So, now that you know what Bloom’s taxonomy is, your next question is probably how it can be used in gifted education.
There are a few obvious uses for Bloom’s Taxonomy and some not so obvious ones as well.
Differentiate the Curriculum: One of the more obvious uses, if a student is not being challenged with a question that is asking him or her to summarize a passage (the second level: Comprehension) then the teacher could revise the question to ask the student to analyze the passage (the fourth level: Analysis). This would allow the student to delve deeper into a subject with minimal work for the teacher because no special material needs to be taught or gone over. Of course, it is not practical to revise every question on a test to challenge a student. However, if there were a reading assignment such as a book report, instead of summarizing the book, a student could analyze the book.
Independent Study Programs: In this model a student would be allowed to choose between a variety of questions, all about the same level in Bloom’s Taxonomy. Independent study programs often are discredited because they often give more work for the student. However, by substituting work that is done in class with the independent study program’s work, the student does not have to worry about taking on extra work. The work in class can be incorporated into the independent study program by using Bloom’s Taxonomy to modify the questions and type of work done in class to complement the work that is being done in the independent study program.
As you can see there are many applications for Bloom’s Taxonomy that can improve a gifted child’s learning experience. I hope this post has inspired you to think of your own ways to use Bloom’s Taxonomy in the classroom. Feel free to post comments on how you use Bloom’s Taxonomy in the classroom or how you think it could be applied to give more challenge to a gifted student.