19 Aug dentify one idea advanced by that learner that strikes you as particu
dentify one idea advanced by that learner that strikes you as particularly useful, and describe how you might use it. What questions or suggestions can you offer each?
Christine post
Bloom’s Taxonomy is a model used as a mechanism to help establish and display cognitive complexity in writing substantial literature. (Granello, 2001). Bloom’s technology is that each of the six levels in the hierarchy provides an essential skill for students who would like to write cognitively advanced works of literature. (Krathwohl, 2002).
One of the main strengths of Bloom’s Taxonomy is that it can be used as a growth instrument for writing while providing structure for organizing thoughts by providing structure for developing writing. For example, when instructors read students’ papers, they can access which areas a student may need help with and develop curricula and provide feedback designed to help them progress to the next level. (Krathwohl, 2002). This is done by accessing which level of the hierarchy the student’s writing falls based on the definitions for each of the six domain categories in the cognitive domain while providing a visual of what is the next level that they need to master.
According to new research (Krathwohl, 2002), Bloom’s Taxonomy is not an all-encompassing model of writing, which is a weakness because it may not identify areas that the student needs to develop regarding their writing skills. The categories that Bloom uses are knowledge, comprehension, application, analysis, synthesis, and evaluation (Krathwohl, 2002). To get a full assessment of a student’s writing would require the use of an additional tool. Having to use two or more models to improve writing can make things a little more complicated. This may result in two different assessment that does not correlate with each other at all.
Even though Bloom’s Taxonomy is not an all-encompassing mode, it is a valuable tool that I can use to assist me in organizing my writing to ensure that it is clear by ensuring that I demonstrate the use of all six levels of the Taxonomy as defined by Bloom and to access my learning and writing abilities and define areas that I need to improve in. By closely looking at the well-defined Taxonomy, I should be able to quickly identify shortcomings. I can also use this model as I read research articles to assist me with my critical thinking and analysis by focusing in on the six categories that Bloom uses.
Richild post
Like any theoretical model, Bloom’s Taxonomy has its strengths and weaknesses. Its greatest strength is that it has taken the very important topic of thinking and placed a structure around it that is usable by practitioners. Those teachers who keep a list of question prompts relating to the various levels of Bloom’s Taxonomy undoubtedly do a better job of encouraging higher-order thinking in their learners than those who have no such tool. On the other hand, as anyone who has worked with a group of educators to classify a group of questions and learning activities according to the Taxonomy can attest, there is little consensus about what seemingly self-evident terms like “analysis,” or “evaluation” mean (Bloom,1956). In addition, so many worthwhile activities, such as authentic problems and projects, cannot be mapped to the Taxonomy, and trying to do that would diminish their potential as learning opportunities.
According to this taxonomy, each level of knowledge can correspond to each level of cognitive process, so a learner can remember factual or procedural knowledge, understand conceptual or meta cognitive knowledge, or analyze metacognitive or factual knowledge (Bloom,1956). According to Anderson and his colleagues, “Meaningful learning provides learners with the knowledge and cognitive processes they need for successful problem solving”(Bloom,1956). The following charts list examples of each skill of the Cognitive and Knowledge Dimensions.
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