“Bloom’s Taxonomy” is one of those terms that play a vital role for us in designing the curriculum and an important tool used by a teacher’s day-to-day working and interactions with the child.
It is a central concept which works in conjunction with learning activities to help children expand their critical thinking skills. Critical thinking skills allow a child to think independently, solve problems, evaluate alternatives, and reflect on their own beliefs.
Bloom’s Taxonomy provides learning levels to increase higher order thinking skills for children of all ages. The levels include remember, understand, apply, analyze, evaluate, and create.
The way teacher talks to a child, engaging them in learning, and activities that they provide for learning should have a basis on Bloom’s Taxonomy.
Bloom’s Taxonomy is a teaching strategy developed in 1956 by Benjamin Bloom outlining a series of learning categories, from remembering to creating; each category builds on the mastery of the previous one. The revised theory lists to suit the 21st Century relevance which is about – Remembering, Understanding, Applying, Analyzing, Evaluating and Creating.
Emphasis was originally for educators and psychologists. Bloom’s taxonomy was used by many other audiences. As it was developed Bloom’s Taxonomy had wider aspects to cover – Emphasis is placed upon its use as a more authentic tool for curriculum planning, instructional delivery, and assessment.
Bloom’s Taxonomy is widely accepted and used by many educators as a way to design lesson plans and evaluate the effectiveness of the learning environment. The pyramid explains the taxonomy which not only forms a critical part in designing our curriculum, lesson plan but forms an integral part of teacher’s way of encouraging and helping children to think beyond the lower levels of thinking which is merely memorizing or remembering facts.