FAR EASTERN UNIVERSITY

Institute of Education-Graduate Studies

Nicanor Reyes St., Sampaloc, Manila

GATLABAYAN, MARY JELYN KATE B. LLE 305: Reflection no.1

EdD-English Literature and Language Education
Student No. 2020057381

REFLECTION NO. 1

"Begin with the end in mind," this how I perceived the significance of Bloom’s Taxonomy
whenever I craft a lesson plan objective or an instructional goal. We should have a clear vision on the
learning path that we want our learners to take throughout the process, however, as I went through an
introspection, I realized that breaking down the concepts is not enough, there should be a call for another
skill. Even as a language and literature student, I am constantly reminded that I must work hard to
develop creative and critical thinking activities. At the end of every lesson, students should seek out
further information that will require them to ask questions and come up with answers to the queries they
have. Since then, I have always seen Bloom's taxonomy as necessary for educators to assess a student's
literacy level, task complexity, and capacity to connect material or instruction to their prior experiences
while applying it.

As we aim for transformative education, we should promote metacognitive knowledge which is a

product of evaluating and creating skills; these will help students to perform better and learn more, this
concept was supported by Krathwohl (2022), majority of today’s learners must be taught and tested on a
higher cognitive level. However, the majority of the exams in our educational system are on a lower level,
implying that we are still at the tip of the iceberg. When it comes to student assessment, one of the most
difficult tasks is determining if formative and summative tests are helping students and driving them to
reach their objectives. Furthermore, metacognitive knowledge and self-awareness are linked to how
students learn and perform in the classroom; as a result, if students are unaware of learning and thinking
strategies, they will not put them into practice.

Since K to 12 education strives for globalization and it is the ultimate goal of students learning
journey," it is clear in my mind that if I had to choose a skill from the taxonomy, I would focus on
creating. Mcarty (2015) emphasized that the best way to promote creating as a skill is to create a student-
centered classroom, “Teachers should allow students to share in decisions, believing in their capacity to
lead, and remembering how it feels to learn.” Bloom's taxonomy is being utilized by educators to help
them develop measure outcomes for how students may enhance their thinking skills, Williams (2017).
Educators may empower students by giving them the skills they need to examine data, evaluate ideas, and
come up with new ones. I must argue that the task of educators gets more challenging as students are
expected to be the catalyst of change by connecting information to real-world events.

REFERENCES:

Kim, A.K., & Davies, J. (2014). A teacher’s perspective on student centered learning: Towards the
development of best practice in an undergraduate tourism course.

Krathwohl, D. R. (2002). A revision of Bloom’s Taxonomy: an overview. Theory into Practice,

41(1),212-218.

McCarthy, John (2015), Student-Centered Learning: It Starts With the Teacher, Retrieved from
https://www.edutopia.org/blog/student-centered-learning-starts-with-teacher-john-mccarthy

Williams, Ann. E. (November, 2017). Promoting Meaningfulness by Coupling Bloom’s Taxonomy with
Adult Education Theory: Introducing an Applied and Interdisciplinary Student Writing Exercise.