Writing and speaking classes have a built in taxonomy to them. The book provides the general knowledge level. The teacher provides content activities and assignments at the knowledge and comprehension level. Speech and writing assignments see if the student can apply (application level) his/her new found knowledge to the new situation of the assignment. Having student evaluate each other helps them with the higher levels of analysis and evaluation. The most difficult part is having the students carry that new understanding and skill to a new situation (synthesis).
At the end of my class, I ask basic level 1 and 2 questions to the students. When I determine that the student knows and understands the basic concepts, I will give the students a scenerio in which he/she can apply that knowledge.
I use learning taxonomy to create my lesson plans. In my theory class I use level 1 & 2 of bloom's taxonomy with some level 3 worded objectives.
Taxonomy can be used to reach course objectives. The program that I teach does not give us the freedom to create our own curriculum but it does ask for feedback from instructors. When providing feedback we always keep in mind what the learning goal is for our students and request that the course components are organized accordingly.
As a culinary instructor I plan to stage some of my lab work into first being able to identify an ingredient, then understand whhich techniques to apply to said ingredient and why and finally what role the ingredient serves in a finished dish.
I will spend lots of time helping them understand the importance of new terminology. then moving on to the new terms creates a lot more excitement. it is an easy way for them to conceptualize how much they are really learning
In the beginning of the quarter I use basic taxonomy and as the quarter progresses my students build to higher-level taxonomy. In Document Processing I for the exam they will read an article then compose, format an academic report on the article. Each student is given a different article so there can be limited cheating.
Clearly the goal is to reach higher level cognition. However, not all things can be taught starting in the deep end. Math for instance is an area best started in the shallow end until a person has the skills and confidence to venture beyond the buoys into ever deeper water. Learning taxonomy reminds me to plan to lay down a solid foundation before going to a higher level.
try to get the student to a lvel of mastery that include reintegration of learning
Taxonomy allows you to multi-layer your lesson plan to meet the student needs at the different levels outlined . It serves as a road map to allow for a complete 360 coverage of the subject matter.
I find this to be a very interesting idea. This might work in a couple of classes which I teach.
We use the Learning Taxonomy to ensure that the course content is at the appropriate level of learning when creating lesson plans. To ensure that the students are ready for a higher level of learning, we administer written assessments the students must pass. the students have to demonstrate the level of Learning Taxonomy that is set of those blocks of instruction before moving on in the course.
It is important that you have input in the lesson plan so you can be able to falow yor material in order and also know what material you still nee to cover
Learning objectives have already be established via criteria set by the program accreditor. Course lessons plans are created to align with these learning objectives. It is via lessons plans that academic freedom is realized. Factors and assessments that I currently use are quizzes, exams, research projects, homework assignments, and lab activities.
True! It also depends on the curriculum.
I'm in the middle of co-writing the lessons plans for a program revision that involves new books and new lesson plans for all of our courses. This is very helpful, to sit down and answer some of these questions about learning taxonomy and objectives for the course as a whole, for each course, and breaking it down for each day. I'm grateful for some clarification on where to begin, so that we don't miss anything that we want the student to achieve by the end of their training.
Thank you.
I have always tried to teach my students the basic elements as a starting point for problem solving.
This class has reinforced my teaching style.
Like the creation of the plan itself using Blooms allows for increased complexity of the learning. It can be included in rubrics to demonstrate the level of competency a student has for a specific objective. It can be used to give higher level meaning during lecture/lab time after a topic has been initially introduced. Examples and stories allow for higher level learning to happen after a concept has been introduced as well.
I agree with this...I love teaching lower level classes and seeing the process and excitement of learning at this stage. We aren't required to document lesson plans or taxonomy but I feel that I have been implementing this also. It's great to learn in more detail what this involves.
CoCintheane,
This is a great approach. If implemented properly, the learning taxonomy can provide the students with a sensible outlook to their learning. Looking at it from the macro-level, will allow them to understand the instructor's sequencing of assignments and reasoning for the selected course content.
Tremayne Simpson
