Kirsten McRitchie


Cardinal Newman High

  • Digital Learning: Methodologies

What happens when Bloom’s Taxonomy is introduced to online learning?


When Bloom’s Taxonomy is implemented into online learning it can aid the classroom
teacher into recording pupil progress. This area of interest also links to the importance of
pupil-led learning and allowing pupils to take control over their online and digital learning
experience. Bloom’s Taxonomy is a pedagogical approach that allows for higher order
thinking to take place within all lessons. Learning must be accessible and engaging for all
individual learners and meet the needs and abilities of all Additional Support Need (ASN)
pupils (Churches, 2010). Effective questioning was executed throughout these lessons as:
“Research has shown that the greatest majority of a teacher’s instructional time is spent
asking students questions […] seventy to eighty percent of the questions asked require
factual” (Muilenburg et al., 2000). Learning must also challenge those learners who are more
able; and this is something that Bloom’s allows with ease (Bloom, 1956). The need for
engagement and a positive attitude towards learning is a constant priority of all teaching staff
and this is what sparked the choice of looking at Bloom’s effect on teaching and learning
through this enquiry. It can be argued that: “Using Bloom’s taxonomy can help teachers
provide challenging differentiated work and reap the social and academic benefits of using
collaborative group work” (Bremnar et al., 2008). Therefore, the interest in examining what
happens when Bloom’s Taxonomy is introduced to online learning was aimed to make lesson
content more accessible and engaging to all Broad General Education pupils.


Bloom’s Taxonomy is aimed to increase critical thinking skills of young people. The aim of
this enquiry was to determine how well learners could apply Bloom’s educational objectives
in their learning of a new text. This enquiry investigated the impact Bloom’s Taxonomy has
on learners in terms of pupil-led learning and understanding the contexts of their learning.

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