To begin with Bloom’s Taxonomy, I would like to use an analogy. As instructional designers or educators, we would like to know where the finish line is so that we can tell our learners…
“At the end of this “journey, you will be able to see the horizons that you could imagine.”
Without knowing the finish line, it is a waste of time and resources. Educational objectives and learning outcomes are the finish line for both the IDs and educators.
What is Bloom’s Taxonomy?
Bloom’s Taxonomy is a framework for categorizing educational objectives and learning outcomes based on their degree of complexity and specificity.
Image by tips.uark.edu
HOTS or LOTS(Higher or Lower Order Thinking Skills)
When Bloom was working on the levels of thinking in 1956, the order was slightly different and it was revised in 2001. The last two stages of the taxonomy were updated as in the picture above.
The stages “Remember, Understand, and Apply” are considered as the LOTS. The reason behind it, is that learners are still practicing their skills and trying to work on the foundations. The top three stages, considered as HOTS, “Analyze, Evaluate, and Create” require these foundational skills or knowledge.
When learners practice their LOTS, they may make more mistakes and they are also encouraged to work on the objectives in a more controlled learning environment.
When HOTS are taken into action, IDs and educators should give more space to the learners so that growth can take place.
References
Forehand, M. (2010). Bloom’s taxonomy In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology (pp. 41-47). Retrieved from https://textbookequity.org/Textbooks/Orey_Emergin_Perspectives_Learning.pdf
Shabatura, J. (2022, July 26). Using Bloom’s Taxonomy to Write Effective Learning Objectives | Teaching Innovation & Pedagogical Support. Uark.edu; University of Arkansas. https://tips.uark.edu/using-blooms-taxonomy/
