Teaching And Learning

TeachingAnd Learning

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BenjaminBloom and colleagues, in 1956, outlined six levels through whichcritical thinking could be stimulated: the process through whichcognitive learning could be realised. In essence, the process beganby imbibing into the learner the basic knowledge of the subject.Afterwards, more complex or higher levels of thinking, coupled with aheightened thought process, using the concepts covered under thesubject were introduced. The six levels of Bloom’s taxonomyincluded: Knowledge, Comprehension, Application, Analysis, Synthesisand Evaluation (Krathwohl, 2002). This paper discusses how athree-part lesson can be conducted using Bloom’s taxonomy.

WORLD LANGUAGE QUALITY OF LIFE UNIT

  • Students will begin by filling out maps of Latin America, using mountains, cities and major rivers

  • Students will then do research on consumption data and for one of the Latin American countries. Afterwards, students will use pie charts that reveal percentages such as the population density in urban and rural areas.

  • Students will then present maps of their countries, colouring different regions to reveal geographic variation.

  • Do “The Face the Future” activity. Let the students have a good time predicting what the future population demographics will be, using the modified population statistics.

  • Research the predictions and develop a new map, revealing the new or future population demographics.

  • Finally, let the students create charts that reveal the consumption and population demographics. This will help distinguish the nations that have been studied. Later, the students will be required to write a paragraph in English to discuss their findings.

Cognitive Domain

Affective Domain

Psychomotor Domain

  • After the course, students should recall or recognise information, ideas, that were learned during the course.

  • Students will translate information according to the knowledge they received.

  • Students should be able to apply the concepts and principles they acquired to solve real world problems

  • Students will be able to classify, distinguish and relate hypotheses or evidence to a statement or a question.

  • Students will be expected to combine ideas into a plan or proposals that are new to them.

  • Students are required to develop the ability to critique issues, basing on the set standards.

  • Students will develop the ability to listen to and respect other people’s opinions.

  • Students will also be expected to participate in class activities through giving presentations, questioning new ideas, concepts and models.

  • Students should demonstrate the ability to offer insights into new ways of solving problems.

  • Students will be able to offer professional viewpoints, based on the set professional and ethical standards.

  • Students will also be required to display an ability to work independently.

  • Students will be in a position to estimate the population growth patterns over extended periods.

  • Students will also recognise their abilities and limitations, in addition to displaying the desire to learn something new.

  • Students will also be required to follow instructions when solving problems.

  • Use maps to address issues, basing on past experiences.

  • Students will also be required to respond promptly to unexpected issues or challenges.

  • Lastly, students will be required to show originality. That is, develop innovative ways of solving problems.

Teaching Strategy

  • Students will be divided into groups of two

  • A true or false quiz, covering all the countries under discussion will also be developed

  • Afterwards, each group will be required to undertake a quiz developed by at least two groups

  • The tutor will then assess the quizzes and deliver his verdicts.

Evaluate Learning

  • A test will be administered at the end of the course to evaluate how much the students have learned.

References

Krathwohl,&nbspD.&nbspR.(2002). A Revision of Bloom`s Taxonomy: An Overview.&nbspTheoryInto Practice.doi:10.1207/s15430421tip4104_2