The Six Levels of Bloom's

In a nut shell, Bloom's Taxonomy is an educational structure in which students are asked to engage in the content from the most basic form of thinking all the way to the complex ways of incorporating new information/ideas into creative engagement.  It is most commonly depicted in the shape of a triangle, as seen here:

Remember is the first step in the learning process and provides the foundation for all the other learning that will occur, hence its position on the triangle depicted above.  Thereafter students work their way up the pyramid starting from basic and working through deeper knowledge through Understanding, Applying, Analyzing, Evaluating, and Creation of the subject/material, sequentially working in a more complex mindset and order of thinking.  Each level providing the basics and foundation for the next one.

Want to know more?  Check out Vanderbilt University's Center for Teaching:

Obviously over time we get better at understanding how the human brain functions and how learning can be improved.  The image of what Bloom's actually is has evolved to be more clear not just for educators to create clear objectives for lesson planning, but also for students to understand how their thinking should be evolving throughout the process of learning.

Three Domains of Learning

The concept of Bloom's taxonomy is divided into three learning objectives (domains of educational activities), they include:

• cognitive,

• affective, and

• psychomotor. 

Also known as KSA or Knowledge (cognitive), Skills (psychomotor), and Attitudes (affective).  The idea is that by the end of a unit (module) students will possess the new knowledge, skills, and attitudes towards a specific subject matter.

Cognitive (Knowledge)

Students should be able to recall or recognize facts, patters, and concepts that ultimately become the foundation for deeper understanding/learning.  The six elements of Bloom's taxonomy come into play within this domain: Remember, Understand, Apply, Analyze, Evaluate, and Create.  This class is almost entirely structure around the six faucets of Bloom's and the modules are structured as such, for vocabulary and grammar.

Affective (Attitudes)

Students develop new feelings or emotions about the subject and/or themselves.  They discover a greater appreciation and put more value on a particular topic as well as different motivations and attitudes.  The assessment of this domain is deeper and involves more complex resolve such as listening to others with respect, unwavering attention, actively participate in discussions, resolve conflicts and exhibit consistent and pervasive behaviors that reflect their internalized values.  Within a Spanish student, this could be the relationship between one's own culture and that of which they are learning.

Psychomotor (Skills)

Students develop manual or physical skills.  Included in this domain are physical movement, coordination and the use of motor skills.  These skills are measured in terms of speed, precision, distance, procedures, and technique.  In the case of a Spanish student, their ability to read, write, listen, and speak.

Bloom's in Sr. Crowell's Classroom

The year 2020 and Covid-19 brought upon schools and in particular surrounding St. Louis and County schools a unique challenge.  To continue to educate children no matter where they are or at what level they enter the room.  I have been experimenting with individualized instruction since 2014, progressing to a gamified classroom and ultimately to the model currently in development, the Blended Classroom. 

The process of reinventing what a lower level Spanish classroom began in 2016.  A Blended Learning classroom management structure provides the best possible outcome for reaching students both in and outside of the classroom.  Students worked "independently" with the instructor at their side, aiding when necessary through the material.  A "Guide on the Side" rather than a "Sage on the Stage" so to speak.  Direct instruction to the entire class is rare and instead done via video explanation customized by the instructor.  This allows students to rewatch concepts over and over again to attain the information.  This does not negate the responsibility of teaching the individual, but opens the possibility for the instructor to focus energy on the individual's understanding rather than corralling the group as a whole.

However, without a proper structure in place, students would be lost and would not know which direction to go through the material.  This problem required the introduction of a student-driven, differentiated, independent style classroom of which a very specific structure was needed.  What began as stations evolved into what it is now (and what it continues to become), a blended classroom model that focuses on sequential student-driven thinking and learning via a specific, proven learning model.  Students typically are on their mobile devices or computers, using online course materials, and other means as the norm in the classroom. 

The structure of the course is a testament to Bloom's taxonomy and the basis/rationale behind every activity given.  Lower levels receive consistent, engaging activities in every unit.  Within each module, the idea is that every activity is similar to one previously experienced so students don't get bogged down by figuring out how to work through a new concept.  The importance of individual time management as well as an appreciation for socio-economic and home-life situations are taken into consideration. 

With holistic due dates that are given (when all specific assignments are due) for student/life balance or with independently assigned due dates (as requested by individuals after differentiated conversations) to assist students with time management.  They work through the material, progressing through ever more challenging tasks that ask students to reach deeper into their cognitive thinking.

Formative & Summative Assessment

Formative

In Sr. Crowell's class, a students grade is not greatly impacted by ongoing, formative assessment .  Formative assessment comes in the form of daily practice as well as old quizzes/exams (Summative Assessments).  The activities are meant to be a gauge for where students might be on Bloom's taxonomy hierarchy.  If/When the student(s) complete each level of thinking through active engagement, they are rewarded with full credit for the activity done.  This assumes the student followed all the directions and submitted the work that was expected.  They are not penalized for behavior nor for not being present in class.  There are no homework passes and late work is accepted at anytime throughout the semester with no penalty.

This also requires that the instructor is diligent about being clear of the expectations and provides feedback in the event work is not to the standards that are being set.  It is important to be thorough in regard to feedback for students to know how they can improve and to be consistent about the quality of work received.  The rationale for this is that the work is part of the learning process and the activities are designed with concrete learning in mind rather than simply getting a grade.

A student's grade is meant to be a picture of what they know at that very moment, not the progress they made in the past.  Though this is important information to see how far they've come, new data takes the place of old data as students progress through units (modules).

Summative Assessment

It is common for the evolution of a students' grade to be a culmination of all the work they've put into the class.  The eventual grade, an absolute termination of what they've accomplished in the class throughout the entire semester or year.  The issue with dealing out cumulative points is that it focuses on the grade rather than the information/ideas learned.  In Sr. Crowell's class every unit is a fresh start, so to speak.  Students are not chained to one failure early in the semester, they're given multiple opportunities to progress and show off what they "know." 

New unit concepts are presented as well as the activities that practice those concepts are put right next to the previous units' in the gradebook as formative information, but the quizzes and exams take the place of the old unit quizzes/exams.  Those old quizzes/exams transform into formative assessments and information that provide a picture of how the student had been doing and how far they've come.   Students are told ahead of time what is on the Summative assessments and exactly what will be expected.

Spanish, like many other subjects, builds upon itself.  It is only natural that a students grade reflect how much they've grown from their previous units' knowledge.  Here is a breakdown of the percentages/weight of the categories within Sr. Crowell's gradebook.  Note the emphasis on the current unit's Reading, Writing, Speaking, Grammar, and Vocabulary knowledge vs. the same categories, but formative:

Obviously putting such a heavy weight on the Summative Assessments can create a sense of urgency from the perspective of a student, especially for those not as engaged.  However, since the focus of the class is not about the end of the road, but rather the means of getting to the destination, one has the ability to take alternative quizzes/exams in the class.  Extra practice is provided every student and it is by completing this extra practice that students are allowed to take alternative quizzes/exams to show they have actually mastered a concept.  The request can be done via email, text, or messenger on Canvas.

Student Engagement & Responsibility

Universities and numerous organizations recommend that students take a language and one could argue for its academic rigor, but more importantly learning a language has been proven to have myriad cognitive benefits.  It can open up a world of opportunities from work to travel, and study across the globe.  It provides one with an important sense of perspective of one's own country and culture.  Not only can one communicate with people different than oneself, but it also looks good on job resumes.  The question isn't why should one take a language, the question should be why not?  

In a world that's driven by flashing lights and fast-paced, never ending stimuli it isn't any surprise that the learner has become more and more complacent with school.  The struggle has always been real for the student in school, but never has the world been available so quickly at one's finger tips.  Because this course is designed with the singular student in mind, it requires attention and above all a perseverance to succeed.  Language learning is put into the category as an elective, but would be better classified as an "academic elective." 

The reason students find the course challenging is because it requires a sound dedication to studying day-in and day-out no matter what the circumstances.  The issues arise from the fact that it impacts both your mind (your brain has to construct new cognitive frameworks) and time (it requires sustained, consistent practice).  As near adults, secondary students learn vocabulary relatively easy, but struggle with putting those words into structure (grammar).  Research from MIT even suggests that adults' tendency to over-analyze hinders their ability to pick up a language's subtle nuances, and that straining harder and harder will not result in better outcomes.  

The remedy?  Lose the perfection! 

Get messy in learning and find that child-like joy one possesses when it wasn't about the grade, but the inherent knowledge gained.  In Sr. Crowell's class, the daily grind happens in class, with the instructor available to assist when necessary, but ultimately students are free to work through the material at their leisure.  Holistic deadlines are given for the majority of students for each major component of each unit (module): Vocabulary, Grammar, Assessment.  For individuals who request it, Sr. Crowell modifies assignments as well as due dates to not only help with understanding the material through differentiation, but to individualize the progress that students will make based on individual need.

Weekly emails are sent out to parents/guardians that update them on what a student has been doing in class and what they will be accomplishing in the coming week.  Likewise, important due dates for the entire month are shared.  In addition to weekly updates, parents/guardians are also updated on students grades as well as if a student has any missing assignments (separately these would be three different emails).  Sr. Crowell also updates students weekly on Sunday about what is coming the next week as well as emails out daily students who were having a hard time focusing in class that day.  This is all done via the messenger option in Infinite Campus.  Updates are also sent out periodically through Remind to students and parents/guardians who opted in for the more convenient communication.

For further discussion or for any questions or comments, please reach out.

Dr. Michael L. Crowell

michaelcrowell@claytonschools.net

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