Discussion Question No:02

These are the six classes of Bloom Taxonomy theory. Discuss how we can  apply these classes to classroom teaching?

video about Bloom's Taxonomy

Tutorial Three

Tutorial three

5- By providing examples explain how Mallows Hierarchy of needs relates to a student’s motivation to study well?

Being needs are desires to become fulfilled as a person, or to be the best person that you can possibly be. They include cognitive needs and aesthetic needs and most importantly, self-actualization needs. Being needs do not disappear once they are met, but create a desire for even more satisfaction of the same type. Being needs are lasting and permanent once they appear. The teacher must be aware of students needs. However the students also keep the teacher informed of their needs. Such as if the students having difficult time breathing or they are thirsty. They can’t focus on studies.   So the teacher can communicate the students and help them to fulfill their needs.  Other needs in the class room maybe include desks as well as other school supplies. Teachers must maintain a fair, orderly and safe classroom all the time.

9- Explain why morality is a concern for students at school. Provide examples.

Morality is a system of believes about what is right and good compared to what is wrong or bad. When it comes to schooling and teaching, moral choices are not restricted to occasional dramatic incidents, but are women into almost every aspect of class room life. Imaging this simple example. Suppose that you are teaching reading to a small group of second-grade. The students are taking turns reading a story out loud. Should you give every student the same amount of time to read, even though some might benefit from having additional time? Or should you give more time to the students who need extra help, even if doing so bores classmates and deprives other of equal shares of “floor time”? Which option is more fair, and which is more considerate? Simple dilemmas like this happen every day at all grade levels simply because students are diverse, and because class time and a teacher’s energy are finite.

PART ONE (Benjamin S. bloom)

Benjamin S. Bloom

Personal background

Benjamin Bloom was born on February 21, 1913 in Lansford, Pennsylvania. He had three older brothers and an older sister. He is the youngest in his family. He was the son of Russian Immigrants. His educational achievement is first noted in the documenting of his 1931 graduation from high school as his classes’ valedictorian. The main reason of his success is this personal interest and motivation (Aglhaen Nieto-Cruz, 2010).  In 1935 he received a Bachelor’s degree and a master’s degree from Pennsylvania state University and a Ph.D. in Education from the university of Chicago in march, 1942(Eisner, 2000). Bloom becomes a Staff member of the Board of Examinations at the University of Chicago in 1940. After three years later, he becomes University Examiner, a position he held until 1950. In 1944, Bloom began his initial appointment at the University of Chicago as an instructor in the Department of Education. In 1970, he was appointed as Charles H. Swift Distinguished Service Professor. He also served as an educational advisor internationally, particularly for the Governments of Israel and India, where he was instrumental in changing the instructional emphasis from teaching facts to teaching students how to use the knowledge they had learned (Eisner, 2000).

Career History

“I am confident that virtually all people have enormous potential for something. The problem is to find some way of unearthing what that is and to make it possible for them to excel in the things they find most interesting.”  Benjamin S. Bloom, 1985

During his life he makes related statements, which he learns through his studies. Benjamin Bloom was an American psychologist. His work centered on the theory of mastery learning, the classification of educational objectives, and early childhood education. He is mainly identified for his work in the taxonomy of educational objectives, which is based on the idea that cognitive operations can be ordered into six increasingly complex levels. Each subsequent level depends on the student’s ability to perform at the preceding level (Eisner, 2000). He was an educational psychologist who attempted to understand and illustrate how to give a proper learning experience, all can learn if they are provided proper learning conditions.  His contributions have deeply impacted our educational system at all level and in all subjects.

Most of the bloom’s research focused on the study of educational objectives. However there are other works by Bloom including Mastery Learning, and early childhood education. According to Eisner (2000)   affirms that the most important to Bloom idea on mastery learning in education was not that students were studying and also he found that to achieve these goals it will take time and hard work. In early childhood lead to three things to his work. The publication of his book stability and change in human characteristics (1964), rise in awareness in early childhood education, and the creation of the head start program (the university of Chicago chronicle, 1999). The new world Encyclopedia (2008) claims that Bloom was invited to testify to the congress of the united states about the importance of the first four years of child’s life as the critical time to promote cognitive development. His testimony had a significant impact in promoting and to promote cognitive development. Bloom’s testimony had a major impact in promoting and maintaining financial support for the head start program.

Accoding to Esner(2000) Bloom completed his scholarship in educational through his activism. He played a huge role in creating the international association of the Evaluation of Educational Achievement (IEA) and in organizing the International seminar for Advenced work in curriculum Development, held in Granna, Sweden, in the summer of 1971. In his work of the IEA had a important impact on international efforts for improving students’ learning in dozens of countries. Bloom also served as Chairman of the research and development committees of the College Entrance Examinations Board and was elected President of the American Educational Research Association in 1965 (Eisner, 2000).  Eisner noted that “Scholars recognized the stature of this physically small man from Chicago and honored him with appointments, honorary degrees, medals, and election to office.” During the last few years of his career, Bloom changed his focus on talented youth, and lead to research team to develop the book Developing Talent in Young People and that book was published in 1985. Bloom died in his home on September 13, 1999. At the age of 86.

Theory

Bloom Taxonomy of educational objectives is a framework for classifying educational objectives; they are the statements of what educators expect their students to have learned by the end of the instruction. The taxonomy consists of thinking behaviors that Bloom’s group of college examiners believed were important in the learning process. They divided their framework into three domains:

• Cognitive domain (intellectual capability. example: knowledge, or 'think')
• Affective domain (feelings, emotions and behavior, example: attitude, or 'feel')
• Psychomotor domain (manual and physical skills, example: skills, or 'do')

Cognitive Domain is involves to the learner’s knowledge and the development of intellectual abilities and skills. It includes six major classes: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation.  Each of these classes is promoted by dividing into subclasses, with the exception of the application class. Each subsequent level is dependent upon the learner’s ability to perform at the level preceding it. The teacher’s challenge is to encourage students to master their current level and to move on to the next.

Affective Domain focuses about on the learner’s interest, attitudes and values and consists of five classes. These classes are Receiving, Responding, Valuing, Organization and Characterization. Each of the five classes is separated subcategories that describe behavior that exist in their particular level.

Psychomotor Domain is based on the development of physical fitness, dexterity and agility, and control of the physical body to significant level of expertise. This domain is more appropriate to the development of young children’s bodily movement, skills and expressive movement than say the development of a corporate trainees’ keyboard skill.  

 

Main Elements of the Taxonomy

The main elements of the cognitive domain of Bloom’s taxonomy comprise the following six classes:

o   Knowledge Class

o   Comprehension Class

o   Application Class

o   Analysis Class

o   Synthesis Class

o   Evaluation Class

Knowledge Class

This is the least complex class or level of the taxonomy. It includes behaviors and learning objectives that emphasize remembering, either by recall or by recognition of material, ideas, methods, processes, structures, and settings.

Comprehension class

This class includes behaviors and learning objectives that represent a basic understanding of a communication that can be either in written, verbal, visual, or in symbolic form.

Application class

This class refers to the use of abstractions in general ideas, procedures, principles, and theories that need to be remembered and applied. This class uses new knowledge to solve problems, to apply to facts, techniques, and rules in new and different situations. Some examples of the application class is having the ability to apply social science generalizations and conclusions to actual social problems; or, having the ability to apply the laws of trigonometry to practical situations.

Analysis Class

This class refers to the ability to break subject matter into parts, and then to recognize the relationships between the different parts, and to know how to organize the parts. It is considered as an aid to fuller comprehension, or as a prelude to the evaluation of the material or subject matter.

Synthesis Class

This class consists of putting together all the parts of the subject matter to form a whole. It is a process of combining parts and elements from different sources in order to create a new pattern or structure that did not exist before.

Evaluation Class

This is the highest level of Bloom’s taxonomy. It refers to the It refers to the judgments we make about the value of material or subject matter. The judgments may be either qualitative or quantitative, and are on whether the material is accurate, effective, economical, or satisfying.

Application of the theory to the classroom/teaching.

Benjamin Bloom’s Taxonomy of Learning is another theory, which can be applied into the classroom. “This taxonomy consisted of six categories: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. Bloom’s taxonomy theory directly affects instructional strategies. Early childhood professionals can use Taxonomy of Learning as a pattern or outline for teaching. For example, a lesson on frogs will provide children with facts or knowledge; afterward, a teacher can test comprehension through oral questions. Children can apply what is learned by creating an ecosystem where frogs live. Educators can stimulate learning through analyzing the body of a frog, texture of skin, or the sound of a frog. Infants and toddlers naturally want to explore new and exciting subject matter: Especially, when subjects are presented in a way, which caters to the learners interests. Children enjoy projects that allow for creativity. Whether children paint a picture or mold a figure using clay, learners have a permanent sample or evidence of learning.

And also giving a picture of boys with different emotions and asking different level of questions. For example knowledge we can ask was the picture taken? Or when was the picture taken? To comprehension we can ask question like, what is happening in this picture. Or why are these boys dressed like this? For Application questions like, how would you describe the photograph to others? Or what caption would you write for this photograph? To Analysis ask some question like, why are these boys here and not in school? Or what do you know about their lives based on this photo? For synthesis question like, what might these boys says about their work in an interview setting? Or what might they say about their future? And for Evaluation some questions like, what is the significance of this photo for the time period depicted? Or Compare this photo with one of three boys from today of the same age. How are their lives similar? How are they different?

Reference

Google. (n.d.). Retrieved November 12, 2013, from https://www.google.mv/#q=banjamin+bloom+background

Bloom, Benjamin. (n.d.). Retrieved November 7, 2013, from http://www.icels-educators-for-learning.ca/index.php?option=com_content&view=article&id=4&Itemid=23

Benjamin Bloom's Taxonomy of Educational Objectives. (n.d.). Retrieved November 12, 2013, from http://www.icels-educators-for-learning.ca/index.php?option=com_content&view=article&id=52&Itemid=67

bloom's taxonomy of learning domains - bloom's learning model, for teaching, lesson plans, training cousres design planning and evaluation. (n.d.). Retrieved November 15, 2013, from http://www.businessballs.com/bloomstaxonomyoflearningdomains.htm

Bloom's Taxonomy of Learning Domains. (n.d.). Retrieved November 15, 2013, from http://www.nwlink.com/~donclark/hrd/bloom.html

Bloom's Taxonomy. (n.d.). Retrieved November 15, 2013, from http://www.learnnc.org/lp/pages/4719