How Taxonomy of Bloom Helps in Learning Processes in Special Education
12th June 2020
Developed in 1956 by the American educational psychologist Dr. Benjamin Bloom, the practice promotes the advanced forms of thinking in special education. Something this is being addressed as the “learning pyramid” as well in most of the education and psychology classes. Well, it’s tough to transform a student’s attention in a given subject easily however, by implementing different ground-breaking teaching strategies teachers can assist the special children to learn more about the lessons. These simple yet effective practices make the subject less boring.
Most special needs students don’t know how to gain knowledge of and this predicament is not always just about having ADHD, it’s about not having the proper teaching strategies. Learning takes place in the back of the brain which bestows ADHD learners to face so many challenges in educating themselves.
What is Bloom's Taxonomy?
Bloom's Taxonomy is mostly used while designing instructional strategies or learning processes in order to teach children with special needs. The Three Domains of Bloom's Taxonomy are as follows:
- Cognitive
- Psychomotor
- Affective
Here, the cognitive domain means the mental skills of the special child, affective means the growth in feelings or emotional areas of the special child and the Psychomotor means the manual or physical skills. Bloom’s taxonomy is the most extensively used and long-term teaching tool through which to think about special students’ learning. The establishment of Bloom’s Taxonomy after the Second World War replicates the rising significance of proper education to industrialised civilization.
Applying the Bloom’s Taxonomy to the Classroom
Bloom’s Taxonomy is a pecking order of progressive developments. By implementing this practice, the SEN students become more well-informed, more accomplished and build up an enhanced appreciative of the subjects that they are learning in a classroom. Creating different lesson plans and classroom tasks, teachers can support the special needs students which are the different levels of the taxonomy. The different levels that represent the Bloom’s Taxonomy are -
- Remembering
- Understanding
- Applying
- Analysing
- Evaluating
- Creating
These levels provide the foundation for learning objectives, questions or learning activities. Additionally, these levels also explain what the students can perform cognitively. With the unfolding the levels, the more multifaceted are the cognitive processes that are being involved. The separate processes of the Bloom’s Taxonomy can be modified according to the peer group along with the aptitude of students by enabling them to contact the different levels of Bloom’s Taxonomy according to the general profundity of their cognition.
Bloom’s Taxonomy basically explains that children with special needs should revisit the key learning concepts and ideas at diverse stages of their learning development. At whatever depth of cognition, children with special needs students can access their lesson’s content as per the need and the Bloom’s taxonomy can facilitate teachers to make sure that the overall development should take place. The practice of questioning needs students to use different cognitive processes to interact with lesson content, and applying these traits with the Bloom’s Taxonomy help to make sure the rapid learning.
Apart from the above-mentioned details, Bloom’s Taxonomy does give an outstanding starting point for complete learning in the classroom. By understanding its connotation in special education, different special educational needs online courses are developing their course curriculum for the 21st century SEN classrooms.
