, it could improve the learner’s level of understanding. I argue that the questions set for assessments only cater for certain group of learners.
“One of the beauties of teaching is
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By providing a hierarchy of levels, this taxonomy can assist teachers in designing performance tasks, making questions for discussing with learners, and providing feedback on student work. This resource is divided into different levels each with Keywords that exemplify the level and questions that focus on that same critical thinking level. Questions for Critical Thinking can be used in the classroom to develop all levels of thinking within the cognitive domain. The results will be improved attention to detail, increased comprehension and prolonged problem solving skills.

One way to challenge learners in the classroom is through the use of Bloom’s Taxonomy. According to Heather Coffey (2004), Bloom’s Taxonomy can be used across grade levels and content areas. By using Bloom’s Taxonomy in the classroom, teachers can evaluate learners on multiple learning outcomes. Within each level of the taxonomy, there are a number of tasks that move learners through the thought
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Hence, if classrooms request higher-request deduction to happen, assessments to quantify the understudy 's learning must likewise reflect discriminating considering. The utilization of Bloom 's Taxonomy as an appraisal structure and the substance by procedure framework as an apparatus for building and breaking down direction and evaluation yield critical data for the instructor. In the first place, the device can make the instructor more mindful of the substance and the procedures that he or she is showing and surveying. Second, it can bring up confounds between what is taught and what is surveyed (Kastberg, 2003:405).
These are a portion of the reactions of Blooms Taxonomy; instructive scholars have reprimanded Bloom 's Taxonomy on a couple grounds.
 Learning is not back to back Bloom 's Hierarchy appears to be too exaggeratedly developed. It is an immediate, direct perspective of how people appreciate data. Although every idea or grouping has its place, scientists are starting to see the psyche as to a greater extent a web, John Spencer

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