Blooms Taxonomy
Blooms Taxonomy of Educational Objectives: Cognitive Domain, more commonly known as Blooms Taxonomy, orders knowledge into a hierarchical framework where student understanding of educational objectives can be easily structured (Gray, Waggoner, 2002). Figures 1 and 2 illustrates the different levels within the Taxonomy, and Video 1 outlines some ways which Blooms Taxonomy can be used in the classroom.
Lower-, Intermediate-, and Higher- Order QuestionsQuestions that relate to Blooms Taxonomy levels of knowledge are generally referred to as either lower-, intermediate-, or higher- order questions (Jones, Harland, Reid, & Bartlett 2009). Lower-order questions focus on student knowledge and comprehension, with an emphasis on simple recall and understanding of the information at its most basic level (Tofade, Elsner, & Haines 2013). Intermediate questions focus on the use of information through its application and analysis, whilst higher-order questions allow students to use information in a creative way to synthesise and evaluate its importance (Jones, Harland, Reid, & Bartlett 2009).
Importance to TeachersUtilising Blooms Taxonomy to create a variety of question types enables the effective teaching and learning of the curriculum. Varying the types of questions asked in the classroom from lower-order to higher-order questions assists in the full comprehension and analysis of knowledge, allowing students to develop a greater understanding of the curriculum area. Whilst it might be necessary to ask lower-order questions at the start of unit study, teachers must move to discussion of higher-order questioning allow for the full potential of their students to be developed (Jones, Harland, Reid, & Bartlett 2009). This gradual progression to higher-order questioning within the integrated classroom environment enables the teacher to have a greater understanding of the academic achievement of each student and allows for the differentiation of work based on academic achievement and understanding (Tomlinson, Moon 2013), resulting in a more thorough understanding of the curriculum are by the student.
Furthermore, higher-order questions facilitate a greater level of cognitive development amongst students (Marshall, Horton 2011). As a result, students who have a higher level of cognitive development are capable of more adaptive behaviours and complex problem-solving skills (Brendel, Kolbert, Foster, 2002). Through not only the understanding of knowledge, but the use of it in evaluation and creative works, higher cognitive development in the students’ brain occurs. Thus, the effective use of Blooms Taxonomy in regards to question creation has profound impacts on both the learning and cognitive development of students. A further use of structuring questions around Blooms Taxonomy is the ability for teacher to gauge the academic level of the class and undertake formative assessments throughout the study of a unit (Jones, Harland, Reid, & Bartlett 2009). Through using different levels of questioning, teachers understand the academic levels of students, and can focus on specific areas which need improving. This formative assessment process can assist both teacher and learner in developing a greater understanding of the course content, and with this type assessment being at the centre of learning, student performance should markedly improve (Tomlinson, Moon 2013). The formative assessment ability links in with the previous two benefits discussed of Taxonomy questioning as it allows for a differentiated classroom and a greater cognitive development amongst students. |
Video 1: Bloom's Taxonomy (Michelleholmes111, 2011)
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