Blooms Taxonomy, Planning, Pyramids and Systematic Strategies.
Educators all the world have a very important task of developing an efficient and effective curriculum suitable for all kinds of students. Several strategies have been developed and adopted by various schools in different states. Bloom’s taxonomy is one of these strategies for teaching and learning. Bloom’s taxonomy is classified into three distinct domains of learning which include. These are cognitive, affective and psycho-motor abilities (Rosenberg, Westling & McLeskey, 2007). Bloom’s taxonomy emphasizes on the need for one to acquire knowledge at a lower simpler level before advancing to a higher more challenging level.
Instructional activities inherent in Bloom’s taxonomy include, comparing and contrasting. This instructional activity is present in the planning pyramid unit in the middle box whose goal is to have present information that most students less a few will learn. The top box in the planning pyramid unit can be attributed to informed guessing where some students having prior knowledge of the topic in question can make informed guesses of what will be taught in that section.
The adaptations include providing concept maps, cooperative groups to learn material in text book, providing audio tape and study groups to prepare for quizzes and tests. Content presentation is related to concept maps where maps will be used in class to describe in pictorial form the concept of the topic. Content presentation also goes hand in hand with cooperative learning groups to learn new material in text books. Grouping the students will enable them to share what they learn in their text books thus improving their rate of acquisition of information in the topic. The use of audio tape is also another effective way of presenting the content to the students depending on their abilities. Putting students in groups of study buddies to prepare tor tests and quizzes is a way of monitoring the students’ progress. They help one another revise what they have been taught with the tests and quizzes providing a window of their understanding. Concept maps and the study groups also serve the purpose of provided practice. Students not only grasp the theory but have evidence of what they are learning.
Rosenberg, S.M., Westling, D. L., & McLeskey, J. (2007). Special Education for Today’s
Teachers: An Introduction. New Jersey: Prentice Hall.