6盛开的分类教学策略

What Are The Best Strategies For Teaching With Bloom’s Taxonomy?

by教练Staff

绽放的分类学可以是改变教学和学习的强大工具。

通过设计,它将注意力远离内容和指导,相反,强调孩子心中的“认知事件”。这并不少。

几十年来,教育改革一直专注于课程,评估,指导和最近标准和数据,这些努力只出血how students thinkbriefly, and by chance. This means that the focus of finite teacher and school resources are not on promoting thinking and understanding, but rather what kinds of things students are going to be thinking about and how they’ll prove they understand them.

Learn more inAn Introduction To Bloom’s Taxonomy Courseby教练University

这与21世纪初的特征形成鲜明对比,包括持久连接,动态媒体形式,信息丰富(数字和非数字)环境,并强调了几乎所有内容的可见性。这对你在教室里使用盛开的分类方式是什么意思?你应该在21世纪的这些班次中进行哪些调整?

6的策略问题hing With Bloom’s Taxonomy

1. Use Every Level

There is nothing wrong with lower levels of Bloom’s taxonomy.

Memorization is much-maligned as a waste of time that dumbs down student learning, and sure-fire evidence that teachers aren’t doing their jobs. But in reality the broader and more diverse a student’s knowledge background and schema are, the more fluidly they’ll be able to transition across the various levels of Bloom’s.

记忆可以减少学生的认知负荷,因为它们处理信息,允许快速召回和应用,而不是打破该思维过程,首先找到信息,然后重新评估其可信度,然后仅转入认知主课程。

In short, the more ‘immediate access’ a student has to information, the more naturally they can not only apply that information at higher-levels of thinking, but also can initiate these kinds of actions on their own, making their own connections, identifying their own misunderstandings, and more fluidly transferring understanding to new and unfamiliar situations on their own.

2.Use Bloom’s Spiraling

绽放的螺旋是首先在较低的绽放,定义,解释等中开始的过程 - 然后逐步增加思维水平。以这种方式,盛开的分类物成为一种导致学习过程本身的途径。

First defining a right triangle, then explaining its characteristics, comparing it to other geometric shapes, arguing for or against some right triangle-related idea, then finally designing a novel use of the right triangle in design or architecture, for example. In this process, all students start at the same point–recognizing and defining–and then ‘move up’ Bloom’s Taxonomy, with the ‘Create’ level helpfully providing a flexible ceiling that can stretch to meet the needs of even the most advanced understanding while still acting as a goal for students that might struggle.

And more broadly, Bloom’s Spiraling can be used to frame a lesson, assessment, or even a project-based learning unit.

3.使用技术强调特定水平

As the highest level of Bloom’s revised taxonomy, ‘Create’ requires students to use innovative–or at least inventive–thinking.

While many classrooms force awkward collaboration on students, even with the best of intentions and skilled use of pre-assessment data, this kind of collaboration can stifle student curiosity and individual talents while placing a premium on socialization, procedural knowledge, and assignment compliance. While this may be ‘real world,’ it could be that there are some parts of that world better left to the lifetime they’ll spend as adults. If we can do better in our design of learning experiences we should, and this means giving every student room to breathe cognitively and creatively.

这里的一种方法是使用数字技术和社交媒体使用应用程序,社交媒体或数字社区来实现异步协作。在这里,学生可以以自己的步伐访问给定分配的不同股,并在自己的准备情况下,添加自己的思维,并能够观察,坐下来,内化,然后提供战略输入,并提供战略输入。

请注意,这可以特别有效teaching introverts, especially creative introverts that may not be able to advocate for themselves in the pressure of a large group at the social dynamics it represents.

4. Let Students Lead

对于初学者来说,你可以让学生将他们的想法带给绽放的框架。

Among other effects, this can make cognitively challenging work at the upper levels of Bloom’s seem more accessible. One example? Compare and contrast Shakespeare’s use of thematic development across 3 sonnets, or do the same for two songs by Lupe Fiasco and one sonnet by Shakespeare. If nothing else, BYOM allows students to start any learning experience on somewhat solid ground.

Further, as a classroom this should collectively yield a diverging collection of media, which can be celebrated in classroom showcases, and community-driven and place-based education, with diversity being among the strategies Silver, Strong, and Perini recommend inTeaching What Matters Most(an affiliate link to a book I highly recommend for any educator).

5. Plan Project-Based Learning sequences

使用绽放的分类法计划PBL序列并不像听起来那么困难。In this case, it simply means that if a student is doing a project on recycling, for example, the ‘sequence’ could begin at lower levels, where the student recalls, defines, and identifies key components of recycling, its challenges, etc. Then, students begin to analyze cause/effect of many of those components and challenges, then evaluates the effectiveness of existing recycling techniques, then finally creates new strategies to increase recycling, improve adoption rates, etc.

6.每级别点

To encourage students to move from lower levels of Bloom’s to higher levels (and again, lower levels of bloom’s aren’t necessarily ‘bad’ and higher levels aren’t necessarily ‘good’), you can give fewer points for students if they ‘stay too long’ in the lower levels–in a classroom discussion, for example. In this case, you could award the same number of points for lower and higher levels at first, but begin reducing points if students don’t increase the complexity of the discussion, their thinking, their writing, or whatever the assignment might be.

结论

Thinking isn’t any different today than it was a hundred years ago.Only it is.在21世纪的盛开的分类学比上述战略荣誉更复杂。

The idea here is to somewhat model how we can adjust the design of learning experiences in response to changes in the world students use information in. Strategically using every level of Bloom’s Taxonomy–even memorization, using asynchronous collaboration, ‘BYOM,’ and Bloom’s spiraling are all steps in that direction.

Using Bloom’s Taxonomy In The 21st Century: 4 Strategies For Teaching; 4 Strategies For Teaching With Bloom’s Taxonomy