The integration of Bloom

Methodology of language Teaching

Prepared for: Dr. Saria Osman

Prepared by: Elissar Ati( 23351) and Heba el Hassan( 18532)

The integration of Bloom’s taxonomy and multiple Intelligences in lesson

planning:

Every professional and effective teacher needs a lesson plan which is a tool and a daily guide

that helps her to achieve the learning goals and objectives, to prepare what students need to learn,

and how it will be measured. Moreover, lesson plan reflects how much the teacher is

professional in her job and effective in her classroom as well.

The lesson plan must take into consideration some important keys like the lesson objectives,

material used, lesson procedures, assessments, homework, evaluations. One of the major benefit

of the lesson plan is that helps teacher to focus more on the basic knowledge first and provides

teacher with confidence. However, good lesson plan is essential to the learning process. And the

in order to design an effective lesson plan we must take into consideration two important

concepts: Bloom’s Taxonomy and multiple intelligences, the integration of both divides your

lesson into key parts and helps you plan lessons that include higher level of thinking.

The goal of this integration is to create thinkers, doers, students can think outside the box and

provide them with everlasting skills such as critical thinking, communication skills and most of

all how can they solve problems by themselves.

So what is Bloom’s taxonomy?

In 1956, Benjamin Bloom headed a group of educational psychologists who developed a

classification of levels of intellectual behavior important in learning. During the 1990’s a new

group of cognitive psychologist, led by Loren Anderson (a former student of Bloom’s), updated

the taxonomy reflecting relevance to 21st century work. However, there is a difference between
the old and new version, the new verbiage associated with the long familiar Bloom’s Taxonomy.

The change is from nouns to verbs in order to describe the different levels of the taxonomy.

The new version is based on 6 levels as below:

Bloom’s Taxonomy is a multi-tiered model of classifying thinking according to six cognitive

levels of complexity. Throughout the years, the levels have often been depicted as a straightway,

teaching many teachers to encourage their students to “climb to a higher level of thought”.

The cumulative hierarchy framework consisting of six categories each requiring achievement of

the prior skill or ability before the next, more complex, one remains easy to understand. Out of

necessity, teachers must measure their student’s ability. Bloom’s taxonomy provides a powerful

tool to fit today’s teacher’s needs, the structure of Taxonomy provides a clear visual

representation of the alignment between educational goals, standards, objectives, products, and

activities.
Today’s teacher must make a tough decision about how to spend their classroom time. Clear

alignment of educational objectives with local, state and national standards is a necessity, like a

huge puzzle, everything must fit properly. The Bloom’s Taxonomy clarifies the fit of each lesson

plan’s purpose.

The main categories of Bloom’s Taxonomy of educational objectives are:

-Knowledge/ remember: It is the recall methods, structures, processes.

Evaluation: It is the highest level of thinking in which students will be able to understand the

complexity of ideas and even though criticize concepts, ideas, theories here where the student is

outside the box.

One of the most basic point of bloom’s taxonomy is that motivation, one of its major goal is

motivate students to learn and enjoy the learning process in order to achieve the learning

objectives, so teacher in her lesson planning must be aware in how to motivate her classroom,

make it effective, and play the role of facilitator so her classroom will move from Teacher-class

centered to student-class centered, and of course it is not an easy task to do but the smart teacher

without any doubt can achieve it through her specific learning methods and first of all through

active learning strategies which take into consideration the intellectual differences between

students.

Multiple intelligence:

According to Howard Gardner, the concept of traditional intelligence was insufficient and

instead suggested a variety of different types of intelligence such as:

 Linguistic: skilled with words and language

  Logical- Mathematical: skilled with logic reasoning, and number

 Bodily- Kinesthetic: skilled with controlling bodily motion such as sports, dance…

 Visual- Spatial: skilled with images, spatial judgment, puzzles

 Musical: skilled with sounds, rhythm, tone, music

 Interpersonal: skilled at communicating and relating to other

 Intrapersonal: skilled at self-knowledge, reflection

 Naturalistic: skilled at understanding, relating to the natural world

Gardner uncovers that to truly understand the full talents and abilities of student, it is relevant to

not limit them by a single intellectual capability. Moreover, he debates that what matters in

teaching the information is what our brain does with this information once it is received and not

how the information reaches our brain.

“If a child is not learning the way you are teaching, then you must teach in the way the child

learns” _ Rita Dunn

How can we define these 8 intelligences? And what is each related to?

 Linguistic: students that have strong linguistic intelligence, they might learn better by

reading, memorizing, playing words games such as (scrabble, anagrams, and passwords),

and making up rhymes…

 Logical/mathematical: students that have strong logical intelligence, they might learn

better by recording information systematically, setting up experiments (what if…?),

playing strategy games (chess, and checkers), analyzing data, asking logical questions

 Visual/Spatial: they might learn better by studying pictures, watching video, doing

mazes, puzzles, making predictions and using the internet

  Bodily/ kinesthetic: they learn better by doing role plays, constructing physical example,

exercising while reviewing, visiting museums, parks…

 Musical: students that have this kind of intelligence, learn better by listening to recording,

talking to yourself, making up songs, reading aloud, changing tempo…

 Interpersonal: they learn better by studying in group, comparing information with others,

interviewing experts, relating personal experiences, being a team player, doing

cooperative…

 Intrapersonal: this kind of students learn better by avoiding distractions, establishing

personal goals, playing solitary games, setting own pace, working alone, relating personal

experiences…

 Naturalistic: students that have this intelligence learn better by studying outside, learning

in the presence of plants and pets, relating environmental issue to topics, smelling seeing

touching, tasting, observing natural phenomenon…

Traditional vs. MI:

Traditional view of “intelligence”:

 People are born with a fixed amount of intelligence.

 Intelligence level does not change over a lifetime.

 Intelligence consists of ability in logic and language.

 In traditional practice, teachers teach the same material to everyone.

 Teachers teach a topic or subject.

Multiple intelligences “Theory”:

  Human being have all the intelligences, but each person has a unique combination, or

profile.

 We can all improve each of the intelligences, though some people will improve more

readily in one intelligence area than in others.

 There are many more types of intelligence which reflect different ways or interacting

with the world.

 MI pedagogy implies that teachers teach and assess differently based on individual

intellectual strengths and weaknesses.

 Teachers structure learning activities around an issue or question and connect subjects,

teachers develop strategies that allow for students to demonstrate multiple ways of

understanding and value their uniqueness.

Conclusion:

The theory of multiple intelligences implies that our teachers should be able to develop as much

as possible students’ different potentials in their intelligences, giving everyone the chance to

demonstrate and use their chances to the fullest possible.

The implementation of the MI theory in the English language teaching offers a better

understanding of students’ learning preferences and a greater appreciation of their strengths.

Work Cited

https://www.teachhub.com/teaching-strategies/2010/05/12-ways-to-teach-using-multiple-

intelligences/

https://brainconnection.brainhq.com/2018/11/03/multiple-intelligences-in-the-classroom/