DIRECTIONS: PLEASE RESPOND TO THE STATEMENT BELOW:

1. Bloom Taxonomy is used in the learning and management of Healthcare to encourage the involved parties to use significant forms of thinking in healthcare education other than just remembering issues and facts. The approach is used in the learning process, training and designing educational platforms (Anderson et al., 2001). This approach has its cons and pros that are encountered in the process of implementing it. To begin with, taxonomy can be used across content areas and grade levels. This makes it a great source of gathering for Health Care students across the world. Consequently, taxonomy can be used to match with national, state and local standards making it a reliable source of information for learners and researchers.

The disadvantage of this method includes that the approach was developed before people comprehended the cognitive process making it an impractical and invalid source of knowledge. Also, taxonomy is not a sustainable source of information as it cannot answer questions of how, why and when that is asked by students(Marzano and Robert, 2001). This approach to learning is consistent with the way the learning process has been conducted in the process. The method used facts, concepts, and procedure in sourcing for knowledge and information. In the course of learning, I have used other critical thinking models to improve and enhance the learning process. Different learning models are used in the study to ascertain and bring clarity to the topics of study.

QUESTION TO BE ANSWERED: 

For this class synthesis will be asking you to offer your own new and unique idea/approach to the issue. Evaluation will then be your self assessment of your idea. Specific new benefits? Specific downsides? Likely unintended consequences.

2.

Bloom’s Taxonomy was created in 1956 under the leadership of psychologist Dr. Benjamin Bloom in order to promote higher forms of thinking in education, such as analyzing and evaluating concepts, processes, procedures, and principles, rather than just remembering facts.  According to Bloom (1956), cognitive thinking involves six major categories which include: knowledge, comprehension, application, analysis, synthesis, and evaluation.  The categories can be thought of as degrees of difficulties. That is, the first ones must normally be mastered before the next one can take place.  However, Bloom’s Taxonomy was revised by one of his former students.  The revision changed the six categories to creating, evaluating, analyzing, applying, understanding, and remembering.  This new taxonomy reflects a more active form of thinking, which I can say I actually relate to better and is more consistent to how I have learned in the past.  The breakdown of the categories are as follow:
1.Remembering: Retrieving, recognizing, and recalling relevant knowledge from long‐term memory.
2.Understanding: Comprehending meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining.
3.Applying: Carrying out or using a procedure for executing, or implementing.
4.Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing.
5.Evaluating: Making judgments based on criteria and standards through checking and critiquing.
6.Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing.

There are both pros and cons to this model for learning.  One pro to this approach is it will provide students and healthcare leaders a more in depth way of thinking and teaching.  I believe that this will help to improve critical thinking and better comprehension. It is definitely pertinent for health providers and leaders to have a profound way of thinking when considering medical attention and one’s overall health.  These 6 levels can also be used to structure the learning objectives, lessons, and assessments of health courses.  I don’t believe that there are many cons to this model, as I believe it truly allows one to learn thoroughly, instead of just reading over some information or listening to a lecture and trying to recall what was said without full comprehension.  One con identified by Roland Case (2001), is the old model, students are expected to understand material without be asked to interpret, distinguish, relate or question the subject matter.

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