ACTIVITY BASED ON THE BLOOM’S TAXONOMY
‘’SOLVING A PROBLEM’’
There is an activity in which students can use the Bloom’s taxonomy in the six levels. They need to search for a topic; it needs to be a problem they have in their communities. Explain causes and consequences as well as to give solutions. Students present their research in a power point presentation. With this activity they practically apply the six levels of Bloom’s taxonomy.
1. KNOWLEDGE: Students are going to talk about a problem that is currently happening in their country. They search for the topic and gather information.
2. COMPREHENSION: they read and understand the material consulted in order to identify the pros and cons about it.
3. APPLICATION: students need to look for pictures to explain the problem.
4. ANALYSIS: students analyze the information and talk about causes and consequences making a good use of conditionals.
5. SYNTHESIS: students elaborate a power point presentation in which they need to synthesize the information as well as to give some suggestions.
6. EVALUATION: students present a PPP and explain the problem, cause, consequences and solutions.
Students can read an article so as to have enough vocabulary to develop the activity.
Material:
http://planetark.org/wen/54297
KRATHWOHL'S TAXONOMY
Krathwohl's Taxonomy provides a set of criteria useful to classify the learning results related to the way students think and perceive stimuli in their affective domain.
In my own opinion we can use this taxonomy in our classes to evaluate students’ affective domain which is also related with the cognitive one. It is logic that it depends on what students receive they are going to give. This relation is not always equitable; however, we as teachers need to care about students ‘feelings and our behavior with them. We must respect their individuality and their own opinions if we want to receive a fairly behavior as consequence of what they just received. I am talking about the first two levels of Krathwohl's Taxonomy: receiving and responding.
In the receiving stage the teacher is the stimuli and in the responding level students look for activities in which they feel satisfied with their own participation. In the third level, valuing, they get involved and committed and indeed influence their peers to a certain value they perceived. In the organizing stage, they construct a system of attitudes, beliefs and values and finally the last stage which is characterizing by a value or set in which students can apply the values in their life to different situations.
Krathwohl's Taxonomy is useful in a teenagers’ class since adolescents are very sensitive by external stimulus and their learning outcome is strongly related to it. Hence, we must pay attention to this stimulus and how students respond and are affected by this. The idea is to develop classes based on this taxonomy in which students are conducted and supported in their feelings so as to take advantage of this part of their characteristics, their emotional influence.
We cannot separate cognitive processes from emotional feelings, so if we pretend to target a successful learning outcome, we must take into consideration both the cognitive and affective domain.
It is not under discussion if the affective domain is relevant but is the Krathwohl's Taxonomy is appropriate to use with teenagers. I consider the levels can be interchangeable, for example teenagers create a system of attitudes, beliefs and values before they receive and respond. Of course, this system is changing according to the stimuli they receive. And then can apply the values in their life before they are set, they can apply the values they had before.
An adaptation would be useful to this taxonomy, we as teacher might want to know if it really works in our classes. He could give or class and make a journal to register our observations about teenagers learning outcomes. Observation in my own opinion is the strongest tool we have to evaluate this domain, we know our students, we know their reactions and if we implement some changes in our classes we are able to evaluate them and make a comparison taking into consideration the cognitive and effective domain to see if some improvements are needed.
I want to conclude saying that the chat activity was very useful to be aware of the role and influence of external factors such as the ones explained in the Krathwohl's Taxonomy as well as the Bloom’s taxonomy and what are the pedagogical implications of such classification of thoughts and feelings.
Designing classes in which we consider these taxonomies would be a good start to improve our role as teachers in the classroom and evaluate our performance based on the students’ learning outcomes.
REFERENCES:
· Adriana Norato Peña and Jeny Mirella Cañon. Developing Cognitive Processes in Teenagers through the Reading of Short Stories.
· Berg, M. (2011). On the cusp of cyberspace: Adolescents’ Online text use in Conversations from the International Reading Association.
· http://www4.uwsp.edu/education/lwilson/curric/newtaxonomy.htm
· http://classweb.gmu.edu/ndabbagh/Resources/Resources2/krathstax.htm
· http://www4.uwsp.edu/education/lwilson/curric/newtaxonomy.htm
· http://www.scribd.com/doc/7223018/Blooms-Original-Revised-Taxonomy-Pyramids
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