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Classification of Different Levels of Educational Objectives

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Bloom’s Taxonomy is a classification of different levels of educational objectives used for developing higher level thinking skills. It is a model that allows teachers to present a full spectrum of six ideas and concepts of varieties to meet the needs of the students. Throughout my academic experience, I realize that my teachers focused mostly on remembering, with some instances requiring understanding. The concept of remembering was used in the context of exams. Most of the questions, either short answers or multiple choice were based on exact verbatim of what was in our notes and in our reading manuals. As for the concept of understanding, it was used when it came to writing essays. I was taught to take arguments and put them in our own words so that the teacher would know if I understood the material or if it was simply a matter of copy/paste. In regard to creating, the possibility for creation was permitted only to a certain extent mostly when it came to doing projects or “show and tell presentations”.

In this case, I had to integrate concepts and theories learned in class into the project. Yet, our grades weren’t based on originality but on the material presented for example, how well we linked the class concepts or or idea we were presenting. I remember very few times where I had to analyze and evaluate texts. It happened in mainly in English or French classes, but rarely assessed. In my opinion, those choices were made because, they taught that these methods were an advantageous way for the educators to assess our understanding of things through our memory. Most of my teachers believed that memorization equaled understanding. However, they didn’t realize that after the material was memorized, I would soon forget it. Thus, I didn’t really learn.

Teaching methods and assessments used by the teachers impacted my learning and school still to this day. Unfortunately, school taught me how to remember and I learnt how to memorize everything for exams; regardless of whether I understand the material or not. Therefore, I tend to perform better in exams that rely on verbatim material that I studied, rather than an opinion question or a case study question. The learning objectives for the Literary Peace Project correspond to some higher levels of Blooms Taxonomy because based on the interview Ms. Das spoke about and what is asked from the students in the lesson plan, they have the knowledge already to be able to apply “remember, understand and apply” to achiever a higher level of knowledge.

Based on this project by the time that the teacher has finished the material needed to know, students would be able to summarize (represents evaluating or creating) the different poets/poems discussed in class, rather than having students simply just “remember” the different theories by having them select from a pre-made description or “understand” or “apply”. Allowing them to explain, and expand the theories in their own words, by “evaluating” the material. Moreover, students will be able to creatively design (represents creating aspect) their own poems, to be able to combine their information and concepts.

In my opinion the learning activities described in this project are appropriate for those objectives because it will provide numerous benefits to help students learn how to communicate their thoughts via videos, readings, discussion questions, social media, and online playlists that can be useful in relating to study of extremism for the students learning and writing. This Literary Peace Project touches upon many different objectives for the students for example, it incorporates a variety of a blended class where the teacher portrays multiple teaching methods such as, videos, social media, lectures, games etc.Furthermore, which allows students to be able to have interest and engage within the class because students will perform efficiently, and for the educators creates more knowledge in all learning styles.

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