Instructional Model: Bloom/Banks

The Bloom/Banks Matrix provides instructional rigor. It is defined by critical thinking and problem-solving. Teachers use cognitive domains of Bloom's Taxonomy to determine a student's ability to recollect information (knowledge); understand/explain what was learned (comprehension); apply and use what was learned (application); form views, predict, and compare-contrast information (analysis); use what is taught and learned to develop new, original, and/or improved products (synthesis); study, judge/critique, and support what was taught and learned (evaluation).

The Bloom/Banks Matrix combines Bloom's Taxonomy of Educational Objectives and the Bank's Model to create a multicultural gifted education model that reflects the goals, objectives and perspectives of differentiation that encompasses gifted and multicultural education. The combination of these models was used to create a 24 cell, 4 quadrant matrix based on the six levels of Bloom by the four levels of Banks.

Implementation Steps:

• Post large visuals of each stage (Remember, Understand, Apply, Analyze, Evaluate, Create) with examples of descriptive verbs.

• Model what each means for your students in the context of a lesson.

• Provide feedback to students by pointing out how what the students are doing relates to the Bloom/Banks model.

Strengths of the Bloom/Banks Model:

• Promotes the development of critical thinking and problem solving skills

• Promotes rigor and relevance

• Challenges and engages all students

• Provides students with curricular choices

• Encourages creativity

• Good for mixed ability classrooms

Limitations of the Bloom/Banks Model:

• Scaffolding and differentiation is required for lower level students