COGNITION AND CRITICAL THINKING
Topic: Reflection Journal 3
Assumptions Related to Personal Practices
Composed By: Stacy-Ann Malcolm-White
American College of Education
Course Number: ED 5253
Course Instructor: Dr. Samantha Fecich
Due Date: September 10, 2023
In this assignment, you will apply the five assumptions about Bloom’s taxonomy and critical thinking from module 1 assignment to your personal life and learning. You will reflect on these applications in a 3 page paper and support the relationships with evidence from two sources either from course readings or on your own.
To begin this paper I will review two definitions. What is an assumption? An assumption is an unexamined belief, Ekstrom Library, (2023). Whenever an individual examine their assumption this is a key part of critical thinking. Critical thinking is the ability to analyze facts objectively and form a judgment, Wooll, M, (2022). It is a form of emotional intelligence that requires being able to understand the logical connection between two or more ideas or concepts. As I reflect on the five assumptions outlined in module one let me provide a reminder of what they are:
1. Higher-levels of Bloom’s taxonomy are built on lower-level processes.
2. All six levels of the taxonomy must be met before learning can occur.
3. If an individual master all levels of the taxonomy then they will master the topic.
4. Lower-level skills should be met before higher-levels are addressed.
5. The taxonomy should be used to structure lesson plans and assessment for students.
I was introduced to Bloom’s taxonomy in teacher’s college while covering the course Psychology of Learning. I learnt that the three domains of learning (cognitive, affective and psychomotor) are critical components of a good lesson as if helps align learning outcomes to learning goals. Post teacher’s college when I began practicing in the field as an educator I recognized that my other colleagues also use Bloom’s taxonomy as a guide to create lesson plans, execute instructions and assess learning. Bloom’s taxonomy was developed to give educators a common language, (Ambrose et al, 2012). It is because of this view I wrote the following paradigmatic assumption that the taxonomy should be used to structure lesson plans and assessment for students. This assumption has had the most influence on my personal life and learning. Bloom’s taxonomy is a useful tool for teachers as it provides a list of verbs for each domain that can be used to structure learning objectives. I use a poster of Bloom’s taxonomy
each time I write my lesson plans. The verbs provided for each domain help me to structure the learning outcomes of my students. Look at the following example; to write a lesson on Proportional Relationships students should be able to define ratio and identify equivalent ratios both objectives are related to the cognitive domain and covers the lower-level skills (knowledge and understanding). When students are asked to explain the relationship between equivalent ratios and proportionality also differentiates between proportional and non-proportional relationships those objectives are related to the affective domain and covers the critical thinking skills (application and analysis). For the psychomotor domain and higher critical thinking level of creating students would be expected to draw linear graph to represent proportional relationship. I have used Bloom’s taxonomy through-out my entire teaching career of almost twenty years and therefore conclude that it is my personal belief that it is an effective tool for me developing lessons for my students.
I also use Bloom’s taxonomy in my personal life with my children when they need guidance with their own educational journey. One of my sons is in middle school. Last year he came home with an assignment from Science class where he was asked to complete a project on Plant Germination. I told him to research the definition for the term so that he could have a basic understanding of the topic. I believed that in order for him to interact more with concept of plant germination he should conduct an experiment. We visited a farm store bought some seeds, soil and a plant container. He planted the seeds and provided the most favorable conditions for the plant to grow. He was able to develop a better understanding of plant germination through the experiment which also gave him first-hand experience to write this essay. He used all three domains of learning the cognitive, affective and psychomotor.
Assumption 1- Higher level skills of Blooms taxonomy are built on lower-level cognitive processes holds true as I examine my personal experiences in life. As I reflect on my own journey through the educational system I realize that lessons learnt at the primary school level were pre-requisites for secondary school level education and high school skills prepared me for college and college for university. The general progression of my educational journey is a typical example of the influence of Bloom’s taxonomy being a hierarchy of skills that build on each other. Growing up I have always had a good grasp of the content taught in mathematics. In lower school I obtained knowledge so that I could develop an understanding of multiplication of whole numbers. I learnt that 2 x 3 means that there are 2 groups of 3 objects - . In secondary school I used my knowledge and understanding of multiplying numbers and applied it to fractions x ¼. At the tertiary level I began to analyze more complex problems related to ⅘ multiplication -4 (13 + 5i) solution -4(13) + -4(5i) = -52 – 20i. At the tertiary level we also learn how to create math problems with logical reasoning. Though all of Bloom’s hierarchy of skills can be accomplish at each level of schooling the progression of my educational journey clearly showed that higher-level skills are in fact built on lower-level ones.
Assumption 4- Lower-level skills should be met first before higher levels are addressed this prescriptive assumption holds true based on my experience. At the beginning of this course
Cognition and Critical Thinking I gained knowledge about assumptions through the video presentations posted by the American College of Education (2023). I also did additional research to gain further understanding of the categories of assumptions (Brookfield 1987) and how they relate to critical thinking. Initially when I was introduced to the word assumption I thought it was bad to hold an assumption about a situation. As I uncovered the assignments under each module
I recognized that my initial perception lack in-depth research because assumptions are in fact the
first stage of critical thinking. Within each assignment the opportunity to acquire knowledge and understanding through course readings, I was also given the opportunity to apply information gathered to prepare discussions and essays. Finally the higher-level skills of Bloom’s taxonomy were also used when I had to create a graphic organizer and a concept map. This experience has led me to conclude that lower-level skills should be met before higher-level ones are addressed, the assumption holds true.
The assumption that states that all six levels of Bloom’s taxonomy must be met before learning can occur has been discarded. Learning is “a process that leads to change, which occurs as a result of experience and increases the potential for improved performance and future learning”
(Ambrose et al, 2010, p.3). The change in the learner may happen at the level of knowledge, attitude or behavior. Basic learning starts at memorizing facts or information. Prior learning experiences are critical for the application, analysis and evaluation stages of learning. The assumption that all six levels must be met before learning can occur is simply not truthful in fact the assumption is challenged. Learning often occurs incrementally. Concepts are layered upon each other as the subject matter grows in complexity. Building blocks of learning help us to reach the highest level of critical thinking.
References
Ambrose, S.A., Bridges, M.W., DiPietro, M., Lovett, M.C.,& Norman, M.K.,(2010). How
Learning works seven research-based principles for smart teaching. San Francisco, CA:
Jossey-Bass
https://library.louisville.edu>ekstrom
Wooll, M.,(2022). Critical thinking is the one skillset you can’t afford not to master.