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Reflective Teaching
This last element of diversity education also creates a place for reflective teaching, which is also directly encouraged by an examination and application of Bloom's taxonomy of learning. Analyzing student achievement with an eye towards the improvements diversity education is expected to instill allows for a deeper analysis of the teaching methods and perspective being utilized. The direct application of Bloom's taxonomy in the development of lesson plans and activities also necessarily depends upon the questioning and analysis of teaching practices, and the constant reexamination of these practices as student achievement and progress provides feedback to the instructor. Producing higher order learning and interactions requires a constant conscious attention to the details of learning activities and levels of engagement, and this places the use of Bloom's taxonomy -- for increased diversity as well as other purposes -- squarely in the realm of reflective teaching.
Conclusion
The basic tenets of behaviorism provide a simplified yet comprehensive avenue for addressing diversity needs in modern educational settings. Bloom's taxonomy of learning skills and behaviors also proves a near-automatic facilitator of diversity education when properly applied. Essentially, the overarching theoretical school and the specific tool of classification are both effective and enduring due to the level of attention and analysis brought to bear in their development and creation. The...
Though a misapplication of Bloom's taxonomy can lead to limited learning opportunities and a sort of cultural stunting for many learners, its proper application can be highly effective in training tomorrow's leaders.
References
Curran, D. & O'Riordan. (2006). "Increasing Population Diversity Through Cultural Learning." Adaptive Behavior 14(4), pp. 315 -- 338.
Laegaard, S. (2010). "Recognition and Toleration: Conflicting approaches to diversity in education?" Educational, philosophy and theory 42(1), pp. 22-37.
Page, B. (2010). "12 Things Teachers Must Know about Learning." The Education Digest 75(8), pp. 54-6.
Seamn, J.; Beightol, J.; Shirilla, P. & Crawford, B. (2010). "Contact Theory as a Framework for Experiential Activities as Diversity Education: An Exploratory Study." The Journal of Experiential Education 32(3), pp. 207-25.
Bloom's Taxonomy: Nursing Education Like most areas of life, education has increased in complexity. Many new philosophies and a deeper understanding of the human mind have brought about a myriad new ways to educate students for their future lives and careers. Further complicating this is the fact that not all students respond uniformly to the same educational system or method. In addition, specific areas of study and their related professions have
Valuing: A range of acceptance that is placed on the information being received. Organization: this is the organizing of the values by contrasting differing values. Internalizing Values: This has to do with the learners value system and how the learner assigns value. The Psychomotor category includes physical aspects of movement, as well as coordination in movement. There were not subcategories in the Psychomotor development category. Critics of Bloom: There are those critics who claim that
VideosA. Elementary School Video: \\\"Practicing Presentation and Audience Skills through Science Presentations\\\"Example of Piaget�s or Vygotsky�s cognitive development theoriesThe teacher applies Piaget\\\'s Concrete Operational stage by allowing students to think logically about concrete events. This could be evident if students are presenting concepts using tangible objects or demonstrations. Plus, if the teacher emphasizes collaborative learning and scaffolding, it might be an application of Vygotsky\\\'s theory, where learning is a social
Bloom's Taxonomy is a way of evaluating educational goals as they relate to student performance. The taxonomy was developed originally as more of a measurement tool, to serve as a common language about learning goals to help individuals communicate ideas pertaining to subject matter and grade levels. The idea was that this common language would serve to facilitate a basis for determining a particular curriculum, and the alignment of objectives,
Bloom's Taxonomy: Grading Reading Comprehension Bloom's Taxonomy offers a sequential method of grading a student's ability to comprehend a higher-level work of academic writing. According to Granello (2010), while she grants that the stages of the taxonomy are not absolutes, they are useful in painting a general portrait of how the "predominant skills and assumptions are perceived" by the teacher of the student's maturity and depth of perception (Granello 2001, 299). The
Ideally, faculty would also engage in an ongoing effort to speak their students' languages. Active, inquiry-based, and cooperative learning are central components in authentic education. Students must engage in constructive, multi-modal, and multi-dimensional activities in order to fully understand the curriculum and the learning process. Thematic, multi-sensory learning stations throughout classrooms provide students such opportunities. Quiet study areas and objects reflecting student interests also encourage meaningful learning. Activities that allow