Bloom’s Taxonomy Essay

Skill was Parsed In this exercise, children learn how to properly use descriptive words when describing themselves.   Many lesson plans present students with colorful pictures to which they are supposed to apply descriptive words.   However, some of the pictures rely on children to draw conclusions about three dimensional factors impossible to derive from a two dimensional, for example, deep water.   Other exercises might be confusing for their ambiguity.   If a child is given a picture of a barking dog labeled â€Å"the dog has a loud bark,† the child might become confused as to what they are being asked to identify, the dog or the bark. Children typically believe themselves to be the center of their own worlds; for this reason, learning the use of adjectives by applying them to themselves makes the process easier for the children to apply the correct words to the correct subject.   This pre-existing ability to describe themselves should enable students to complete the exercise with relative ease, providing a foundation upon which to build other real-life applications of adjectives. Objective is Clear Using an outline of the student’s hand to provide structure to the exercise makes the project relevant to the individual child by connecting it to him- or herself while at the same time creating a similar outcome for all students.   No student is able to (or forced to) achieve more than others, because with very rare exceptions, all children have only four fingers and a thumb on each hand.   Because they have been describing themselves for their entire lives, the objective of the lesson should become readily apparent to the students with only minor instruction needed. Assessment Linked to Objective   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Students are given multiple opportunities to accomplish the task provided to them.   Each student can assess his or her own work by comparing it with what other students have accomplished in their own projects.   The teacher can assess each student’s progress based upon the ease or difficulty with which the student has accomplished the task based on the number of tries that it takes to complete the task and the appropriateness of the descriptive words chosen. Mental Strategy, Process or Procedure Each student will be guided into completing the entire task in a completely correct manner.   This exercise, although simple to accomplish, uses several teaching strategies, since students are encouraged to use graphical tools (the handprints) to encourage thinking skills through applied learning. Assessment Task is not Inert Although there is some possibility that a student might simply wait to copy what other students have done, based on the component of sharing their result in a round robin, most students should comply with the requirement to write about themselves.   The exercise is organized to give students definitive feedback as to how it applies to themselves, both in the self-descriptive words and in the sentence that forces both a choice of an appropriate word and the application of that word. Varied Examples/Transfer of Learning Students apply this process to thinking about themselves, instead of thinking about a set of cartoons or pictures. Because it is already a real-world exercise, students should be able to transfer what was learned to other real-world situations. Opening Statement to Students Today, we have a chance to be artistic.  Ã‚   First, you’re all going to look at some pictures and tell me what you see.   After that, you’re going to have a chance to draw a picture and tell me about yourselves. Individual Evaluation There is no â€Å"right† and â€Å"wrong† in this exercise, except for the use of adjectives over other words.   Because students will be guided to describe themselves, there will be no correct adjectives over any others.   However, all students will be guided to complete the exercise with the words they choose. Evaluation will be done on an individual basis, in terms of how many iterations of the exercise the student needed before the exercise was completed. Learning Probes/ Subskill(s) Students will be given learning probes in the first part of the exercise, when asking for descriptions of the pictures, such as â€Å"how would you describe the woman’s hair† or â€Å"how would you describe the man’s face?†Ã‚   These questions should give the students an idea of what they should be thinking of describing in terms of themselves. Visual/Verbal Encoding This entire exercise pairs visual and verbal learning skills.   Students are encouraged to view a picture or a photograph and to assign a word or words to what they are seeing.   After they have learned to make the associations on pictures or photographs, they then are asked to continue making such associations on themselves.   The â€Å"picture† in question, however, is only an abstract representation of themselves, for all that it represents them.   Instead, they are asked to use their own concepts of their appearances in order to complete the exercise.   This process requires the student to extend what he or she has learned from a static external image to themselves and possibly to other living beings. Bloom’s taxonomy   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   This exercise covers a wide range of the concepts in the cognitive domain of Bloom’s Taxonomy.   The student demonstrates knowledge by being able to describe an object and defining what is seen.   He or she shows comprehension and application by being able to generalize the concept from images to him or herself.   A certain degree of analysis and evaluation is required to choose a descriptive word, which may also require some synthesis when confronted with a new image or item. References Clark, D. (n. d.).   Learning domains or Bloom’s Taxonomy.   Retrieved 1 Jan 2008 from http://www.nwlink.com/~donclark/hrd/bloom.html