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

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