This is a powerful video that puts schools on trial. Please watch!!
The United Nations are working to transform the world by 2030, one of their goals is improving education worldwide.
The goal of a quality education is considered by most the one issue that would make an immense difference in people’s lives. Education is the one thing in life that will always open a person to more opportunities and experiences. Education is an investment that always gives back tenfold. Some of the statistics about education are:
121 million children and adolescents have never started school or have dropped out, there are 781 million illiterate adults, and 1.4 million new primary teachers were needed in 2015 and over 3.4 million more will be needed by 2030.
These files open info graphics on education statistics: lifelong quality equity inclusive
Each level of Bloom’s Taxonomy is important to education. My content area would be Secondary English Education but with any subject this taxonomy is a good guideline for teaching lessons.
There are six levels in Bloom’s Taxonomy:
These levels signify cognitive objectives. In the classroom specifically teaching high school English there are many ways this can be implemented.
- The base is knowledge, in this area I’d give the students the fundamentals. For example if we were about to read an excerpt of Mary Shelley’s Frankenstein, I’d provide them with background on the author and the time period it was written and some of the social dynamics that influenced her to create Dr. Frankenstein and his monster.
- The second level is comprehension, I would have the class read an excerpt from Frankenstein as a group and take notes on specific questions. Such as.. How does Victor react when his creation comes to life? Explain your feelings about his reaction to his creation. Were you surprised? Why or why not? Depending which excerpt the class reads questions may change.
- The third level in Bloom’s Taxonomy is application. I would have students take the time to apply the large themes of the literature to current times. Some of the themes are the dangers of ruthless pursuit of knowledge, the natural world and it’s influences on experiences, and monstrosity.
- Analysis is the fourth level and let students analyze a scene between the monster and his creator Dr. Frankenstein. Specifically for an example now, Chapter 10 were the monster pleads with Frankenstein for a chance to explain his feelings of his creation. They would compare and contrast the two characters in the form of a chart or small written essay using textual evidence.
- Synthesis is where you put things together, in the classroom this would be a final overview of the content. I’d pass out a notes page for students to fill out before continuing on to evaluate them.
- Lastly there is evaluation. In this area of teaching Frankenstein I would have students tested. The test or assignment would require them to recall information on the author and text. Including a comprehension constructed response question on how in today’s time the story of Frankenstein still parallels with the views on science and other constructs. I would ask them to pull a current issue where science and society collides.
HOW TO FORM QUESTIONS TO ENSURE HIGHER ORDER THINKING http://svesd.net/files/DOK_Question_Stems.pdf
It can be used as a teacher or as a student. I would pair this with Bloom’s Taxonomy.