Content Area Examples & Experiences with the Theory in use

This fifty year old theory helps teachers establish and organize learning goals and objectives of the lesson by helping to “plan and deliver appropriate instruction, design valid assessment tasks and strategies, and ensure that instruction and assessment are aligned with the objectives” and its relevance still holds true to the modern day. This theory can be used across various grade levels and content areas and can be aligned with standards at local, state, and national levels. Because of this, many schools already require these objectives to be listed within their lesson plan. This also allows for easy collaboration with other teachers, grade levels, and schools if they are all following this method of instruction. To be effective, teachers need to stress the importance of these objectives and ensure that each student in the class is able to perform all six categories of the objectives in the lesson before moving forward to the next lesson. Teachers also need to make sure that the objectives are achievable by very student. The learning styles of students are diverse and in a diverse classroom, teachers need to make the objectives understandable through different types of activities and assessments that are geared to those particular learning styles that may differ from the rest of the class’ learning style.

In my own experience in the study field of education, I have had to make lesson plans and use Bloom’s taxonomy and verb chart to create my lessons objectives. This is show below.

For examples, SS8E1states that students should be able to “explain how the four transportation systems (road, air, water, and rail) of Georgia contribute to the development and growth of the state’s economy”. Below are possible objectives for this standard that align with the revised version of Blooms taxonomy and its levels using verbs that are subcategories of the cognitive process action verbs (Chart below).

Objectives:

1. Remembering: Students will be able to describe the four transportation systems purpose, location, and value to Georgia.

2. Understanding: Students will be able to properly identify the change in demographics in Georgia with the creation of jobs from the transportation systems.

3. Applying: Students will be able to interpret the different effects of the exchange of goods and services domestically and internationally in relations to the transportation systems.

4. Analyzing: Students will be able to explain the relationship between the creation of the transportation systems and the growth and development of Georgia.

5. Evaluating: Students will be able to summarize the importance of the transportation systems to their city, Georgia, and the population.

6. Creating: Students will be able to measure the amount of economic growth and development caused by the creation of the four transportation systems.

Teachers can bring this theory into their classrooms by incorporating Bloom’s ideas and concepts into their lesson plans such as the one below if they are not already required.

Below is another example of Bloom’s Taxonomy being used within a lesson plan.