EXPANDING THINKING SKILLS – BLOOM´S TAXONOMY

Since the moment every teacher start its

journey of the wonderful of teaching, he or
she may finds that there are different ways to
teach as well as approaches and techniques.
This is necessary to provide consistency in
the teaching-learning process. However, one
of the most useful models is Bloom´s
Taxonomy. This model provides some
structures that permits most teachers to
create a lesson to a group of pupils who
presents a sort of skills and needs.
One of the advantages of using this model is
that it provides support for the students that
have different abilities to participate in the
same content during the lesson. The
structure that this model offers allows the
teacher to accommodate all the student`s
needs by applying the right questions or
activities to have an equally participation in
the classroom.
For example, when I am teaching the present
continuous as part of the lesson, I develop
activities at each level of Bloom´s Taxonomy
to involve my students needs and abilities
with the lesson being taught. By doing this I permit the students to provide
meaningful answers.
Bloom`s Taxonomy was presented to follow a ranked order. At the lowest level
pupils are required to know, memorize, repeat and list some information
regarding the topic. At the higher level they are required to judge, criticize,
solve, make or even invent recommendations or provide ideas in order to solve
the tasks being studied. Each level places its basis on the previous level. Of
course this may varies since each level can be represented as one simple stage
during one semester of classes.
I have applied this model when I am planning a lesson. Such lesson have
included a variety of activities and questions making the students to think and
function at each level that Bloom´s taxonomy presents. I found this like an
opportunity to be creative since this models helped me to prepare a variety of
activities in which all students can take part.