
Application of Academic Research
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Bloom's Taxonomy is a hierarchical ordering of cognitive skills that can help us teach and assess higher-order thinking. Here's a visual representation of Bloom's Taxonomy:
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Diagram showing the Bloom’s Taxonomy for the cognitive domain arranged as a pyramid from lower-order thinking skills to higher-order thinking skills. The base of the pyramid—Remembering—represents skills in which students must recall specific facts. The next level—Understanding—represents skills in which students must grasp the meaning of instructional materials. At the next level—Applying—students must use information in a new (but similar) situation to one they have practiced in the past. At the Analyzing stage, students must take apart and identify relationships among the material that is known. At next to highest stage—Evaluating—students examine information and make judgments. At the top of the pyramid—Creating—Students use information to create something new.
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Bloom, B. S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc.
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When designing learning outcomes and activities, aim to incorporate various levels of Bloom's Taxonomy, with a focus on the higher-order thinking skills (Apply, Analyze, Evaluate, Create) for adult learners.
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Bloom's Taxonomy is a highly relevant and valuable framework to incorporate into the professional development for Company X for several key reasons:
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Hierarchical learning outcomes:
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Bloom's Taxonomy provides a clear hierarchy of cognitive skills, from lower-order thinking (remembering, understanding) to higher-order thinking (applying, analyzing, evaluating, creating). This structure can help Company X staff design learning experiences that progressively build participants' skills and knowledge in social and emotional learning.
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Alignment with adult learning:
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The higher levels of Bloom's Taxonomy (applying, analyzing, evaluating, creating) align well with adult learning principles, emphasizing practical application and critical thinking, which is crucial for Company X's work with stakeholders.
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Versatility across topics:
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Bloom's Taxonomy can be applied to various subject areas, making it ideal for Company X's diverse range of learning experiences on social and emotional learning, resilience, and related topics.
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Clear action verbs:
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The taxonomy provides specific action verbs for each cognitive level, which can help Company X staff write clear, measurable learning outcomes for their learning experiences.
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Scaffolding learning experiences:
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By using Bloom's Taxonomy, learning experience designers can ensure they're scaffolding learning experiences appropriately, moving from basic understanding to complex application of social and emotional learning concepts.
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Assessment alignment:
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The taxonomy can guide the creation of assessment strategies that align with the intended depth of learning, ensuring that learning experiences are evaluating what they intend to teach.
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Differentiation:
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Bloom's Taxonomy can help in designing activities that cater to different learning styles and cognitive levels within a single learning experience, allowing for more inclusive and effective learning experiences.
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Reflection and metacognition:
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The higher levels of the taxonomy (evaluating, creating) encourage reflection and metacognition, which are crucial for developing social and emotional learning.
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Skill development focus:
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By emphasizing skills like analysis, evaluation, and creation, Bloom's Taxonomy aligns with Company X's goal of developing practical social and emotional learning skills, not just theoretical knowledge.
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Common language:
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Using Bloom's Taxonomy provides a common language for discussing learning outcomes and outcomes among Company X staff, which can improve communication and consistency in professional development.
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