Teaching Strategies Base On Bloom’s Taxonomy Of Cognitive Objectives: An

OverviewTeachers need to develop a repertoire (series)of teaching strategies owning to

differences in student’s needs and

learning styles.

Bloom’s Taxonomy Of Cognitive Objective

Evaluation

Synthesis

Analyze

Application

Comprehension

Knowledge

1. Teaching Strategies That Develop Knowledge Base

Reading For Information and Direct Instruction-the most commonly used

teaching strategies to facilitate students facts, information, and skills.

Drill and Practice-some teachers also utilize, wherein students are made to repeat what they have

learned through an oral recitation or practice exercises to strengthen their comprehension of new information or skills w/c they have to remember by heart.

Other strategies that can be used for the development of knowledge base: Vicarious Experiences- such as listening to the

teacher read aloud a passage or a poem. Hands-on Activities- such as playing with balls

and other objects, children come to understand concepts better.

Field Trips- taking students out of the classroom to go to zoo, museum, play or concert to create in them a new perspective of things.

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Advance Organizer- is an introductory(opening) statement to students that provides a structure for new info. that is to presented.

- allow students to recall ideas before reading or studying a new material.

- it can be generalization, definitions or analogies.

Anticipatory Set- is an introductory experience that motivate students want to find out more about a subject. It can be a question, clue, or suggestion.

Discussion- such as group discussion or class discussion

Use of Analogies(similarities)- help students understand a new concept by linking the unknown or abstract idea and the known, concrete experience.

Use of Visual or Graphic Aids- through the use of a graph or a chart.

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3. Teaching Strategies Allowing Students To Apply What They Learn• Discussion- promoting comprehension.• Presentation of a Puzzling Situation- students are provided the

opportunity to discuss alternatives and create solutions to the problem.

• Discovery Learning- the teacher provides the conditions in the classroom for the students to discover a rule, principle, or concept on their own.

• Model Making- such as building a model reflecting to their learning. Expecting student will apply communication and problem-solving skills to solve a problem or do meaning work together(Eby& Kujuwa,1994).

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4. Teaching Strategies That Require Analysis Discussion focused in the elements of an

argument- such as hypothesis, assumption, fact, opinion, inference, and conclusion.

Independent Research- to illustrate cause and effect or to compare and contrast.

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Synthesis- involves the recombination of parts of previous experience w/ new material reconstructed into a new and more ore less well integrated whole (Bloom et al,1956).

It is usually expressed through art, music, creative writing, storytelling, and drama activities.

Formulating Hypothesis.

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6. Teaching Strategies That

Produce EvaluationEvaluation- is the highest level in Bloom’s Taxonomy of Cognitive Objectives , wherein students are required to make judgments about some areas of what they have studied prescribed by their teacher.

Discussion, writing, problem-solving, debate and other activities.

Group Problem Solving Activity- the students are given opportunity to clarify and articulate their attitudes and views on how a problem can be remedied or solved.

Simulation-can also be explored to illustrate the complex nature of real lifeproblems. Students respond to the changes within the situation by studying the consequences of their decisions and subsequent actions and predicting future problems/solutions. During the simulation students perform tasks that enable them to learn or have their learning evaluated.