Running head: WEEKLY REPORT 1 1

Weekly report 1

Name

Institution
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Weekly report 1

What I learned this week

I learned about Bloom’s Taxonomy, a hierarchical ordering of cognitive skills that

help teachers teach students for better understanding. It is a classification of learning outcomes

for students. There are six levels in the hierarchy. Knowledge is the lowest level of learning

outcome. It is the ability to remember previously learned information or facts. Comprehension is

second and it is the ability to understand the meaning of the material. Application is the third

one. It is the ability of a student to make use of the learned material in new and real situations.

The fourth level is analysis, which is the student's ability to break down the material into its

component parts so that its organizational structure may be understood. The fifth level is

synthesis, which is the ability to put parts together to form a new whole. The sixth and the

highest level of learning outcome is evaluation., which is the ability to value or make a

judgement of knowledge attained (Sosniak,1994).

I learned about how teachers can ensure equity and inclusivity in the classroom. Teachers

should ensure they create spaces to reflect and examine their mode of teaching and their biases to

develop teaching and learning approaches that are culturally responsive. Teachers need to

identify specific strategies and tools that promote an inclusive and responsive learning

environment, giving all the students equal chances. For effective and transformative learning, a

teacher must ensure there is equity in the classroom.

I also learned about how a teacher can teach students for conceptual understanding.

Conceptual understanding allows students to get concepts and apply them in real situations.

Unlike the traditional teaching method, teaching for conceptual understanding allows students to
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transfer the knowledge to different and unrelated situations. Students develop conceptual

understanding through visuals, discussions, and demonstrations.

Ways in which I could incorporate this knowledge into my class

As a teacher, I would apply the framework outlined in Bloom’s Taxonomy as an

assessment tool in assessing how well my students have understood a certain material. I would

use the knowledge as a practical tool to formulate a plan for comprehensive lessons that

maximize my students' progress. I would also incorporate the knowledge in evaluating

assignment complexity and developing higher-order thinking abilities in my students

I would incorporate the knowledge gained from learning about exploring culturally

responsive pedagogy in promoting fairness and equity in the classroom. The knowledge would

also be useful in examining my teaching mode in terms of the opportunities that I give to each of

my students and how well I understand them. I would develop strategies and practices that

promote inclusivity and fairness in the classroom. For example, understand the strengths and

weaknesses or every student and set norms for my students (Samuels, 2018).

The knowledge acquired from learning conceptual understanding would be incorporated

in the classroom through developing strategies that could be used by my students to tackle not

only school-type problems but also real-life problems. I would use the knowledge to identify the

main concepts in my lessons and classify them into different categories that the students easily

understand (Moran & Keeley, 2015).

The question that remains unclear in my mind

Under Bloom's taxonomy, the question that remains unclear in my mind is, are some

cognitive skills more important than others? Doesn't the hierarchical order of learning outcomes
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devalue the importance of the cognitive skills at the lower level of the hierarchy, such as

knowledge?
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References

Konicek-Moran, R., & Keeley, P. (2015). Teaching for conceptual understanding in science.

Arlington: NSTA Press, National Science Teachers Association.

Samuels, A. J. (2018). Exploring Culturally Responsive Pedagogy: Teachers' Perspectives on

Fostering Equitable and Inclusive Classrooms. SRATE Journal.

Sosniak, L. A. (1994). Bloom's taxonomy. L. W. Anderson (Ed.). Chicago, IL: Univ. Chicago

Press.