Blooms Essay Example | Topics and Well Written Essays - 1250 words

Blooms - Essay Example Bloom’s objectives for learning is that man should be a creator, not just a mere storer of existing knowledge. This creativity will eventually assist him in dealing with future and unperceived problems and conflicts, thereby enabling him to be fully equipped intellectually in addressing issues that he may encounter along the way. First published in 1956 Bloom’s Taxonomy of Learning Objectives: Handbook 1- Cognitive Domain, is actually a joint effort of collaborative initiatives headed by Benjamin S. Bloom, an academician and educator, with more than thirty of his colleagues, and is the outcome of eight years extensive work which began in 1948. The primary reason for coming up with this handbook is to provide a set of guidelines and develop a system of classification to assist in the over-all design, testing procedures and assessment of the American learning system. Later on, in 2001, Bloom’s former student, Lorin Anderson, together with Krathwhol, revised some of the established features, the two most prominent of which are the interchanging of the last two stages of hierarchy and the language used, from Bloom’s nouns to verbs, and expanded their content, to make it attune with the times. Bloom’s taxonomy, in its completeness, classifies learning into three domains or categories: the COGNITIVE DOMAIN – includes knowledge or intellectual capacity, or the â€Å"THINK† aspect, and this is divided into six levels; the AFFECTIVE DOMAIN – includes behavior and emotions, the ‘ATTITUDE’ aspect, has five levels; and the PSYCHOMOTOR DOMAIN – includes the physical, motor and manual capabilities, the SKILLS aspect, and this has 6 levels. Of the three, it is the first domain, the Cognitive Domain, which created a global impact for it became a sort of syllabus, or lore for education, and has been translated in more than twenty languages worldwide. Through the years, Bloom’s taxonomy has been m et with countless criticisms, but educators and intellectuals alike cannot ignore the fact that it has set forth a valid, tested, and acceptable sets of objectives to guide them on how learning should progress and evolve. Bloom came out with a publication of his second domain, the AFFECTIVE DOMAIN later on in 1964, (with Krathwhol and Masia) while the third one, the PSYCHOMOTOR DOMAIN, was tackled in detail by other authors, notably RH Dave (1967/70), EJ Simpson (1966/72), and AJ Harrow (1972), which explains the variation in details in the different representations of the Bloom taxonomy (Chapman, Alex). For purposes of brevity, it is the first domain, the COGNITIVE DOMAIN, which shall be tackled here vis-a-vis a senior level college research paper. Bloom’s taxonomy of cognitive domain consist of six tiers, or steps, like a stairway, in the sense that you have to pass thru the first step before you can proceed to the next, a linear movement, until you reach the pinnacle. The first three tiers are what is known as lower level thinking, and these are: Knowledge, Comprehension, and Application. It is imperative that one has to finish each tier one at a time, and finish all three before he can proceed further to the next three tiers, as these last three are more complicated and will require deeper intellectual approaches. These last three are considered higher level thinking,

How students understand the lectures notes Essay

How students understand the lectures notes - Essay Example According to Hughes and Suritsky (2006), students usually struggle to keep pace with their lecturers and more often not sure on what to take down as notes. Majority do not like asking their fellow students for fear of disclosing their disability making it even more difficult to understand these notes. Other students find it very difficult to understand lecturer’s notes because of the language used. Some lecturers, for example, use English when lecturing, but English is not their first language. Following such lecturer’s notes is incredibly hard unless one makes a lot of extra efforts. Other lecturers use coded language and short sentences that are difficult to follow. Some use shorthand abbreviation and symbols that are hard to understand. However, there are other students who understand lecture notes with ease. According to research that was carried by Trent University (n.d), there are certain things that a student should do before, during and after the lecture. Before the lecture student should reflect on the topic and anticipate what will be covered. More importantly, one should review the previous lectures notes and do the assigned readings to anticipate on their relationship with the next lecture. During the lecture, one should not necessarily write down anything that is given out. Listen carefully for the main points, and cue words used by the lecturer. Know what to write down, for example, new facts and points which the lecturer pauses on or repeats. In addition, develop your personal note taking system. For instance, develop your own abbreviations and symbols and learn to write notes in point form. Research shows students who leave lecture halls before time lose a lot of significant information of what they learn (Longman and Atkinson, 2009). Instead, one should review the tutors notes after it ends. Outlining all the main points and filling all the blank