Bloom’s Taxonomy by Tracy Wilson
This post will discuss the strengths and weaknesses of Bloom’s taxonomy, how it can be used as a tool for writing, recognizing fallacies in one’s own writing, and applying the model for the purposes of finding credible sources.
Strengths and Weaknesses of Bloom’s Taxonomy
Granello (2001) provides a thorough explanation of Bloom’s taxonomy and how it can improve literature reviews. One of the major strengths is that the model can be applied across disciplines and is not limited to literature reviews. In fact, the model can be used outside of academia and applied to daily decision-making.
Bloom’s taxonomy is also user-friendly. It is easy to understand, but this could be a double-edged sword. The simplistic, generalized nature could be seen as a weakness, especially when compared to Krathwohl’s (2002) revision where the model is broken down into smaller parts.
Lastly, the model could be seen as outdated. The introduction of the model in 1956 makes it 61 years old. That could deter many scholars, but Granello (2001) proved that the model is still applicable.
Bloom’s Taxonomy as a Writing Tool
As a writing tool, Bloom’s taxonomy allows students to look at previously proposed issues, clarify those problems, find relationships in the research, recognize incongruence, fallacies, and even contribute new ideas for solving the problem (Granello, 2001). For scholarly writing, one must go beyond simply repeating information. The student must utilize the research, but ultimately he or she should relay more than just comprehension. It is one thing to understand something, and it is an entirely different thing to be able to purposefully evaluate an issue, making room for new theories.
As a writer, understanding Bloom’s taxonomy will help me recognize gaps in my thinking. By understanding each level of thinking, I can move beyond surface-level cognition and dig deeper. After all, the ultimate goal is to contribute to my field of study. I cannot do that without reaching the highest level of thinking and applying it to my writing.
Evaluating Sources Using Bloom’s Taxonomy
When a student can look at a source, draw their own conclusions, and make the distinction as to what is true research and what is biased opinion, they have stepped into a much larger world filled with endless possibilities (Granello, 2001). As Granello (2001) pointed out, “Students who master the evaluative level recognize that there are certain preestablished criteria that are used to evaluate source writings” (p. 297). Choosing sources that are reliable and valid are essential for scholarly writing. By utilizing critical evaluation skills gained from Bloom’s taxonomy, it is much easier to navigate through all of the sources available for any subject area. The ability to look at the research and find contradictions is essential in laying a foundation for research.
Some articles are written at a skeletal level. They simply relay information or move through comprehension as the goal. Articles that move passed that typically present methods, designs, outcomes, and evaluations. They also apply the data. By going deeper into the topic research, the writing demonstrates that the author(s) are thinking about thinking. The goal is not just to present information and hope the reader will take something from it. The objective is to relay information and present deeper cognitive consideration for the subject at hand.
In summary, Bloom’s taxonomy is an invaluable tool to students, but it can also provide direction for basic decision-making. The model has far more strengths than weaknesses, and it can help scholars construct sound research papers. The approach provides a framework for source evaluation as well, allowing students to choose the best research to expound upon and to pave the way for personal contributions to the field.
Granello, D. H. (2001). Promoting cognitive complexity in graduate written work: Using Bloom’s taxonomy as a pedagogical
tool to improve literature reviews. Counselor Education & Supervision, 40(4), 292–307. Retrieved from
Krathwohl, D. R. (2002). A revision of bloom’s taxonomy: An overview. Theory into Practice, 41(4), 212-215. Retrieved from
The doctoral work I’ve done is now officially copyright protected and available on Kindle.
Doctoral Focus written by Tracy Wilson
This posting will discuss why I enrolled in the Ph.D. program for Educational Psychology, what I am trying to become, and how I will accomplish my objective.
Why are You Here?
I have always been fascinated by human behavior. I worked in the field of child welfare from 2005 until 2014. My specialty was interviewing sexual abuse survivors and preparing them for court. I also served as a mentor to new employees. Due to the nature of my career, I enrolled at the University of North Dakota’s (UND) online Forensic Psychology Masters program in 2009 and graduated in 2011. I was promoted to the director of the department and I thought that my graduate studies prepared me for catastrophe, but I was sadly mistaken when my unit faced a child abduction. Child welfare lost its luster and I resigned.
In August 2015 I was offered an adjunct faculty position with my undergraduate alma mater and I have fallen in love with the profession. With Capella, I chose Educational Psychology with a concentration in Psychology Teaching and Instruction because educating college students is my passion.
Learning methods in prominent contrast with past experiences
Each person learns differently, utilizing different skills sets to understand and implement concepts (Rolfe & Cheek, 2012). My personal learning style involves a pen in my hand or keys at my fingertips. I also integrate auditory and visual learning into the way I process information. Additionally, collaboration with peers assists me in learning and retaining information.
The scholar-practitioner model has its roots in theory, research, and implementation (McClintock, 2004). This model is somewhat new to me. As a graduate student, I was taught theories proposed by others and applied them. For example, during the onsite-capstone course at UND, my team was asked to compare and contrast Rape Trauma Syndrome and PTSD, choose which diagnoses we agreed with, and then present the rationale to the class. We formed our argument based on current research but did not propose any new theories. I am certain that the scholar-practitioner model is in stark contrast to my previous experiences.
What are you trying to become?
Attaining a Ph.D. will not only be a personal triumph, but tenure would finally be attainable and my dream of being a full-time educator at the college level would become a reality. I will be an expert in my field and can make contributions to the educational community. I would also be able to wield theory into practice as I continue teaching, assisting my students in reaching their own career goals.
I have always used a student-centered model and have recently incorporated a transfer-of-learning component. I want to expound upon this by completing research examining whether the incorporation of transference skills actually enhances student performance. As a doctoral learner, I can do that.
How Will You Accomplish You Goal?
To accomplish all of the above, I must prioritize. In fact, I am trying to work weeks ahead in this course. I make lists and plan accordingly. When I check off something on the list, I move onto the next task. The is one of the many strategies I employ to maintain focus.
Another way I will accomplish the goal of completing this program as well as to obtain a position in higher learning is to stay positive. Within the last week, I have lost count as to how many times I have considered quitting the program. However, when I stop, take a breath, and think, I see the big picture. The only way I am going to obtain all of the things I see in that picture is to use determination and strength.
Time management will be essential for completing the Ph.D. program. I also think that the lists I mentioned above tie into effective time management. Sacrifices will have to be made. I will have to allot time each day to focus on my studies.
For me, failure is not an option. Although I have given thought to throwing in the towel already, I will not. A Ph.D. is something I have talked about since I was in undergraduate school. Now with a position in higher education already, I know that the path is clear. Therefore, it is safe to say that courage and vision will also play a role in this process.
I will complete the required coursework for not only this course, but future courses. Eventually, I will take my comps and then finish my dissertation. The only way I can do this is to grab the determination that I know lies deep within. Then, and only then, can I reach my ultimate goal of becoming a tenured professor.
In conclusion, embracing my personal experiences, understanding and using the scholar-practitioner model, knowing what the primary goal is, and having a plan to work toward it will empower me to be successful as I take this path. The responsibility lies with me. It will take time, patience, and commitment. With the support of peers, instructors, family, and friends, I know that I can complete this journey successfully and then move forward in my career aspirations.
McClintock, C. (2004). Scholar practitioner model. In A. Distefano, K. E. Rudestam, & R. J. Silverman
(Eds.), Encyclopedia of distributed learning (pp. 393–397). Thousand Oaks, CA: Sage.
Rolfe, A., & Cheek, B. (2012). Learning styles. Innovait, 5(3), 176-181, doi:10.1093/innovait/inr239
I have decided to post some of my Ph.D. discussion boards and essays. Instead of simply fading away for the next four years, I would rather share some of my scholarly writing. It may be dry for your taste, but perhaps it won’t be. You may be interested in aspects of a Ph.D. program as well as various topics regarding educational psychology.
I am scheduling the posts for Tuesday. They will take the place of the “Teaser Tuesday” slot. So, get ready to get your geek on 🙂 Keep in mind they will be written under my given name, not my pen name. That will help me avoid plagiarism issues.
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