The Bloom’s taxonomy model represents the hierarchy of probing questions that teachers use to facilitate their students through an exploration of learning and lesson. It takes students from the basic introduction of a topic up the ladder to full understanding. The beginning asks the students to recall facts and goes up to the end of challenging the student to create their pieces for learning.
Bloom created the learning objectives in the 1950’s after a series of conferences held for educators and curriculum creators. In the 1990's, a former student of Bloom, Lorin Anderson, revised Bloom's Taxonomy.
In Step 1 we have climbed the ladder with activities involving the topic of 5 E lesson plans. In the beginning we were introduced to the topic with the description and basic breakdown of each “E”. Then we were asked to recognize, list, identify, and describe the 5 E lesson plan parts through quizzes.
We moved up the ladder to Applying and on with creating our own lesson plans. We took what we learned about each one and applied that to our teaches. We then constructed and produced our own forms of the lesson plans that we planned around our own goals.
We also participated in the activities of evaluating. We have evaluated and tested our lesson plans through the teaches. The actual use of plan and the assessments are activities in which we did such.
The highest level I reached with my students would be that of analysis. The students got to the point of analyzing the topics I presented to them. They were challenged to compare ideas and findings. They organized their findings and thoughts about the problems at hand. Comparing the inks in the chromatography, comparing the changes of the animals in adaptations, and the probability in my last are all examples I failed to reach the levels of the students creating and evaluating their own.