Monday, June 9, 2014

Traveling Bloom's Taxonomy

Our DSAC team recently conducted a Learning Walkthrough with a focus on characteristic #9: lesson tasks and guiding questions lead students to engage in a process of application, analysis, synthesis and evaluation. The Characteristics of Standards-based Teaching and Learning can be found on DESE's website and serve as the focus of inquiry for all formal Learning Walkthroughs.  While visiting classrooms, I was reminded of the importance of traveling Bloom's Taxonomy and felt inspired to blog about it this week. 

The idea of traveling Bloom's Taxonomy was first mentioned in 1956 by psychologist Benjamin Bloom to discourage teachers from teaching only rote memorization.  With the popularization of objective-based lesson planning comes the need for action verbs at the beginning of the objective statements.  Clemson University has done an exceptional job of breaking down these action verbs into Bloom's Taxonomy Categories. 

For those of you who are looking for a more math-specific list, please check the Montemath Bloom's Taxonomy Chart that not only lists math-specific action verbs but also lists sample tasks that match said verbs.  The final missing piece is the development of solid questioning techniques that are not limiting students to lower order knowledge retrieval.  Analysis, synthesis and evaluation should not be present only in the humanities classrooms.  You have the power to bring characteristic #9 to a math classroom near you! 

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