Alternatives To Bloom’s Taxonomy

from Staff

At the end of the day, teaching is around learning And learning is for understanding.

And since the technology develops to empower more diverse and flexible forms of grades, constantly improving our sense of understanding-during mobile training, during training based on projects, and in a inverted classroom-not only improves the results of the training, but it may be the secret of providing personalized education.

This content raises the question: Why does one need alternatives to established and fortified Bloom’s? Because Bloom’s is not intended to be the alpha and omega of the creation of instructions, learning and evaluation. Benjamin Bloom’s taxonomy does a brilliant job by offering “verbs” in categories that impose a useful cognitive framework for planning experience in training, but ignores important ideas, such as self -discovery that UBD puts on the cusp of understanding or the idea of ​​moving out of incompetence to the competence that COOCOYA offers.

So with Bloom apologies (Whose work we love), we have collected six alternatives to his legendary taxonomy, worldwide bits, from the Taxonomy of Teachought’s training to work from Marzano to Fink, to an understanding of design.

6 Almum’s alternatives to Bloom for teachers

1. Taxonomy learning learning

Thehe Teachthorge Texming Taxonomy Orders isolated tasks that range from less to more complexity in six domains:

1. Parts (ie explain or describe a concept in simple words)
2. The whole (ie explain the concept in the micro-workpiece and macro-concrete)
3. Interdependence (ie, explain how a concept refers to similar and unparalleled concepts)
4. The function (ie apply a concept in unfamiliar situations)
5. Abstraction (ie demonstrate the shade of concept with artificiality or insight)
6. The Self (ie, an independent future training for the concept)

2. The six aspects of UBD understanding

Created by Grant Wiggins and Jay McTighe to work with and through their understanding of a design model, the 6 aspects of understanding is an unbraet frame designed to help teachers appreciate and appreciate students’ understanding.

3. Marzano & Kendall/Taxonomy

Marzano and Kendall’s taxonomy It arranges the result of the processes in six categories, from the lowest to the highest level of difficulty. Each category are verbs and phrases that may prove to be useful for teachers in designing assessments and assessment of master:

1. Extraction (ie performance, recall, recognition)
2. Understanding (ie integrating and symbolizing)
3. Analysis (ie match, classification, analysis, summarization, clarification)
4. Using knowledge (ie, decision -making, problem solving, experimenting, research)
5. Metacognition (ie, monitoring of accuracy, clarity of monitoring, processes monitoring, specification of goals, examination of motivation)
6. Thinking about an independent system (ie examination of emotions, exploring efficiency, exploring importance)

4. The taxonomy of significant training

D -d -dink Taxonomy of significant training Describes attributes of “significant” training, unlike “less significant” training (the first has greater durability, resonance and potential for improving students’ education, and the second is more centered in the classroom and less appropriate or applicable outside the classroom). The center of taxonomy is the “sweet place” of training design.

5. The deep on the web knowledge framework

Web Depth of knowledge Framework is designed to encourage rigor and organize specific strategies and skills for higher -order thinking in four domains, moving from a higher to higher complexity:

1. Remember
2. Skill/concept
3. Strategic thinking
4. Dilated thinking

6. Solo taxonomy

Solo means “the structure of observed learning results”. Created by John Biggs and Kevin Colis, Solo taxonomy is made up of five levels of understanding, as shown above. According to Biggs, “at the beginning we take only one or more aspects of the task (uniduction), then several aspects that are not related (multi -structural), then we learn how to integrate them into one (relational) and finally, we are able to summarize all this, it is not yet alarmed by use (enlarged abstractions.”