Project-Based Learning to Flip Bloom Taxonomy

Project-Based Learning to Flip Bloom Taxonomy

Project-Based Learning to Flip Bloom Taxonomy is important in these days. Learning is an everlasting process. Human beings continue to obtain knowledge on their daily interactions with different occurrence in their surroundings.

Long lasting learning includes understanding and relating ideas. Also, it makes a connection among previous and new knowledge and independent and critical thinking. The main elements of learning engage perception, thinking and reminiscence.

Project Based Learning

It is also recognize as project based instruction. It is an educational method that design to give the students the chance to enhance knowledge and skills through engaging projects to handle the challenges and problems they may face in the actual world.

This learning can encourage the expansion of critical thinking and communication skills. Also, it provides the opportunities for working in groups and finding research materials.

Bloom Taxonomy

Bloom taxonomy is three hierarchical models set. It uses for the categorization of the educational learning objectives into the levels of complication and particularity.

Also, it is a classification system of the various objectives and skills that teachers set for their students for learning outcomes. Bloom Taxonomy contains three learning domains and has six levels each of which is theoretically different.

This can help the educators to understand the purposes of the classroom teaching and guides them to change the complication of the questions.

Project-Based Learning to Flip Bloom Taxonomy

As we know that bloom taxonomy starts from remembering and last at creating but project based learning starts with creating and ends at remembering the significant aspects and skills.

So, it is better from starting at the bottom and focusing on the teaching and learning of content previous to moving up considers flipping that approach by starting at the top and asking students to form a genuine product with a strong driving question.

Let us see how PBL is flipping bloom taxonomy for deeper learning.

1. Construct Solutions

Project based learning begins with the solutions that are meant at solving the problem of the real life in the world. While in bloom taxonomy, it would be the end step and not the first. In PBL, students are provoked to make a working model that direct solves the difficulty or problem faced in real life scenarios.

2. Assess the Workability

Project based learning trains educators to be a trainer to their students and jointly they test the workability of the model that the students have built.

It is the appraisal technique that is followed at the second stage in contrast to the second stage of Bloom approach. While here, understandability between students is expected.

This learning makes sure that students assess the workability and look at it in accord with the serving of the real reason and solving of the real crisis.

3. Examine and Iterate

Students are encouraged to examine the projects that they built and do iterations until they attain the objective they aimed for when the assessment is done.

This phase would not come if we pursue the structure designed by bloom taxonomy. Project based learning makes the learners break various steps and functions that they performed for building these models and intimately turn to try a different functionality to make sure the optimality of the project.

4. Functionality in Other Areas

The fourth phase of the project based learning techniques is to discover the functionality of the project and attempt to put it to utilize in those. As potatoes can be used to make mashed potatoes but potatoes can also be used to make French fries.

In the same way, the learners are encouraged to do. They can find the way through various features and apply them into other areas or to solve other problems.

They use the same developments and construct somewhat else that serves for the various purpose.  On the other hand, if we speak about bloom taxonomy here, applying the learning would have been the third phase.

5. Identify the Multidisciplinary Elements

In the fifth phase of project based learning, the facilitators and learners jointly identify all the multidisciplinary elements that were used during the improvement of the problem. This happens when the educators make the learners attentive of various skills that could be influenced in the construction of models in the upcoming.

For instance, when constructing a bridge engineering concepts with physics and architectural concepts with the geographical elements are taken into account. This would have been the considerate means the second level in the hierarchy designed by bloom.

Key Takeaways

The last phase of the PBL is to understand the importance and key takeaways from the model that they built. This is somewhere students memorize what they learned and what skills they developed.

This is the final stage in project based learning but the first stage in bloom taxonomy for learning. The model that bloom taxonomy planned shows a ranking of learning. But in reality, there is no phase in learning which is below or above the others.

All students has an active mind. PBL is designed to keep students at the center of the approach. The reason is to makes sure that they get practical skills also with theoretical concepts.

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