Bloom’s Taxonomy was created in 1956 and has been widely researched and implemented in the primary and secondary classroom. Bloom’s is a ‘multi-tiered model of classifying thinking according to six cognitive levels of complexity’ (M, Forehand, 2010). This is then divided into lower, middle and higher order thinking skills. The levels in ascending order are: remembering, understanding, applying, analysing, evaluating and creating. This has been used as a tool to encourage pupils to achieve higher levels of thought. The benefits of using it in the classroom have been readily documented, with direct links drawn between the use of Bloom’s Taxonomy and raising attainment.
The aim was to research if Bloom’s Taxonomy has any impact on pupil motivation within the classroom. This would be implemented in one class, that I see three times per week, over a one month period with the hope of achieving a transformative change to practice which could then be replicated within all classes. The success of this would be measured through teacher observation and exit passes.