Bloom’s Taxonomy: The Good and the Bad

I think I found a blog that shows both the good and bad of Bloom’s Taxonomy:

Here is my comment to the post (I am including here just in case it does not get approved):
1  Ask mom.
2. If mom doesn’t know, ask Dad.
3. If Dad doesn’t know look it up in the textbook.
4. If the answer isn’t in the textbook, ask a friend.
5.  Google it.  If it isn’t on the first page of results, give up.

My point here is that while Bloom’s is an awesome tool, we can’t completely take away any responsibility for the student wanting to learn.  Search engines are getting to the point where you can even google high order thinking skills.  What do we do then?  Create higher order thinking skills?  No, we expect integrity from students to do the right thing and assume some responsibility for not getting to the answer in an inappropriate way.  In the “olden” days it meant asking a friend.  Today it means going to Google.

The good, of course, is the taxonomy and how it can be used to aid students with higher order thinking.  The author of this blog felt that the lower levels of Blooms are easy to Google but the higher levels are not and therefore this is an unexpected benefit from using Bloom’s – particularly evaluating and creating.

The bad, implied in my article, is that Blooms should be used as a tool regardless of the ability of technology to “cheat”.  Students who want to take short cuts will – with or without the internet.  Using Blooms to prevent that is short-sighted at best.

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One Response to Bloom’s Taxonomy: The Good and the Bad

  1. esivel says:

    Interesting post on the every expanding capabilities for cheating using search engines.
    How about other uses of Bloom’s such as an aid for the teacher in designing: lesson plans, tests and in class assignments?

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