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Essay application of blooms taxonomy with reference
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Bloom’s Taxonomy vs. DOK Rose Brown Mississippi State University Bloom’s Taxonomy vs. DOK In formulating lesson plans and assessing student performance over the past 50 years, teachers have come to rely on certain tools to gauge the range of scaling criteria in order to analyze students’ performance relative to critical thinking skills, comprehension, and the ability to regurgitate critical information delivered to them via instruction. The backbone of these tools is Bloom’s Taxonomy, which has been used for more than five decades in such a capacity. Bloom’s Taxonomy was developed in 1956, with added dimensions having been revised for the five main descriptors in 2005. Bloom’s Taxonomy assesses cognitive …show more content…
Jones further suggests that teachers lean more heavily on the DOK rather on Bloom’s Taxonomy when developing the lesson plans, so that they can clearly establish the expectations for the levels of understanding that they are proposing to students, and establishing the criteria for lesson outcomes in a concise manner. Jones further suggests not using Bloom’s Taxonomy for the same reason. His view is that the DOK’s design gives better projection to completion outcomes (Jones, 2014). The general argument with Jones is that the DOK does not address cognitive complexities for many subjects, and many of the verbs associated with the four levels bear little correlation to their respective level or with the DOK …show more content…
The critical thinking component is not to be overlooked in the classroom, and this is where both Bloom’s Taxonomy and the DOK can be useful tools for preparing the lesson and assessing student milestones. Bloom’s Taxonomy is, undoubtedly, the most widely used of the two, but it does leave something to be desired relative to attaining the goal of completion to mastery. The downside of Bloom’s Taxonomy is the longivity of navigating through the levels, if taken literally (Wirth & Perkins,
The article, “Critical Thinking? You Need Knowledge” by Diane Ravitch, discusses how in the past people have been deprived from the thinking process and abstract thinking skills. Students need to be given more retainable knowledge by their teachers to improve their critical thinking skills. (Ravitch).
The concepts behind Bloom and Perry’s Taxonomies provide interesting and different ways to view graduate school education, and really education in the most general sense. On one side, you have Bloom’s Taxonomy which is very lineal and presents the idea that education is a building block effect of sorts which is illustrated as a pyramid. The higher you go the smaller the pyramid becomes until you reach the top, evaluation stage of learning. Perry’s Taxonomy on the other hand presents frameworks of sorts that explain how students retain knowledge and learn. Neither Bloom or Perry’s Taxonomy is better than the other, rather they work together to provide contrasting views on learning.
Another important contribution is tying Bloom 's Taxonomy of cognitive categories to peer education. According to Lipsky, "Too often students are accustomed to the lowest level of cognition, simple knowledge or recall of details and information (pg. 38). Lipsky went on to discuss the importance of "higher level of cognition" by using directive words to allow students to think independently, and perform at higher levels of cognition.
During my undergraduate time, I would work as a supplemental instruction (SI) leader for calculus 1 and calculus 2. Now, I am working at Laredo community college as an SI Coordinator for a grant. I was learning about the concepts of SI where I learn about Revision of Bloom’s Taxonomy. “The RBT consisted of two dimensions namely the Cognitive and Knowledge dimensions” which goes from lower to higher thinking (). The six categories that have a sign in learning for students remember, understand, apply, analyses, evaluate, and create. These same categories are what we use to conduct SI sessions, but we might use three of them which we go from lower to higher thinking. As an example, my session for calculus three would start from remembering of
What is more important to education? The content or the how the content is taught? Many policy makers today believe that the former is far more crucial to the development of our youth. With high-stakes testing and an entire industry of textbooks and test making, the current system places empirical results over all else. Unfortunately, this approach only helps with the lower levels on the depths of knowledge (DOK) and Bloom’s Taxonomy charts. It only helps with basic recall of facts and knowledge. A second area of concern with this type of teaching is that only instills one point of view in the pupils. This is also problematic for diverse classrooms with students from various backgrounds. Would an approach that reinforces critical thinking and higher levels of DOK be more appropriate? A technique that incorporates the diversity of the classroom and life experiences of those students can be explained by Christopher Emdin and Django Paris who are two advocates of Culturally Sustaining Pedagogy or Reality Pedagogy.
Cole, H., Hulley, K., & Quarles, P. (2009). Does assessment have to drive the curriculum?
Paul, R. and Elder, L., (2008). The Miniature Guide to Critical Thinking-Concepts and Tools, 5th. Ed., Foundation for Critical Thinking Press: Dillon Beach, CA
Education is defined as the “discipline that is concerned with methods of teaching and learning in school or school-like environments as opposed to various non-formal and informal means of socialization.”(Encyclopedia Britannica, 2008). If one really looks at education, he or she will realize how broad it actually is. Education extends beyond the notion that it is merely for knowledge alone. It is imperative that one view education in an analytical perspective. Mr. Smith suggests that “we must also ensure that students develop critical thinking skills.” Critical thinking is a definite must ...
Cole, H., Hulley, K., & Quarles, P. (2009). Does assessment have to drive the curriculum?
Paul R. (1995). Critical thinking: How to prepare students for a rapidly changing world. Santa Rosa, CA: Foundation for Critical Thinking.
Howard Gardner is the “John H. and Elisabeth A. Hobbs Professor of Cognition and Education at the Harvard Graduate School of Education and Adjunct Professor of Neurology at the Boston University School of Medicine, and Senior Director of Harvard Project Zero” (Gardner bio, Multiple Intelligences and Education, MI Theory, and Project Zero). As director of Project Zero, it provided and environment that Gardner could begin the exploration of human cognition (Multiple Intelligences and Education). Project Zero colleagues have been designing assessment and the use of multiple intelligences (MI) to realize more personalized curriculum, instruction, and teaching methods; and the quality of crossing traditional boundaries between academic disciplines or schools of thought in education (Gardner bio). MI theories offer tools to educators that will allow more people to master learning in an effective way and to help people “achieve their potential at the workplace, in occupations, and in the service of the wider world” (Gardner papers).
Rudd, R. (2007). Defining critical thinking. Techniques: Connecting Education & Careers, 82(7) 46-49. Retrieved December 9, 2007, from EBSCOhost database.
Critical thinking is a significant and essential topic in recent education. The strategy of critical thinking skills helps identify areas in one's courses as the suitable place to highlight, expand and use some problems in exams that test students' critical thinking skills.
Paul, R., & Elder, L. (2006). Critical Thinking: Tools for Taking Charge of Your Learning and
As I reflect on my past assessment process, I realized how much my assessments have changed over the years. In my early years, I used tests for informational recall as my assessments. I felt these were appropriate guidelines in which I needed to follow in order to substantiate a student’s grade. Every assignment or tests was given a point value and then based on the amount of points, a grade was given. Every student’s assessment was exactly the same, and the assessments did not contain any subjectivity. I felt confident in giving the grade based on a valid point system. However reflecting back, I see that I did not include any performance-based assessments or individual learning styles in my early assessment. I also did not take into consideration the individual needs of my students. My assessment approach was awful. I am embarrassed that I use to assess students in this manner.