In what instances can teachers utilize the revised Bloom's Taxonomy of Objectives?



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I used Bloom's Taxonomy to plan all of my lessons. I kept a little flip book that listed and explained each level, and attempted to create objectives that used the "keywords" in the higher levels of the pyramid whenever possible. By creating objectives for each lesson that way, I was forced to create "higher level" activities to help students meet those objectives.

I also taught my students how to formulate questions about their readings and activities using the same keywords, to help them study more effectively. They used the questions during discussions, and sometimes created their own quizzes with them. Those questions also often were turned into thesis sentences for their essays.

Sometimes I would have them formulate a question at a certain level as their "ticket out" of the classroom at the end of a class session. The questions were a good check for understanding.

I found Bloom's Taxonomy to be an excellent way to increase rigor in the classroom and recommended it to all of the teachers I supervised and evaluated as an assistant principal. I often used it as an evaluation tool, deciding the level of an observed lesson and offering suggestions based on that, especially if a teacher's lessons were consistently at the "Understanding" or "Remembering" levels.

So I believe the taxonomy is very important and useful, and I hope you're using it, too.

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