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Bloom’s Taxonomy Analysis Student’s Name Institutional Affiliation

Bloom’s Taxonomy Analysis Bloom’s taxonomy is a cognitive classification system used to describe and distinguish various levels of understanding. The system was coined by Benjamin Bloom in 1956 and has six distinct levels of cognition (Adams, 2015). These are; remembering, understanding, applying, analyzing, evaluating, and creating. From the time of its invention, Bloom’s taxonomy has been widely used in the education where it is applied to promote high-level thoughts by helping educators building on their learner’s low cognition skills. Educators use it to define their order of instruction, an aspect that help the learners achieve higher levels of thinking. The system allows the teachers to teach from the simple to the complex, allowing not only concept understanding but also real life application (Adams, 2015). That disclosed its importance in instruction programs as it promotes their efficiency. In promoting their efficiency, teachers can apply the system in among other ways; in creating lesson plans, defining learning objectives, teaching methods, and learner assessment methods. Most specifically, early childhood educators should apply the system as it will help them develop an instruction program that suits the children, promoting their higher cognition as they achieve higher levels of learning. This paper critically analyzes Bloom’s taxonomy where its implications on effective lesson planning and reaching is disclosed. Moreover, the essay unveils its interconnectedness with teaching and learning process. Bloom’s taxonomy description As noted, Bloom’s taxonomy has six distinct levels where each has different mental actions demonstrated by the students. As per the revised version, remembering is the first level of the Blooms taxonomy. During the stage, learners memorize, recall, and remember various facts learned (Armstrong, 2016). These may include among other facts, mathematical formulas, numbers, and names. Learners during the remembering stage demonstrate three different cognitive actions; recalling, retrieving and recalling the previously earned information. Understanding is the second level of the classification and it involves creation of meaning from the presented facts. Learners during the level interpret the learned facts and are able to comprehend the existence of distinct features. The actions verbs during the understanding stage as applicable in a learning program include, compare, demonstrate, explain, classify, relate, and summarize among others (Armstrong, 2016). The stage is further categorized by various cognitive actions demonstrated by the learners. These include; interpreting, explaining, summarizing, inferring, exemplifying, and comparing among others. Applying is the third level and it involves the implementation of the concepts or facts learned in other situations. The stage allows the learner to use the information learned to solve problems in other familiar situations. Action verbs applicable in the application stage include apply, develop, solve, and construct (Forehand, 2010). Learners in the level demonstrate such cognitive actions as executing, problem-solving, and calculating (Krathwohl, 2002). Analyzing is the fourth cognition level that involves breaking down of facts or materials learned and determining their relationships with each other as well as with the entire structure. Action verbs used in the analyzing level include examine, divide, infer, and distinguish among others. Learners during the level demonstrate the cognitive skills of analyzing, organizing, differentiating, and attributing among others. Evaluating is the fifth level of Bloom’s classification that involves making judgements based in the information or facts learned. Learners during the stage assess the presented facts and make decisions about the information (Forehand, 2010). Action verbs used in the level include choose, interpret, appraise, prove, and estimate among others. Learners in the evaluating stage are able to critique, and justifying their decisions or course of actions. Creating is the last level in the revised Broom’s taxonomy. During the cognitive level, learners can put various elements together to come up with a functional whole. Further, they are able to reorganize elements to come up with new structures. The action verbs used in the level include hypothesize, generate, construct, and design among others. The cognitive actions demonstrated in the level are generating, producing, and planning. Taxonomy Connections Bloom’s taxonomy supports lesson planning, as well as, effective learning by providing an efficient process of teaching and learning through the use its different hierarchies. The classification allows instructors to teach systematically from the simple facts that are easily recalled, to the complex concepts that may involve creation. During lesson planning, the teacher ensures that the concept presented is remembered and later understood, aspects that paves way for its application, evaluation, analysis, and later creation through innovation (Bümen, 2007). Effective teaching, on the other hand, requires the teacher to start from the low levels of cognition, rising to the higher levels as the concept is understood. Bloom’s taxonomy is further applicable in creating learning outcomes or objectives, definition of instruction method or procedure, and in assessing the learners (Pring, 2014). In creating learning objectives, the classification allows teachers to identify verbs or actions that align to different levels of the taxonomy, thereby creating effective objectives that are in line with the course and lesson level objectives. The definition of procedure or method of instruction further require the application of Bloom’s taxonomy to promote understanding among the learners. With the use of the classification system, every level of cognition is considered making it possible to develop a procedure or method that suits the learner’s mental capabilities (Wong et al. 2015). Assessment further use Bloom’s taxonomy where the instructor assesses the level of comprehension. A teacher can use the specific verbs for each level to assess the learner, leading to an effective teaching. Application of the Taxonomy and Analysis of Question Stems Bloom’s taxonomy is applicable in the creation learning objectives a process that involve four distinct steps. The first step involves the identification of concepts that learners need to learn, hence creating the relevant content for the lesson (Chatterjee, & Corral, 2017). The second step involves the identification of the level of knowledge applicable. That is done based on the learner’s needs and level of cognition. Selection of an observable verb to disclose the expected learner’s cognitive behavior is the third step and it allows the instructor to define the action verbs applicable in each stage. Developing assessment methods is the final stage that indicated the time and the way the expected outcomes will be observable through the learner’s improved cognitive abilities (Chatterjee, & Corral, 2017). Critically, Boom’s taxonomy is used in developing learning objectives as the teacher consider among other aspects, the learner’s cognition levels to help identify the action verbs among other aspects. In early childhood education, like in the other levels of education, question stem takes on an imperative role in promoting critical thinking (Wong et al. 2015). In teaching mathematics, one of the content areas in early childhood education, the question stems will involve; 1.	Identification and remembrance of facts The questions in the identification will include; Describe, what, where, who, how, and when among others that tests memory for previously learned math concepts. 2.	Comprehension The stage involves the organization and selection of information and will involve questions such as; re-tell, explain the difference between, and outlining among others 3.	Application Questions in the application level of cognition will involve explaining the significance, relationship, and likening a concept with other similar ideas. 4.	Analyzing The questions in the level involves separating the learned mathematical concepts into component parts. Specific questions in the level include; -	How does X compare with Y? -	What are the features of E? 5.	Evaluating The questions in evaluating level involve creation of judgements on different concepts learned. The questions during the level include; -	What is your conclusion about T? -	What is the importance of Y? 6.	Creation The level requires the learners to come up with new structures. Questions during the stage include; -	Construct X -	Create model R Conclusion From the critical analysis of the Bloom’s taxonomy, it is apparent that the classification defines the effectiveness of lesson planning as well as teaching. Through the application of each of the six levels of cognition, teachers are able to develop their lesson plans, learning objectives, and teaching methods to match the learners’ levels of cognition, hence promoting understanding. The taxonomy can be best applied in planning lessons when the teacher has a clear understanding of the learners and their cognition levels, allowing the creation of content to match their levels. Despite its notable application, teachers may face a problem in defining objectives in distinct levels when they do not understand or use the classification correctly. That is because each level of cognition has its specific action verbs and their incorrect use may affect the learner’s understanding. As a teacher, Bloom’s taxonomy will enable me match the intended content to the learner’s education needs, hence promoting understanding.

References Adams, N. E. (2015). Bloom’s taxonomy of cognitive learning objectives. Journal of the Medical Library Association: JMLA, 103(3), 152. Armstrong, P. (2016). Bloom’s taxonomy. Vanderbilt University Center for Teaching. Chatterjee, D., & Corral, J. (2017). How to Write Well-Defined Learning Objectives. The journal of education in perioperative medicine: JEPM, 19(4), 1. Bümen, N. T. (2007). Effects of the original versus revised Bloom's Taxonomy on lesson planning skills: A Turkish study among pre-service teachers. International Review of Education, 53(4), 439-455. Forehand, M. (2010). Bloom’s taxonomy. Emerging perspectives on learning, teaching, and technology, 41, 47. Krathwohl, D. R. (2002). A revision of Bloom's taxonomy: An overview. Theory into practice, 41(4), 212-218. Pring, R. (2014). Bloom’s taxonomy: A philosophical critique (2). In Curriculum and the Teacher (pp. 44-50). Routledge. Wong, S., Harrison, L., Press, F., Sumsion, J., Gibson, M., & Woods, A. (2015). The construction of a taxonomy of early childhood educators' work. Australasian journal of early childhood, 40(3), 79.