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Krathwohl Updating Of Bloom Taxonomy Be Helpful To Teachers

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Krathwohl Updating Of Bloom Taxonomy Be Helpful To Teachers What extent could Krathwohl’s updating of Bloom’s Taxonomy be helpful to teachers in improving the quality of their classroom questioning?   Answer: Over the decades, teachers around the world have used Bloom’s Taxonomy as a tool to establish learning objectives (Bloom and Krathwohl, 1956). In spite of the simplistic ideas attributed to Bloom, as well as the mistaken association that was made to his taxonomy with behaviorism, it is still so valid today that he has recently undergone two updates. The four types of knowledge (factual, conceptual, metacognitive, procedural) can be applied in the revised Bloom Taxonomy, depending on the knowledge targeted by the task in the pedagogical activities. For example, if the objective of learning in an activity is to “Analyze a literary work”, the main use is for procedural knowledge, which consists of “acquiring” (knowledge of the action) of knowledge of the stages necessary to carry out the analysis of the types of knowledge (Anderson, and Krathwohl, et al. 2001). It can be seen in the revised Bloom Taxonomy that the strategies that may be involved depend on whether they apply to the whole program or course (macrostrategies) or to learning-teaching activities (microstrategies) (Anderson, and Krathwohl, et al. 2001). A microstrategy such as the concept map can be integrated in part with the revised Bloom Taxonomy, in a topic involving the cognitive process “Analyze”, for example, “analyze concept networks”. In this case, the strategy is centered on the teaching and not the learner, and allows to present the different concepts of the field and their links to better structure the thinking of the learner. With respect to case-based learning , it can be integrated in part with the revised Bloom Taxonomy as a microstrategy in a topic involving the cognitive process “Analyze”, for example, “examining a particular situation or problem and their characteristics “or in a topic involving the cognitive process” Create “, for example,” finding solutions to a particular problem or situation “.   References Anderson, L. W. and Krathwohl, D. R., et al., 2001, “A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives’, Allyn & Bacon. Boston, MA Bloom, B. S., and Krathwohl, D. R., 1956, “Taxonomy of Educational Objectives: The Classification of Educational Goals, by a committee of college and university examiners. Handbook I: Cognitive Domain”, NY, NY: Longmans, Green.

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