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Blooms Taxonomy Within a Planning Pyramid - Coursework Example

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Bloom’s Taxonomy refers to a classification of educational activities, which comprises of cognitive, affective, and psychomotor domains (Marzano & Kendall, 2007). Trainers find these domains as extremely significant for successful instructional processes. The original…
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Blooms Taxonomy Within a Planning Pyramid
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Bloom’s Taxonomy al Affiliation Bloom’s Taxonomy Bloom’s Taxonomy refers to a ification of educational activities, which comprises of cognitive, affective, and psychomotor domains (Marzano & Kendall, 2007). Trainers find these domains as extremely significant for successful instructional processes. The original cognitive domain consists of knowledge, comprehension, application, analysis, synthesis, and evaluation. However, this domain underwent revision into the new cognitive domain, which consists of remembering, understanding, applying, analyzing, evaluating, and creating (Rosenberg, Westling, & McLeskey, 2007). The affective domain includes sis categories, namely receiving phenomena, responding to phenomena, valuing, organization, and internalizing values. Finally, the psychomotor domain contains seven categories, namely perception, set, guided response, mechanism, complex overt response, adaptation, and origination (Rosenberg, Westling, & McLeskey, 2007). Each of the three domains of learning contains verbs that trainers find to be significant in setting goals, which learners must achieve by the end of a lesson.
Some goals in the Unit Planning Form contain verbs from Bloom’s Taxonomy. Among the goals in the planning form is to compare and contrast weathering and erosion after the learning process. Compare and contrast are the two verbs from Bloom’s Taxonomy. These verbs belong to analysis and evaluation, which are among the categories of the cognitive domain. In the original cognitive domain, analysis and evaluation are the equivalents of creating and evaluating respectively in the new cognitive domain. Students should distinguish between inferences and facts as well as make judgments regarding the values of materials or ideas. Compare and contrast also belong to organization, which is a category of the affective domain. Students should organize values into various statuses by contrasting the values, solving conflicts between the values, and creating unique value systems. Organization emphasizes relating, comparing, as well as synthesizing values. Therefore, compare and contrast the only verbs in the Unit Planning Form (Rosenberg, Westling, & McLeskey, 2007).
Instructional adaptations
Teachers choose significant instructional adaptations in order to facilitate the participation of students in an educational curriculum. Instructional grouping, progress monitoring, and content presentation relate to some of adaptation in the planning form. Such adaptations include audiotape of chapters, concept maps, cooperative learning groups, and study friends to prepare for questions and tests. Audiotape is a nice way of presenting educational content to students because it enables trainers to introduce new content to their students. This instructional strategy enables students to relate what they acquire in the classroom to the real life situation. Use of concept maps is another significant instructional strategy that trainers use to present educational contents to the learners. Concept maps show the relationships among various concepts, which will enable learners to internalize the concepts. Cooperative learning groups and study friends represent the instructional grouping. Instructional grouping promotes quick and efficient conveyance of information to many students at the same time. Students can benefit from one another because of cooperative learning groups. Preparing for questions and tests shows progress monitoring. Trainers monitor the ability of their students by giving the questions and tests, which they provide answers according to the previous instructions (Rosenberg, Westling, & McLeskey, 2007).
Therefore, Bloom’s Taxonomy is significant in the instructional process because trainers can set goals, which students should achieve by the end of a lesson. Trainers also find systematic teaching, such as instructional grouping, use of audiotapes and concepts maps, and progress monitoring techniques, to be extremely significant in promoting learning among students. These techniques will motivate learners and enable trainers to recognize the extent to which the learners have mastered the content (Rosenberg, Westling, & McLeskey, 2007).
References
Marzano, R. J., & Kendall, J. S. (2007). The new taxonomy of educational objectives (2nd ed.). Thousand Oaks, CA: Corwin Press.
Rosenberg, M. S., Westling, D. L., & McLeskey, J. (2007). Special education for todays teachers: an introduction(2nd ed.). Upper Saddle River, N.J.: Pearson. Read More
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