The Bloom’s Taxonomy of course is not new to me, but adding a layer of Web 2.0 to the concept is. Looking at it, revisiting it, with fresh eyes, and linking it to new technology applications is definitely something I can use immediately in my teaching and collaboration with teachers.
While doing some searching I came across many helpful infographics such as:
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I am amazed at the immense number of digital applications available, which of course are increasing rapidly. My thoughts wander to how on earth can I keep on top of what is available, and what’s more be an expert to guide others?
I do like the idea of making Bloom’s Taxonomy and the process of learning more visible and part of the teaching and learning process in our school. Anything that makes the students active participants in their own learning journey is worthwhile. The Web 2.0 applications create an added hook for students and potential for the concepts to be embedded in their learning through technology.
Sowash’s (2009) blog entry about ‘Google-proof questioning’ really struck a chord with me, and showed another helpful way Bloom’s Taxonomy can help with creating effective questions. It really made me realise the responsibility of teachers to carefully construct tasks to ensure that students are being challenged and using higher order thinking – using their brains to THINK and the internet as a RESOURCE, not an answer book.
Dalton, E. (2003). The new Bloom’s taxonomy, objectives, and assessments. Retrieved from http://gaeacoop.org/dalton/publications/new_bloom.pdf
Sowash, J. R. (2009, November 6). Google-Proof Questioning: A New Use for Bloom’s Taxonomy. Retrieved from http://electriceducator.blogspot.com.au/2009/11/google-proof-questioning-new-use-for.html