Lisa Forbes

English

Chryston High School

  • Bloom's Taxonomy

What happens when I introduce Bloom’s Taxonomy to set appropriate challenge?

Rationale

Our Practitioner Enquiry group chose to look at the effects of Bloom’s Taxonomy on learners in order to find a way to challenge pupils in a way that would aid their learning. We felt that this was something that had not been studied in great depth by other probationers and was different from other practitioner enquiries. It also allowed for research into different pedagogical theories which we were not very familiar with, thus aiding growth and development. Bloom’s Taxonomy is essentially an ‘educational framework’ for assessing educational goals. (Al, 2015) The different categories for Bloom’s are aligned with varying levels of critical thinking skills from lower order thinking skills, to higher order thinking skills. Our group chose Bloom’s as a method to understand at what stage our young people were at within their learning journeys and to act as a catalyst to aid their thinking skills development. We hoped to find a way for pupils to willingly challenge themselves and so we decided to see if implementation of Bloom’s Taxonomy would aid this. Education Scotland state that high order thinking skills are an essential skill for every young person, not only on an educational level, but also to prepare them for life and the world of work. (Hub, 2016).

Aims

The aim of this enquiry is to explore the extent to which Bloom’s Taxonomy can develop higher order thinking skills within pupils whilst inviting pupils to challenge themselves.

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