Example of Blooms Taxonomy Paper Example 1...
Benjamin Samuel Bloom was one of the greatest minds to influence education. "Bloom’s most recognized and highly regarded initial work spurned from his collaboration with his mentor and fellow examiner Ralph W. Tyler and came to be known as Bloom’s Taxonomy" (Forehand, 2010).
"Discussions during the 1948 Convention of the American Psychological Association led Bloom to spearhead a group of educators who eventually undertook the ambitious task of classifying educational goals and objectives. Their intent was to develop a method of classification for thinking behaviors that were believed to be important in the processes of learning. Eventually, this framework became a taxonomy of three domains: the cognitive, the affective, and the psychomotor" (Forehand, 2010). In 2001, Bloom's Taxonomy was revised to make it more relevant to the 21st century. The revision changed the terminology, and the major categories changed from nouns to verbs. The newer taxonomy was also revised in such a way that other groups (like medical professionals) could utilize it (Forehand, 2010). The following will explain how the medical professional can make use of Bloom's Taxonomy, in particular in the education of a post-surgical patient.
The cognitive domain is the knowledge-based domain and consists of six levels. The revised levels are as follows: remember, understand, apply, analyze, evaluate, create. Before one can continue to a higher level of learning, they must fully comprehend the previous level. When delivering education to the post-operative patient and his or her family, these steps can be followed. Remember: the patient recognizes the discharge instructions that were given at his or her pre-operative appointment. Understand: the patient understands the importance of following these instructions to achieve the best and safest outcome. Apply: the patient explains the activities he or she can and cannot participate in during the recovery period as well as specific instructions to promote healing and avoid complications. Analyze: the patient presents...[continues]
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