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BLOOM'S TAXONOMY AND ITS ROLE IN ACADEMIC WRITING AND READING SKILLS TRAINING AT ENGLISH CLASSES
Abstract: Nowadays, it is getting common that more attention is payed to the education. It is our task to learn and achieve the best results in every sphere. The more opportunities are given to young generation to study and enhance the life of our society, make more innovative works. The world is on the hand of youth. In this coursework is discussed Bloom's taxonomy and its role in academic writing and reading skills training at english classes.
Keywords: Benjamin Bloom, Bloom's taxonomy, affective, analysis, synthesis.
Аннотация: В настоящее время все больше внимания уделяется образованию. Наша задача - учиться и добиваться лучших результатов во всех сферах. Чем больше возможностей предоставляется молодому поколению для изучения и приумножения жизни нашего общества, более новаторских работ. Мир на руках у молодежи. В этой курсовой работе обсуждается таксономия Блума и ее роль в обучении академическому письму и чтению на уроках английского языка.
Ключевые слова: Бенджамин Блум, систематика Блума, аффективность, анализ, синтез.
Bloom's taxonomy is a framework for learning, teaching and educational achievement in which each level depends on the one below. It's often depicted in the form of a pyramid—similar to Maslow's hierarchy of needs. Basic knowledge, the first stage of learning, leads to the development of the skills and abilities that are crucial to completing the pedagogical process: Comprehension, application, analysis, synthesis and evaluation. While there are subcategories within each, each stage lies on a continuum. The belief is that students move up through each level of the pyramid in Bloom's taxonomy, starting from very basic learning, to acquire deeper knowledge on a subject, with each level crucial to the development of the next.
The research process used the methods of objectivity, logic, analysis and synthesis of scientific knowledge. In the course of this research, the importance of Bloom's taxonomy was objectively revealed. Today, the steps of teaching Boom taxonomy to students using innovative technologies have been explored in a logical sequence.
Mamadaliyeva Husnora 3rd year student of Foreign Philology faculty, Termez State University
INTRODUCTION
REFERENCES AND METHODS
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DISCUSSION AND RESULTS
Teachers can apply Bloom's taxonomy by asking questions and delivering assignments that directly correlate with specific learning objectives in each stage of the process, making the objectives clear to the student. For example, posing multiple-choice questions can help gauge a student's level of basic understanding and remembering of a subject, while asking a student to come up with a comparison or analogy points towards entering the application or analysis stage. In the 1940s, Benjamin Bloom, along with his collaborators Max Englehart, Edward Furst, Walter Hill and David Krathwohl, devised Bloom's taxonomy to place educational goals into specific categories, with the belief that this classification would be useful to better assess college student performance. nEach year for the following 16 years, Bloom and his colleagues revised and refined the framework at the American Psychological Association convention. In 1956, the final version was published as the Taxonomy of Educational Objectives, showing the path of educational attainment through six orders of learning. "After forty years of intensive research on school learning in the United States as well as abroad, my major conclusion is: What any person in the world can learn, almost all persons can learn if provided with appropriate prior and current conditions of learning." The original taxonomy has served as the backbone of many teaching philosophies ever since. While it initially aided in the assessment of students, it quickly became a tool for teachers to devise their curriculum, outline clear learning objectives, and design classroom activities. It has been adapted for use in classrooms from K-12 to college and at the university level. Benjamin Bloom and several of his peers developed Bloom's Taxonomy in 1956 to better assess college student performance. Bloom's Taxonomy consists of six different levels of learning that build on one another to guide students and educators through the stage of educational attainment1.
Bloom's taxonomy is nothing short of a simple yet powerful explanation of the nature of thinking itself. Forehand writes: "Bloom's Taxonomy is a multi-tiered model of classifying thinking according to six cognitive levels of complexity". It is one of the most widely used and often cited works of education. Bloom's taxonomy can serve many purposes:
1. it provides a common language among educators;
2. helps determine the alignment of objectives, learning activities, and assessment; and
1 Bloom, B. S. (1969). Taxonomy of educational objectives: The classification of educational goals : Handbook I, Cognitive domain. New York: McKay. p. 52.
Oriental Renaissance: Innovative, R VOLUME 1 | ISSUE 3
educational, natural and social sciences 0 ISSN 2181-1784
Scientific Journal Impact Factor SJIF 2021: 5.423
3. stretches the educational possibilities to give greater breadth and depth to
Modern educational process not only requires know- ledge transmission from the teacher to the student, but also aims at educating motivated and determined students who will be focused on making a successful career in their future professional activities, as well as on the realization of the effective development of their life and professional path. Under contemporary conditions of information society, which are very unpredictable, students call for not only receiving ready information but also the methods of how to obtain it, comprehend and apply. Consequently highly developed academic writing/reading skills in the English language become of special impor- tance. As a result, during English classes students acquire skills of gaining the knowledge necessary for their further self-development. Such processes in the field of education have led to an increased interest on the part of teachers to the formation and development of academic writ- ing/reading skills in English among students, as well as to the effective educational goals setting in this area of professional education.
In the study of V. Mareyev it is pointed out that modern university education is a process built on the students creative activities, and at the same time is a research process in its essence, which develops scientific (academic) thinking of students of all specialties; assumes the creative nature of the cooperative activity of a teacher and students. S. Druzhilov emphasizes that the knowledge of a professional is defined not only by its amount, but also by its systematic character. However, he considers this to be insufficient for describing a world- class professional and introduces the term of "eagerness", the essence of which is closely related to the systematic nature of knowledge, the ability of a person to immediately recall what is essential at the moment, and constant mobilization of the entire stock of knowledge. Bloom's taxonomy is a set of three hierarchical models used to classify educational learning objectives into levels of complexity and specificity. The three lists cover the learning
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objectives in cognitive, affective and sensory domains. The cognitive domain list has been the primary focus of most traditional education and is frequently used to structure curriculum learning objectives, assessments and activities. The models were named after Benjamin Bloom, who chaired the committee of educators that devised the taxonomy. He also edited the first volume of the standard text, Taxonomy of Educational Objectives: The Classification of Educational Goals. The research of a more accurate and sufficient basic concept of the taxonomy of thinking skills was subsequently carried out by several cognitive psychologists. In the development of his taxonomy of educational learning goals, R. Marzano reveals one weak point of Bloom's taxonomy. The very structure of the taxonomy, built on the progress from the simplest level of knowledge to the advanced level of evaluation, is not supported by researches. Hierarchical taxonomy implies that each skill of a higher level is based on previous skills; that is, comprehension requires knowledge, application requires compre- hension and knowledge and so on. This position of Bloom's taxonomy, according to R. Marzano, is simply incorrect.
Although named after Bloom, the publication of Taxonomy of Educational Objectives followed a series of conferences from 1949 to 1953, which were designed to improve communication between educators on the design of curricula and examinations. The first volume of the taxonomy, Handbook I: Cognitive was published in 1956, and in 1964 the second volume Handbook II: Affective was published. A revised version of the taxonomy for the cognitive domain was created in 2001. In the 1956 original version of the taxonomy, the cognitive domain is broken into the six levels of objectives listed below. In the 2001 revised edition of Bloom's taxonomy, the levels have slightly different names and the order is revised: Remember, Understand, Apply, Analyze, Evaluate, and Create (rather than Synthesize). The relevance of this issue is explained by the fact that effective educational goal setting for the development of academic writing/reading skills in English is currently one of the most significant in the field of higher education. At the same time, the objective of the training determines what kind of knowledge, skills and abilities in English a student should obtain by the graduation time, and the learning tasks at English classes should contribute to achieving the goal.
The paper aims to review the fundamentals of the Bloom's taxonomy, both in the aspect of educational goal setting and in the development of the students' academic writing/reading skills in English. Furthermore there is the task to identify the
2 Madaus, G. F. (1973). A Causal Model Analysis of Bloom"s Taxonomy. American Educational Research Journal.
CONCLUSION
p.10.
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advantages and disadvantages of Bloom's taxonomy application in the educational process of higher education in general and in English language training specifically. For many years, experts in the field of education have sought to develop a perceptive and accessible theory that, on the one hand, would help teachers to effectively and systematically develop writing/reading skills in English in their students, and on the other hand, promote the correct setting of educational objectives in the course of English training. The most famous model describing and combining both the process of developing skills and setting effective goals of education is the Bloom's taxonomy, which includes six thinking skills, or educational learning objectives, from the most basic level to the most advanced one3.
1. Bloom, B. S. (1969). Taxonomy of educational objectives: The classification of educational goals : Handbook I, Cognitive domain. New York: McKay.
2. Anderson, L. W., Krathwohl, D. R., & Bloom, B. S. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. New York: Longman.
3. Armstrong, Patricia. "Bloom's Taxonomy." Center for Teaching, Vanderbilt University, 13 Aug. 2018.
4. Anderson, L., Krathwohl, D. (2001). A taxonomy for learning, teaching, and assessing. New York: Longman.
5. Bloom, B. (1994). Taxonomy of educational objectives: The classification of educational goals: handbook I, cognitive domain. New York: Longman.
6. Madaus, G. F. (1973). A Causal Model Analysis of Bloom"s Taxonomy. American Educational Research Journal, 10, 253-262.
7. Marzano, R. (2000). Designing a new taxonomy of educational objectives. Thousand Oaks, CA: Corwin Press.
3 Anderson, L. W., Krathwohl, D. R., & Bloom, B. S. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. New York: Longman. p.86.
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