Teaching Standards and Blooms Taxonomy

The article on Bloom’s taxonomy and the overview of questioning strategies was a succinct examination of the six levels of competence that as educators we need to assess for in our development of curricular learning activities (knowledge, comprehension, application, analysis, synthesis, and evaluation). I found it fascinating that the list came from a UBC student counselling service because I had not really given thought to them being a student resource before. In education courses we have explored Bloom’s taxonomy as it relates to curriculum development and organization of subject unit plans. However, in retrospect I can see how it would be a powerful learning tool for students specifically intermediate students who are engaged in abstract thinking and making connections among different subjects. Giving the students the taxonomy table is similar to a grading rubric as it gives them access to the necessary criteria to take responsibility for their own learning. I can see that as educators we need to ensure that all six competencies are included in our lessons and that our assessment practices include information gathered in all areas as well.

I couldn’t stop thinking as I read table how most of the course has concerned itself with the synthesis competence stage. We have been engaged primarily in the act of integration of classroom management theory within the experience of our personal and educational constructs. As we have read the articles and participated in classroom discussions we have made personal sense and connections to the material. Recognizing our learning styles has given us an insight into our strengths as an educator and illuminated opportunities of growth. The orientation of instructional intelligence or reflective practice that we have incorporated this semester is illustrative of Bloom’s stage of evaluative competence. Our task has been to assess our own performance, justify our decisions, and seek to extend our teaching effectiveness through creating a classroom where instructional strategies, and management techniques coalesce into a vibrant and student centered learning environment.


I think that the ability to interweave curriculum, with instructional skills, in a framework that is powerful for student learning is the goal of all teachers. The ongoing challenge is to articulate who I am as a teacher and to embrace that as I move from theory to practice. Teaching standards demand a high level of organization, proactive management and critical assessment of students and of our own teaching effectiveness. The lens of evaluation is a two way instrument: trained outwardly towards our students and inwardly in self-reflection of our own teaching effectiveness. Both are equally important if we are to become the educators we envision.