Bloom’s Taxonomy is an educational hierarchical model created in 1956 that focuses on three domains of learning: cognitive, affective, and psychomotor. While it can be used to promote higher-order thinking in students, Case (2013, p. 197), argues that the model is outdated for today’s educational settings. Case (2013, p. 197), states that with the misapplication of the model, educators may misjudge students’ capacity to think if they are struggling with one aspect of critical thinking. The model suggests that “higher order thinking” cannot be achieved without having mastered “lower order thinking” skills which we know is not the case amongst students. There is also a strong focus on classification within the model, which can take away from the quality of student learning.
A strategy to this that Case (2013, p. 198) suggests is to alter the “higher order” task by reducing its difficulty but not the level of the learning. This differentiation still provides students with the support needed to help them complete the task, but it does not “eliminate higher order” (Case, 2013, p. 198), from the learning expectations.
Bloom’s Taxonomy places a strong emphasis on the teacher-centered classroom, rather than a learner-centered curriculum design that educators now try to incorporate to better promote 21st century thinking and learning skills. A subject-centered curriculum limits creativity, flexibility, and does not take into account the specific learning styles of every student, which can reduce student engagement and motivation (University of San Diego, 2023).
I think that aspects of Bloom's Taxonomy are worthwhile to look into when teaching, though it does not seem to be very applicable in today’s classrooms. Thanks to the programs I have taken through Queen’s, I have researched the importance of learner-centered classrooms and seen the benefits first-hand after applying it to my professional practice. I have also experienced the challenges students have faced when teachers focus on the opposite and emphasize teacher-centered learning models. Some of my students learn music by reading standard musical notation while others learn solely by ear. There has always been an emphasis to teach music theory and go “by the book” in Ontario public schools and private music lessons. While I do see the value in that, I have found most success teaching music using a combination of these methods. As a learner, I might have found ease in sight reading and performing, but I would struggle with memorization and ear training components. Looking back, I think I would have benefited if my music teachers had incorporated more Differentiated Learning and Universal Design for Learning processes.
Investigating Bloom’s Taxonomy and comparing and contrasting how education was a generation ago to the present day, can provide valuable insights to making our classrooms a more effective and welcoming space for students.
References
Case, R. (2013). The Unfortunate Consequences of Bloom's Taxonomy. Social Education, 77(4), 196-200.
University of San Diego - Professional & Continuing Education. (2023, December 21). Curriculum design explained + 5 tips for educators. https://pce.sandiego.edu/curriculum-design-explained-5-tips-for-educators/
Wolfe Island, Kingston, September 2019
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