[ADBL] An Example Of Differentiating With Bloom’s
One Example Of Applying Bloom’s Taxonomy In The Classroom
Let’s imagine a scenario where a class of students is learning about ‘Symbolism’ in literature.
Using Bloom’s Taxonomy to frame a spectrum of possible student outcomes–meaning not just to pick a level but to see probable student ‘performance’ in the lesson as a range and the levels of Bloom’s Taxonomy provide that range.
In that way, a pre-assessment could be given that assesses students at all six levels. Those students who are able to Remember the definition for symbolism, for example, but had more difficulty when asked to ‘Understand’ could see that level as their own (differentiated) learning goal or objective.
Students that could Remember, Understand, and Apply skills and concepts related to Symbolism could then view Analysis as their next learning goal or objective. A student’s ‘grasp’ of Symbolism as a concept or practice could be ‘loaded’ by Bloom’s Taxonomy to see ‘how far they could go’–past Analysis to Evaluate and Create, for example.
This lesson could be graded in a differentiated way, too. Students who were able to advance their understanding of Symbolism from the beginning to the end of a lesson one level–from Understand to Apply, for example–could be scored based on that progression, while students advancing two levels could be scored uniquely as well.
An assessment given at the beginning of a one-week lesson on Symbolism could be used to ‘Tier’ students and station teaching could help clarify Symbolism at all six levels of Bloom’s.