Teaching Students to Think: PRactical Applications of Bloom's Taxonomy

摘要: Bloom's Taxonnmy is a staple of teacher education. We've all been familiarized with knowledge, comprehension, application, synthesis, analysis, and evaluation levels. Bloom challenged educators, through this hierarchical classification system to, "think about the objectives they write, questions ask, test items construct" (Eggen & Kauchak, 1994). Given rapid advances in technology information access, an abundance educational literature (Secretary 5 Commission on Achieving Necessary Skills (SCANS), 1991; National Research Council (NRC), 1996; Goals 2000) has produced charging educators tasks providing workforce individuals adequate analytical, problem solving, critical thinking skills. While we may not review every objective, classroom activity, or question cross-reference it Taxonomy, are certainly mindful that teaching learning should extend beyond knowledge level, challenging our students to think solve problems real-world applications. Agricultural Education as discipline reveled its "handson" "applied", approaches which suggests extends well comprehension levels Taxonomy. Are really doing this? Do facets truly challenge at advanced thinking? For example, asking conduct experiments greenhouse testing effects plant nutrient deficiencies viable "hands-on" but then giving them exam asks recall only most basic knowledge-level facts? The value activity level taxonomy significantly diminished when assessed level. Furthermore, do objectives, strategies, methods assessment align one another congruent cognitive goals for instruction? lecture regarding concepts ask apply performance-based examination? This type misalignment between strategies creates frustrating environment students, also situation student failure. In practice, ideas often limited their application while writing course administrative approval. How look past superficial use theory critically examine expect perform? whether move higher learning? education promoted itself "applied" program schools. By resting these laurels, run risk failing Application place agricultural have established ability help things teach do. However, by equipping difficult situations aren't there them. notion we're frequently moving concern. We need continue "up" ladder bring into students' experience. What realize already possess skills effective "hand's-on" teachers step rungs ladder. Take walk halls your high school peer classrooms some outstanding school. will you see? Will be sitting quietly hanging word 50 90-minute lecture? No! Effective "hands-on," "applied," "experiential." essence, teachers, regardless discipline, engage process, strive cognition simple recognition facts. …