Reflection 2.2
Blooms taxonomy is focused on 'high order thinking' which promotes analysing and evaluating and really getting them to engulf themselves in knowledge and understanding rather than just embedding facts into their brains. (Collins, 2014)
The six sections of Blooms Taxonomy are seen below but each is important in students learning.
Blooms taxonomy and the SAMR model correlate through higher order thinking and technological thinking at a advanced level. Take modification as an example, in the picture below it is labelled as a caramel macchiato, through significant redesign this has modified from a plain cup of coffee to an advanced coffee. How did one reach the end result of a caramel macchiato? Starting with a plain cup of coffee thought begins, discussions could be made and ideas thrown around for new flavours (Comprehension) next using designing and experimenting to examine taste (Application) then testing on others, a more macro level test and seeing the trends if they become popular (Analysis) afterwards modifications can be made in regards to taste or design (Synthesis) and then making a final decision or recommendation as to the next step for the new coffee flavour. (Evaluation)
Using this in a technological sense is a tool that should be widely accredited as it does create higher thinking in students and as seen above only improves ones skills throughout their lives.
In my teaching
context and future pedagogy, focusing on ICTs will be crucial in incorporating Blooms taxonomy and the SAMR model.
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