Like any good lesson, teachers have to bear in mind the desired student outcomes. What’s key is that the ideology is applied before deciding upon a task and letting the taxonomy drive the lesson creation.Ĭonsideration has to be allowed for where students are in their learning process and what the teacher wants students to learn. I can take my planning as an educator from a place of teacher-directed, student-recall and shift to a powerful learning experience where students are the constructors.
Or, I could give them a trapezoid and ask them to develop the formula for area themselves, going so far as to prove their theory works every time. I could ask them to solve various area problems, pushing them to application of the skill. As I think of my students learning the area of a trapezoid, I could ask them to recall or state the area formula. Instead of planning and throwing verbs at a page, the taxonomy must serve as a reference before ever creating a lesson or activity. To be truly powerful, the teacher must shift their paradigm. The lesson is not changed, the intent is missed, and the quality of student activity remains the same and this is why Bloom’s gets a bad rap. The teacher plans a lesson and activities, then references the “better” levels of verbs offered by Bloom’s, and changes out a few in the lesson plan accordingly. Why? Witnessed in many classrooms, this structure is meant to aid in planning effectively, not as a student reference. Consider a teacher that hangs Bloom’s taxonomy on their classroom wall. Like most tools, the way they are implemented is of vast importance. But have they?īloom’s, and other taxonomies, are a tool. They have depended their task and understanding dramatically because of a shift in verbiage. When I once required my students to list vocabulary words, I might now ask that they create with them. The premise of Bloom’s taxonomy is good it provides framework for deep critical thinking through planning using a simple shift in verbiage. But just like those mega-stars, Bloom’s is not immune from late-life scrutiny consisting of unprofessional binges and blatant overuse.
#Sandra model set 102 professional
Follow Meghan on Twitter taxonomy, and “new Bloom’s” have so permeated teacher preparation, planning, and professional development that the entire concept has taken on celebrity status Bloom’s has joined the ranks of Madonna and Elvis in being a one-word entity that sums up an entire methodology.
She is a Scholastic Top Teaching blogger and you can read more of her work here. Meghan Everette is a K-6 math teacher in Utah and an ASCD Emerging Leader. Now it’s time for contributions from today’s guests:
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