Using the Learning Taxonomy
What is the value of using the Learning Taxonomy as a guide in the development of lesson plans?
Learning taxonomy help define conditions under which students can achieve a desired performance outcome. A taxonomy can provide a range of possible outcomes while preventing me (the instructor) from overemphasizing one dimension of learning (i.e. knowledge, comprehension) and not advancing in the cognitive hierarchy).
Is it helpful for the educator to teach the actual concept of taxonomy to their students so they (students) become aware of the progression of their own levels of knowledge as they move through a given curriculum?
I also like to pretest my students to give me a better idea as to whom is undertanding the lectures and who is actually reading their material at home.
I feel using learning Taxonomy creates clear objectives for students and instructors to follow throughout the course. At the end of the course you can clearly assess to see if each student has met these objectives.
I think it sets a solid criteria for the content and structure of the lesson plan. There is always the danger of missing some competency or procedure. When using Bloom's Taxonomy, there is a higher chance that the lesson plan will have all of the circumstances covered from a variety of angles.
It helps keep me focused on the objective and the assessment tools (pre & posttest) and if I have met that desired achievement by my teaching method before class starts I write the Learning Objectives on the board using the Learning Taxonomy. It also allows students to understand the why of what is being asked of them in an assignment.
They allow you to have a better meaurement of your students level of knowledge of the objectives of the course of study.
I always use formal pretests as this helps me understand who's read assigned reading.
Using a learning taxonomy allows the teacher to design learning activities that will allow students to achieve the desired learning objectives in the limited amount of time available in the classroom and for home study/reinforcement. Not all knowledge and skills must be mastered. Some concepts may only be introduced, while others must be reinforced and mastered. A learning taxonomy, such as Bloom's, aids in lesson design. For example, a teacher could have an objective for students to simply have knowledge of a certain biological process or the objective could be at a much higher level. A higher level objective could be to assess the effect of a change to an input in that biological process. A much deeper level of knowledge is required for that higher order learning objective.
Rob
Are these assessments ever graded?
When using taxonomy the material becomes a scaffolding technique building towards greater comprehension and application. Content is hard to impart with relevance unless it is engaging and appropriate.
Good Evening
Creating a lesson plan requires a methodical approach. When developing any "plan", a step-by-step construction should be employed to assure a logical,clearly written outline of how a subject is delivered to the student.
Learning Taxonomy provides a framework on how to construct a lesson (or learning) "plan". I feel the 4 types of knowledge work together as a unit to provide an individual with a complete "toolbox" on "how to " know a subject. Each type of knowledge is a tool in knowing the subject.
The value in using the tools is to provide the student with a "complete" knowledge of a given subject. This knowledge is acquired through the structure of knowledge, comprehension and application. When I teach an adult learner, I find it easier to state what should be known (content) and then what should be understood (and why)(comprehension) and finally how it is applied to their work setting.
So, in conclusion, the value is in the final product---a logical, clearly written, step-by-step approach to learning. thankyou
Susan
Breaking the class structure down based upon Blooms Taxonomy allows us, and the students to process the information in non-rote ways. Understanding the factual, procedural and conceptual skills and knowledge will help students tie together all the random bits they come across in their schooling. This organizational chart can help keep students focused and truly aware of what is required.
Teaching Math is very dependent on the idea of a taxonomy...learning certain skills(perhaps formulas), understanding how & when to use the skills and Applying what is learned to different situations ( as perhaps word problems)
How early in the course do you administer pretests? Do you give one within the first week of class to gauge how much the students know about the course, of do you wait until have some instruction has taken place?
Using the Learning Taxonomy to develop lesson plans is valuable in ensuring that the textbook and activities planned coincide; that students are able to use information learned inside the class outside as well; and helps me know whether or not I truly understand the material in the textbook. No matter the years of experience behind me, I learn something new from the activities completed and how receptive the students are to the activities.
Using Learning Taxonomy to lesson plan can help lesson planning by pretesting to find the strength a class may already have, which would free up more class time for subject matter the class may not have a grasp of.
The value comes in being able to assess whether the student understands and can apply the information and skills that my course offers in the real world.
