Bloom’s Taxonomy and simSchool Tasks By: Odette Brooke Marquis

Description of Britney Britney likes to work with others and is

very tolerant of others. She learns well by observing and she absorbs information and listens well. She is a perfectionist, she focuses on details and is somewhat cautious when approaching tasks. She is a B and C student.

Recall Tasks In the recall tasks, we had Brittany take a written

test and then take an oral quiz. She did well on the written tasks because she is good at writing. Extroversion was down because she was working alone, and her academic levels were down because the task was too easy for her. On the second task, she took an oral quiz. Most of her levels increased, she was working with others so her extroversion levels and openness increased, but agreeableness and academics were still below standards. These recall tasks relates to Bloom’s Taxonomy of remembering.

Skill/Concept Tasks For the skill/concept tasks, we gave her a team

worksheet and a whole-class response. During the team worksheet, her extroversion levels went down then shot back up. Her persistence decreased throughout the entire lesson. Her intellect and her agreeableness increased. During the second activity, the levels were better. She liked to present to the class. Her academics went up during the activity as did her agreeableness, her extroversion levels and intellect remained the same but her persistence steadily decreased. Skill/ Concept skills relates to Bloom’s Taxonomy of understanding and applying.

Strategic Thinking Tasks For these two tasks we had her take

lecture notes and then create a graphic. This is for the last two blocks of the graph. You can see that during strategic thinking tasks, everything increased except for extroversion levels and agreeableness. Strategic thinking skills lines up with Bloom’s Taxonomy levels of analyzing and evaluating.

Extended Thinking For these three activities, we gave her a

student discussion, had her complete a product plan and then develop a hypothesis. During the student discussion, her levels were all above average. The only thing that decreased during her activities were her agreeableness. Her openness and conscientiousness has increased greatly, while her extroversion levels went way down. This lines up with Bloom’s Taxonomy level of creating.

Mixed Tasks

Mixed We combined different simulations of what she

did best on. We led her into a whole class response, then had her compare and contrast and then let her go into a project plan. From this task, we realized that although it was not her favorite, compare and contrast helped her learn better. All of her levels were increasing during these activities. It is better than doing one kind of thinking at a time, it is much better to combine all the different ways of thinking so she can learn to the best of her ability.

Summary1. Her performance and her abilities are equal, she performs better when she gets

to do what she’s good at like reading and writing and speaking with her peers. She’s not as good when she just works by herself.

2. We were able to give her activities where she got to work with others and do things she liked.

3. It improved when we gave her activities she was interested in. 4. She did well after 3 simulations and after 8 simulations. We struggled

somewhere in the middle.5. When we gave her challenging activities, she performed better than level

activities.6. When the activities are more difficult, she is more interested.7. When they are too easy, she loses interest and performs worse.8. Bloom’s Taxonomy challenges teachers by asking them to understand their

students and what type of learners they are so they can form the tasks around what they are good at.

9. simSchool challenges teachers by showing them what will be going on in the real classroom. It shows how students will respond to the teacher and helps you understand how to better form the lessons.