Being one of the most widespread theories of teaching, Bloom’s Taxonomy of Educational Objectives remains actual to the modern time. The popularity can be linked to the theory’s easy-to-understand format, clear definitions of objectives, and extensive coverage of essential topics. Benjamin Bloom reveals how the gradual transformation of knowledge-related actions during a teaching process can positively affect the learning outcomes. This paper will analyze Benjamin Bloom’s taxonomy and the methods of its practical application among teachers.
The model proposed by the author presents six levels or steps that are necessary for consideration to ensure comprehension of information. These steps represent the general direction of actions that a teacher must take to help their students reach the set objective (Prasad 2). They include ensuring the existence of prior knowledge, explaining comprehension of the material to be learned, showing its application in practice, analyzing a program’s efficiency, synthesizing future corrections and upgrades, and evaluating outcomes (Prasad 2-3). Such structure lies in the basis of modern education, although there are many ways of its application in practice.
Teachers who adhere to Bloom’s taxonomy are more likely to have a well-structured course. For example, they can deliver the necessary basis for future material by providing guides and instructions that fill the initial step of Bloom’s objectives (Mulcare and Shwedel 123). Tasks and challenges that the teaching process poses for an educator can be pinpointed to the exact step where a course material or a method of its delivery may be lacking (Ramirez 151). If the very design of each training program or course adheres to Bloom’s taxonomy, its outcomes would be more readable.
Bloom’s work, while universal, takes a different form depending on the nature of the course it is applied to. Differences in expected competencies, practices, and the ability to evaluate the outcome lead to the need for personalization. A teacher must understand such details with great accuracy, as well as be able to envision how students will react to the presented material. Students play a critical role in the educational process, and their capabilities, preferences, learning goals, and past experiences must be incorporated into it (Ramirez 150). Bloom’s taxonomy provides many opportunities for a teacher to ensure student satisfaction.
For a more precise application of Bloom’s taxonomy in practice, Prasad proposes a survey for each level on the path towards an objective. Educators can use a questionnaire to gain meaningful feedback from their students and investigate the reasons behind any inconsistencies, inefficiencies, and misunderstandings (Prasad 6). These issues can be addressed by both students and teachers. Cooperation lies in the heart of education, and Bloom’s taxonomy ensures that this notion remains a centerpiece throughout the teaching process.
In conclusion, the theory can provide a valuable foundation for many aspects of teaching, including the creation of curriculums, assessment of students’ progress through a course, and assistance with their achievements. Despite the transformation of the teaching techniques, this theory still holds its position as the primary tool for structuring the knowledge transfer processes in education. Teachers who utilize this theory in their work can gain many benefits from gradual improvements Bloom’s taxonomy ensures, although they must not forget about their target audience. The applications of this theory in practice can assist with designing comprehensible curriculum materials that will ensure that both students and teachers will achieve the best possible outcome.
Mulcare, Daniel M., and Allan Shwedel. “Transforming Bloom’s Taxonomy into Classroom Practice: A Practical Yet Comprehensive Approach to Promote Critical Reading and Student Participation.” Journal of Political Science Education, vol. 13, no. 2, 2017, pp. 121-137, doi:10.1080/15512169.2016.1211017.
Prasad, G. N. “Evaluating Student Performance Based on Bloom’s Taxonomy Levels.” Journal of Physics: Conference Series, vol. 1797, no. 1, 2021, doi:10.1088/1742-6596/1797/1/012063.
Ramirez, Tatyana V. “On Pedagogy of Personality Assessment: Application of Bloom’s Taxonomy of Educational Objectives.” Journal of Personality Assessment, vol. 99, no. 2, 2017, pp. 146-152, doi:10.1080/00223891.2016.1167059.