Benjamin Bloom biography

These words can also be transferred to the Bloom taxonomy itself - many have seen the picture, but this is what is behind it, they do not always know. What is the taxonomy of Bloom Taxonomy Bloom is a system of educational goals that are classified according to the principle of “from simple to complex”. In practice, it serves as a kind of navigator: with its help, it is convenient to build both individual classes and entire programs to teachers and methodologists, to find the necessary tasks and evaluation tools for each stage of training.

The original Bloom taxonomy included six levels: the basic was “knowledge”, followed by operations and related skills - understanding, application, analysis, synthesis and evaluation. Each level included a number of cognitive actions that he suggests formulated in the form of verbs. So, the level of “understanding” included the verbs “describe”, “explain”, “determine the signs”, “formulate differently”.

Those who created the taxonomy of Bloom Daumonomy was created in the year of a group of scientists from the University of Chicago, it was led by the famous American psychologist Benjamin Bloom. She received her name in his honor, and the term “taxonomy” itself is also used precisely at the insistence of this scientist. This word is just a synonym for the classification, just Bloom considered it the most successful.

And although most colleagues considered that you can use the words simpler and analogy more appropriate, the name has survived to the present day. It is worth noting that the model that appeared in the year applies only to the cognitive sphere, that is, the sphere of knowledge development. Until now, it is in this context that they talk about the taxonomy of Bloom. However, over time, scientists have developed two more classifications - for the affective emotion and psychomotor effect of spheres.

They are sometimes also called bloom taxonomies or considered a continuation of its work, but in reality it is incorrect. If the affective famous psychologist really helped to develop, then he did not participate in the creation of taxonomy for the psychomotor sphere. There is one more important clarification: in the year, taxonomy was revised by another group of scientists. They acted under the leadership of Bloom David Craol's colleagues, he was a leading scientist in the group who created the first system and student Bloom Lorin Anderson.

Those, firstly, modernized taxonomy, and secondly-made it more convenient for teachers and methodologists. Today, this system is used around the world - changed and supplemented. It is still called Bloom taxonomy, although in some foreign sources the name Revised Taxonomy, that is, revised taxonomy, is also used. What does the revised taxonomy of Bloom look like the hierarchy of educational purposes and the first, and the second is usually portrayed as a pyramid - at its base the most basic goals and their corresponding skills, and at the peak - complex and multicomponent.

That is, in order to move on to the goals of the highest order, first you need to deal with the lower ones. In the new levels are indicated in the verb form, although in Russian for their designation they continue to use nouns. The first taxonomy was “one -dimensional”, that is, it included only cognitive operations with knowledge. But the new is already “two -dimensional” - it takes into account operations with different types of knowledge.

First, it is worth disassembled by each level of cognitive actions in the taxonomy of the year. The table below on the left indicates the level, in the middle - what it implies, and on the right - what cognitive processes are associated with it. Infographics: Maya Malina for Skillbox Media in the first version of the taxonomy of knowledge were the basis of the entire hierarchy. In fact, this created many problems, because few practicing teachers understood that by one word scientists meant different categories of knowledge.

There were three of them in the year, and now another one was added to them, and there were four of them: the knowledge of facts is the basic material that students should know in order to master the new material or solve a certain problem. This includes, for example, knowledge of terms, definitions, symbols and so on. Conceptual knowledge - the relationship between elements of basic material and elements with a common structure.

Simply put, this is the ability to connect part with the whole. Procedure knowledge-that is, knowledge of how to perform the right action, what criteria, algorithms and techniques are needed in order to do anything. Metacognitative knowledge this item has been added in the year - an understanding of how thinking works and how the student thinks, for a conscious approach to study.

As a result, when we combine cognitive processes and knowledge, a taxonomy matrix appears. Taxonomy Table. It helps to evenly and correctly determine and distribute educational goals and objectives. It is important to remember that this is about the results, and not about the tasks that lead to these results. Infographics: Skillbox media, a detailed example of such a table with filled targets in English can be viewed here.

The matrix makes it possible to look at the learning outcomes by the student, not to forget about the need to develop metabolic skills and, in general, structurally approach the construction of her program.See also: how and for what the Bloom taxonomy is used for Bloom Taxonomy by a simplified example under the smallest students, which was brought by Mary Forend from the University of Georgia.

Suppose in the lessons in literature children undergo some kind of famous story. This is what the tasks will look like for specific goals in the taxonomy of Bloom: Remembering. The ability to talk about how the home of the protagonist looked like. Generalization of the plot or retelling of what the children read. An explanation of what caused this or that act of the hero of the story.

Comparison of the hero’s reaction to events and his own potential reaction. Assessment of the reliability of the described - for example, whether this could actually happen.

Creating a poem, story or song based on the work. Bloom taxonomy, of course, works in adult training. For example, it is actively used in the creation of online courses to choose the right goals of training, practice and evaluation tools. By the way, by taxonomy it is convenient not only to select tasks or approaches, but also to evaluate the quality of training in general. Such examples of the use of Bloom taxonomy are already in the corporate segment: depending on the goals there, suitable tools are chosen there to measure the results of educational programs.

So, if memorization can be predictably checked by tests, then the use and analysis is measured using checklists and behavioral indicators-the more stable the manifestation of the desired behavior, the better. Sometimes taxonomy is used completely non -standard. For example, in traditional training, the lessons are devoted to the “base” of the pyramid-students remember some kind of information and master its explanation.

Work on the goals of the upper level is already taking place at home-for example, they analyze the completed or create some kind of project as part of their homework. But in the inverted learning, the opposite is true: for the basic goals, read the head of the textbook, answer questions and so on an independent time, and in the class, students are discussing the completed, applying the studied or creating new ideas.

See also: upside down: what is the inverted learning whether the taxonomy of Bloom Bloom Taxonomy is really works by teachers and methodologists around the world, and the first and second versions. However, there are also critics of this approach. One of the key claims, for example, is this: the sequence itself does not work in taxonomy. The simplest example was given by Rob Berger, a practicing teacher in the past and the head of the company El Education, developing educational programs.

In modern training, he explained, the process must be overwhelmed-through the creation of something, students begin to understand and remember the necessary information. She encourages us to organize training in the class contrary to how we actually learn. If we agree that understanding is often built through use and creation, we need to provide students with the opportunity to create things and analyze these creations most of the time.

Creating and analyzing, they will accumulate knowledge and understanding. They can start creating things right at the beginning of training. They can actively use their minds and hands in the process of creativity and constantly analyze their understanding individually and jointly, ”Berger believes. Another significant problem is not even in the hierarchy itself, but in how it is perceived and used in practice.

For example, a teacher who built a taxonomy program of Bloom will think: “My students cannot remember the information in any way-it turns out, I can’t offer them to create something new on its basis.” Such a specialist perceives the “pyramid” literally - if there are the lightest skills below, then at the top it is necessarily complex, and they need to be learned in strict order.

Which, of course, is not at all. As a result, instead of real learning, concepts are replaced, and students are invited to endlessly master the basic level. There is another situation that Rob Berger also mentioned: teachers are inclined to underestimate everything that is considered the goals and lower skills of a lower order, and the emphasis is only to the upper levels.

This also leads to problems, since students need skills in the complex. In other words, taxonomy can be put into practice, but it is worth it with a share of skepticism. That is, not to perceive it as the only right guide to build the goals of training, but to use it as a useful, but not a strict guide that allows you to retreat from the route. More interesting about education-in our telegram channel.