Using Bloom's Taxonomy for Effective Learning
A method used by teachers to improve learning: Students are asked to deal with increasingly challenging questions to test their comprehension of a given material. By asking critical thinking questions, all levels of thinking are being developed.
Students will have improved attention to detail, as well as an increase in their comprehension and problem-solving skills.
This is a professional note extracted from an online article.
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Knowledge - Remembering previously learned information
Comprehension - Demonstrating an understanding of the facts
Application - Applying knowledge to actual situations
Analysis - Breaking down objects or ideas into simpler parts and finding evidence to support realization
Synthesis - Compiling component ideas into a new whole or propose alternative solutions
Evaluation - Making and defending judgments based on internal evidence or external criteria
SIMILAR ARTICLES & IDEAS:
Knowledge - What is a pen? What does it look like?
Comprehension - What are some uses for a pen? Is it only used to write?
Application - How do you use it?
A lot of people feel that learning "content" in schools is not as valuable as it once was, they often refer to the "doctor analogy"
"I want to know that my doctor did really well in ...
Tacit Knowledge is defined as the "know how" (process) rather than "know what" (content). A part of it could be codified into explicit knowledge. However, it is often difficult to explain just by writing it down. It is something you learn by doing.
Explicit Knowledge, on the other hand, refers to information we see on the books or the internet.
Although there's a difference, one is not dependable without the other.
“Any education environment that only emphasizes one form of knowledge or the other [tacit or explicit] is failing the human brain."
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Synthesis is placed on fifth level of the Bloom's Taxonomy. This is the level where parts or information are put as a whole in order to create new meaning or a new structure....
It is a process in which a student makes the explicit connection between an argument and an evidence from sources with similar or dissimilar ideas. Sources could be from articles, fiction, posts, or infographics as well as non-written sources, such as films, lectures, audio recordings, or observations.
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