scholarly journals Bloom’s Taxonomy: Reforming Pedagogy Through Assessment

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Muhammad Tufail Chandio ◽  
Nishat Zafar ◽  
Ghulam Muhiuddin Solangi
Keyword(s):  
Learning Process ◽  
Bloom's Taxonomy ◽  
Assessment System ◽  
Pedagogical Practices ◽  
Analytical Skills ◽  
Learning Practices ◽  
Bloom’S Taxonomy ◽  
Sindh Province ◽  
Teachers And Students ◽  
Teaching Learning

The study analyses the scope and role of Bloom’s Taxonomy in reforming teaching-learning practices in the classroom. Bloom’s Taxonomy propounds that teaching-learning process and assessment items should transcend beyond lower domains of learning i.e. remembering, understanding and applying to the higher domains of learning namely analysing, evaluating and creating. However, this study establishes that teacher always teach in accordance with the normative assessment patterns and students also learn accordingly. In this case, if assessment system is predominantly focused on lower domains, the teaching-learning practices will never transcend to higher domains. This study employs Bloom’s Taxonomy to categorise and analyse each item included in the annual question papers designed by the Boards of Intermediate and Secondary Education (BISE) Karachi, Hyderabad, Sukkur and Mirpurkhas for the subject of English for grade XII. At Sindh province level, it has been found that 74% is exhausted for the lower domains whereas only 26% is used for higher domains. Given to the normative assessment practices, teachers and students would remain focused only on the lower domains, but by altering the course, the pedagogical practices and teaching-learning process in Sindh province can remarkably be reformed and transformed from sheer memorization and rote-learning to critical thinking, solution-making, knowledge-building process and analytical skills

scholarly journals Bloom’s Taxonomy: Improving Assessment and Teaching-Learning Process

2016 ◽  
Vol 3 (2) ◽  
pp. 203 ◽  
Author(s):  
Muhammad Tufail Chandio ◽  
Saima Murtaza Pandhiani ◽  
Saima Iqbal
Keyword(s):  
Secondary Education ◽  
Learning Process ◽  
Research Study ◽  
Bloom's Taxonomy ◽  
Secondary Level ◽  
Assessment System ◽  
Bloom’S Taxonomy ◽  
The Subject ◽  
Teaching Learning ◽  
Level Of Analysis

<p>This research study critically analyzes the scope and contribution of Bloom’s Taxonomy in both assessment and teaching-learning process. Bloom’s Taxonomy consists of six stages, namely;remembering, understanding, applying, analyzing, evaluating and creating and moves from lower degree to the higher degree. The study applies Bloom’s Taxonomy to the prevailing assessment system at the level of secondary education in Sindh. The data are collected from the last five years’ question papers used by the Board of Intermediate and Secondary Education (BISE), Karachi, Hyderabad Sukkur at secondary level for the subject of English. The questions asked in these papers are classified and analyzed from the vintage point of Bloom’s Taxonomy to determine whether the present assessment system focuses on the lower degrees of learning like remembering, understanding, applying or it transcends to the higher degrees such as analyzing, evaluating and creating. The data are quantitative hence SPSS. 20 is used to analyze and draw conclusions and results. The findings of this study will help to improve both assessment and teaching-learning process, which will hopefully uplift the learner from the sheer practices of description, rote-learning and memorization to the profound level of analysis, evaluation and creativity.</p>

scholarly journals The Experience of Lithuanian University of Educational Sciences Students on Pedagogical Practices: Pupil Behaviour Observation

Pedagogika ◽  
2015 ◽  
Vol 118 (2) ◽  
pp. 44-57
Author(s):  
Kęstutis Trakšelys
Keyword(s):  
Inclusive Education ◽  
Social Groups ◽  
Pedagogical Practices ◽  
Abnormal Behavior ◽  
Emotional Security ◽  
Teachers And Students ◽  
Positive Learning Environment ◽  
Psychological Knowledge ◽  
Teaching Learning ◽  
Observation Results

Behaviour is usually named as a main and the essential educational stimulus in the lesson. Due to the pupils’ inappropriate behaviour is common to blame their unwillingness to learn, laziness or period of adolescence. Teachers are usually looking for various types of abnormal behavior and other disorders in their pupils. Students who had teacher‘s assistant practice at schools were observing pupils and their teachers interaction in lessons. The observed lessons’ data show that lots of impact for pupil’s behaviour has teacher’s personality, the ability to communicate, respect and interact with them. The appropriate teaching organization, the competence to explain the aims and goals of the task, ability to select suitable teaching / learning methods, didactic attitude, the ability to control emotional intelligence and ect. According to reports of students, who had pedagogical teacher’s assistant practice at these schools, teachers not always give well suited teaching material. It doesn’t correspond to the pupils in his / her needs, interests, and expectations. Thy don‘t want and can‘t concentrate attention for 45 minutes. Sometimes happen when the teacher has wrong planned lessons, then pupils waste their time because simply they don‘t have what to do. The results show that very low percent of pupils work effectively, have high quality knowledge and learning results. In many cases teachers do not create positive learning environment, fail to ensure emotional security by threatening to write negative marks, to send away from classroom or end the lesson. Teachers usually don’t pay enough attention for their pupils for many reasons. They prefer treating these who are more motivated to study or are going to take the exam of the curriculum. Behaving in this way teachers make all conditions for unwillingness to study and provoke inappropriate activity of their students during lessons. In such conditions the educators don’t involve pupils of all social groups. It means that integration doesn’t work for children with the special needs. Also doesn’t work so called the inclusive education. Thy do not ensure pleasant microclimate in the classroom and suitable educational environment. The observation results state that some educators of these schools acted inadequate by writing negative marks for the students who tried to show inappropriate behaviour. Also we should emphasize that some teachers and students, who had teacher’s assistant practice, lack abilities to adapt their pedagogical and psychological knowledge in their work with pupils. They lack of abilities to control the audience, to interact with the pupils. Also they lack skills of working in a stratified society.

scholarly journals Variabilitas Penggunaan Model Pembelajaran Pada Kegiatan Pembelajaran Sejarah Peminatan Kelas X IPS di Kota Depok

2020 ◽  
Vol 2 (2) ◽  
pp. 94-104
Author(s):  
Yusuf Budi Prasetya Santosa ◽  
Fahmi Hidayat
Keyword(s):  
Learning Strategies ◽  
Learning Process ◽  
Qualitative Methodology ◽  
Learning Models ◽  
History Teachers ◽  
Teachers And Students ◽  
History Teacher ◽  
The Difference ◽  
Teaching Learning ◽  
Selection Of

The use of varied learning models by history teachers will facilitate teachers and students in implementing and following the learning process. This study aims to determine the learning process and the use of learning models used by history teachers. This study uses a qualitative methodology with an observation and interview approach conducted at two high schools, Dian Didaktika High School and SMA Negeri 2 Depok. From the results of the study it can be seen, that the history teacher at the two schools has carried out the learning process using a scientific approach. There is no difference in the selection of learning strategies, both of them use the contextual teaching learning model. The difference between the two is in the selection of learning methods, where the history teacher Dian Didaktika uses the method of learning project base learning and the history teacher of SMA Negeri 2 Depok uses a method of learning outside the classroom by visiting museums.

Using the Medicine Wheel for Curriculum Design in Intercultural Communication

2020 ◽  
pp. 686-711
Author(s):  
Marcella LaFever
Keyword(s):  
Intercultural Communication ◽  
Curriculum Design ◽  
Ways Of Knowing ◽  
Bloom's Taxonomy ◽  
Indigenous Communities ◽  
Truth And Reconciliation Commission ◽  
Medicine Wheel ◽  
Truth And Reconciliation ◽  
Bloom’S Taxonomy ◽  
Teaching Learning

In December 2015, the Truth and Reconciliation Commission of Canada released its calls to action for reconciliation related to the oppressive legacy of Indian Residential Schools. Required actions include increased teaching of intercultural competencies and incorporation of indigenous ways of knowing and learning. Intercultural Communication as a discipline has primarily been developed from euro-centric traditions based in three domains of learning referred to as Bloom's taxonomy. Scholars and practitioners have increasingly identified problems in the way that intercultural competency is taught. The decolonization of education is implicated in finding solutions to those problems. Indigenization of education is one such effort. This chapter posits the Medicine Wheel, a teaching/learning framework that has widespread use in indigenous communities, for use in instructing intercultural communication. Bloom's taxonomy of the cognitive, psychomotor, and affective domains, is missing the fourth quadrant of the Medicine Wheel, spiritual. Examples of the spiritual quadrant are offered.

scholarly journals Teachers Use Code switching In The Classroom

SOLID ◽  
2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Lalu Agung Rahmat Salehuddin
Keyword(s):  
Learning Process ◽  
Code Switching ◽  
Teachers And Students ◽  
Teaching Learning

This paper discusses about the issues of code switching in the classroom that is used by teachers and students. Code switching that was used by both teachers and students influenced the teaching learning process. The paper also talks about the function of using the code switching in the classroom, how necessary the code switching is and to find out the advantages and the weaknesses of the use of code switching.

scholarly journals Teaching Speaking Skills through Role Play at Elementary Level: An Analysis

2021 ◽  
Vol 8 (1) ◽  
pp. 93
Author(s):  
Muhammad Safdar Bhatti
Keyword(s):  
Learning Process ◽  
Role Play ◽  
Elementary Level ◽  
Significant Difference ◽  
Teachers And Students ◽  
The Status ◽  
Post Test ◽  
Teaching Learning ◽  
Speaking Skills

English has won the status of International language. The quality of our expression depends on our use of speaking skills. The importance and value of speaking English have been accepted worldwide. In Pakistan, Teaching English was mainly focused upon reading and writing skills. But in today’s world, listening and speaking skills have become much more important than in the past. Recently, the value of role-play in the classroom situation has become mandatory to make the teaching-learning process easy, attractive, and interesting. The implementation of role-play was expected to be an effective way to improve the learners’ speaking skills. So in the present study, the focus is on this matter whether the use of role play can be beneficial in bringing a positive change in the teaching-learning process of speaking skills for elementary level learners. The collective problems of the teachers and students during speaking English were the main focus of the study. 360 students and twenty teachers of Bahawalpur region participated in this study. Pre-test, post-test, and questionnaire were used as a tool to collect the data from the respondents. The findings of the study showed that there was a significant difference between pre-test and post-test results. It was suggested that speech practice with the help of role play should be encouraged at the elementary level.

scholarly journals Merunut Pemahaman Taksonomi Bloom: Suatu Kontemplasi Filosofis

Humaniora ◽  
2010 ◽  
Vol 1 (2) ◽  
pp. 359
Author(s):  
Dominikus Tulasi
Keyword(s):  
Critical Thinking ◽  
General Education ◽  
Student Behavior ◽  
Empirical Evaluation ◽  
Bloom's Taxonomy ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Student Centered Learning ◽  
Bloom’S Taxonomy ◽  
Teaching Learning

This article would like to share the use of Bloom's taxonomy as a cognitive framework for teaching-learning process to undertake the way student-centered learning. Related to the curriculum based competence in excellent education, the abstract cognitive in applying Bloom’s taxonomy is so called scaffolding. We know the taxonomy Bloom is a six-level classification system that uses observed student behavior to infer and absorb the level of cognitive achievement domain. This article surveys thinking within general education and management education, which uses and draws on Bloom's taxonomy, and then describes suggested uses of the taxonomy. The empirical evaluation of its effect on student achievement follows, as do thoughts about ways colleagues might use this tool to empower and motivate students as self-responsible learners in the classroom. The objective is to promote higher order thinking in college students, we understood an effort to learn how to assess critical-thinking skills in an introductory course. It means, we develop a process by which questions are prepared with both content and critical-thinking skills in mind. 

scholarly journals Desarrollo de la expresión oral en FLE: la Francofonía y las TIC

2021 ◽  
pp. 53-73
Author(s):  
Mª Dolores Asensio Ferreiro
Keyword(s):  
Collaborative Learning ◽  
Learning Process ◽  
Language Skills ◽  
Self Confidence ◽  
Teachers And Students ◽  
Oral Expression ◽  
Personal Skills ◽  
Teaching Learning ◽  
Large Groups ◽  
Aprendizaje Colaborativo

Comunicarse de manera efectiva y apropiada en una lengua extranjera (FL) implica dominar las cuatro habilidades lingüísticas, comprensión y expresión escritas (CE-EE) y comprensión y expresión oral (CO-EO). Sin embargo, no se desarrollan al mismo nivel durante el proceso de enseñanza-aprendizaje en entornos formales. El desarrollo de la expresión oral en FFL es a menudo un desafío para los profesores debido a condicionantes tales como la falta de motivación y sentimientos de inhibición, falta de seguridad o confianza en sí mismo del alumno. A estos, se suman otros como falta de tiempo, grandes grupos de alumnos o vacíos metodológicos y evaluativos que complican la práctica de esta competencia en el aula. Este trabajo presenta un proyecto educativo implementado en la clase FLE donde la Francofonía, el uso de las TIC y el aprendizaje colaborativo son fundamentales para desarrollar la expresión oral del aprendientee al mismo tiempo que ayuda a fortalecer sus habilidades personales. Communicating effectively and appropriately in a SL implies mastering the four language skills, i.e. written comprehension and expression and oral comprehension and expression. However, not all develop equally during the teaching-learning process in formal contexts.The development of oral expression in FFL is often a challenge for teachers and students due to conditions such as lack of motivation and feelings of inhibition of the students, lack of security or self-confidence. To these are added others such as lack of time, large groups of students or methodological and evaluative gaps that contribute significantly to hinder the practice of this competence in the classroom. This paper presents a teaching project implemented in the FFL classroom where Francophonie, the use of ICT and collaborative learning are key to developing the oral expression of the learner contributing to reinforcing their personal skills. Communiquer efficacement et de manière appropriée dans une langue étrangère (LE) implique de maîtriser les quatre compétences linguistiques, la compréhension et expression écrites (CE-EE) et la compréhension et expression orales (CO-EO). Cependant, elles ne se développent pas au même niveau au cours du processus d’enseignement-apprentissage dans des contextes formels. Le développement de l’expression orale en FLE est souvent un défi pour les enseignants en raison de conditions tellles que le manque de motivation et les sentiments d’inhibition de l’élève, le manque de sécurité ou de confiance en soi. À ceux-ci s’ajoutent d’autres comme le manque de temps, de grands groupes d’étudiants ou des lacunes méthodologiques et évaluatives qui réduisent la pratique de cette compétence en classe. Cet ouvrage presente un projet pédagogique mis en oeuvre en classe FLE où la Francophonie, l’utilisation des TIC et l’apprentissage collaboratif sont essentiels pour développer l’expression orale de l’apprenant en même temps qu’elle contribue à renforcer ses compétences personnelles.

scholarly journals El uso pedagógico de los sistemas contables de la Unidad Educativa Juan Montalvo

2020 ◽  
Vol 5 (4) ◽  
pp. 101
Author(s):  
Karla Janeth García Mariscal ◽  
Wilson Jesús Villaprado Alava
Keyword(s):  
Learning Process ◽  
Field Research ◽  
Research Data ◽  
Present Problem ◽  
Important Work ◽  
Accounting Systems ◽  
Palabras Clave ◽  
Teachers And Students ◽  
Key Factor ◽  
Teaching Learning

El artículo trata la problemática de los sistemas contables en la Unidad Educativa Juan Montalvo, la cual tuvo como objetivo principal establecer la importancia pedagógica de los sistemas contables en los estudiantes de la unidad educativa Juan Montalvo del cantón Portoviejo, durante el año 2019 y analizar la manera en que éstas influyen en el proceso de aprendizaje de los educandos. Para poder desarrollar la investigación se aplicó la investigación bibliográfica, incluida la investigación de campo, se obtuvieron datos a través de la aplicación de encuestas realizada a los estudiantes de la institución. Basándome en toda la información se llegó a la conclusión que el uso adecuado de los sistemas contables por parte de los docentes beneficia al proceso de enseñanza aprendizaje de los estudiantes, siempre y cuando el educando esté predispuesto a innovar y enriquecer sus conocimientos. Además, hay que resaltar la importante labor del docente ya que es un factor clave en el proceso de aprendizaje de los estudiantes. Es importante destacar que los resultados obtenidos en la encuesta realizada a docentes y estudiantes permitieron estructurar las conclusiones. La investigación se abordó de acuerdo con las técnicas empleadas las cuales fueron la observación, la encuesta aplicada a los estudiantes y docentes de la institución. Finalmente, para resolver la problemática se realizó una propuesta que contribuyó a dar solución a la problemática. PALABRAS CLAVE: Sistemas contables; contabilidad; procesos pedagógicos. Pedagogical use of accounting systems in the Juan Montalvo Educational Unit   ABSTRACT The present problem deals with the accounting systems in the Juan Montalvo Educational Unit, which had as main objective to establish the pedagogical importance of the accounting systems in the students of the Juan Montalvo educational unit of the Portoviejo canton, during the year 2019 and analyze the way in which they influence the learning process of students. To develop the research, bibliographic research was applied, including field research, data were obtained through the application of surveys carried out to the students of the institution. Based on all the information, it was concluded that the proper use of accounting systems by teachers benefits the teaching-learning process of students, if the student is predisposed to innovate and enrich their knowledge. In addition, the important work of the teacher must be highlighted since it is a key factor in the learning process of students. It is important to emphasize that the results obtained in the survey of teachers and students allowed structuring the conclusions and recommendations. The research was approached according to the techniques used which were the observation, the survey applied to the students and teachers of the institution. Finally, to solve the problem, a proposal was made that contributed to solving the problem. KEYWORDS: Accounting systems; accounting; pedagogical processes.

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