Category Archives: Chapter 4

Chapter Four – ABET and Blooms Taxonomy

How can we have a more in-depth approach to Bloom’s Taxonomy in our courses? All of our course syllabi include learning objectives that stem from the ABET driven program outcomes.  Refer to your syllabus and identify one learning objective that maps to Bloom’s Taxonomy. Share it with the group and reflect on the prompts below.

  1. After mapping your objectives to Blooms taxonomy, did anything surprise you?
  2. How could the use of Bloom’s model with your students promote independent learning?
  3. McGuire presents the Study Cycle, what is your reaction to it? Why?
  4. How are we going to meet our goal of increasing retention 5-10% starting in the fall?

For example, I have included a sample from two of my courses, CMCE 1115 and CMCE 4456.

CMCE 1115

ABET Program Outcome

  • an ability to apply a knowledge of mathematics, science, engineering, and technology to engineering technology problems that require limited application of principles but extensive practical knowledge (ABET Criterion 3.b)

Corresponding Level in Bloom’s Taxonomy

  • Applying.

CMCE 4456

ABET Program Outcome

  • an ability to select appropriate construction materials and practices (ABET Criterion 9.c)

Corresponding Level in Bloom’s Taxonomy

  • Evaluating.

Chapter 4 – Teaching Bloom’s Taxonomy

Students can really take off with the study cycle McGuire presents.  We can spend hours trying to memorize material or apply the material without success if we don’t have the proper incentive.  Why not build your own incentive?  One hour of lessons should have breaks every 15 minutes.  It doesn’t have to mean giving up after 15 minutes, but way to decompress and reabsorb all of the information.  Then look at it with fresh eyes.

CH 04_Blooms Taxonomy

After mapping your objectives to Blooms taxonomy, did anything surprise you?

I would say I was more surprised when mapping the objectives to the Study-Cycle. At first glance, I was skeptical of whether some of the steps were realistic, specifically the notions of preview and review. But once the digested the idea, I started come up with strategies to help them achieve these – for example giving the students a list of vocabulary words to review (not memorize) so that in the next lecture they have already been introduced to the terminology and can remain focused on the concepts.

How could the use of Bloom’s model with your students promote independent learning?

The key components of bloom’s taxonomy in helping students become independent learners are in the analysis and synthesis (evaluation) stages of the process. Once the students develop the skills to identify a set of rules and/or framework for solving a problem they are able to extract concepts and extrapolate based on those.

McGuire presents the Study Cycle, what is your reaction to it? Why?

At first, I was surprised at the recommendation to wait until after the first exam to introduce the study cycle to the student body. McGuire later explains that by giving the student something tangible that they can compare to gives them the ability to see the performance improvement first hand, making their application of the strategies more impactful.

How are we going to meet our goal of increasing retention 5-10% starting in the fall?

By not only using Blooms Taxonomy to scaffold my own teaching, but also sharing it with the students as a strategy they can apply. Specially, with first year students, it is of the essence to help them establish a study cycle that is efficient and focuses on processes and understanding concepts rather than being outcome centric.

Studying versus Learning

  1. After mapping your objectives to Blooms taxonomy, did anything surprise you?

While some of the objectives corresponded to Bloom’s Taxonomy, some did not and can probably be adapted to the Bloom.


ABET Program Outcomes;

An understanding of the need for and an ability to engage in self-directed continuing professional development; (Criterion 3.h)

Corresponding Bloom Level – Applying


ABET Program Outcomes;

Utilize measuring methods, and software that are appropriate for field and office processes

related to construction scheduling (Criterion 9.c)

Corresponding Bloom Level – Applying

  1. How could the use of Bloom’s model with your students promote independent learning?

The use of Bloom’s model helps students identify how to produce the caliber of work needed to be successful in college. The four-step process truly delineates the difference between study versus learning. Application of this process breeds independent learning for our students as they now know that “learn mode” entails much more than memorization but rather a concerted effort into understanding a topic well enough to be able to put into their own words and applying to the extent that questions never seen before can be answered.

  1. McGuire presents the Study Cycle, what is your reaction to it? Why?

I love the study cycle because it works!!! I have and will continue to share the study cycle with students. As explained by McGuire my reason for using and recommending the study cycle is because it results in learning goals as compared to performance goals being met.

  1. How are we going to meet our goal of increasing retention 5-10% starting in the fall?

We can meet our Department’s goal by helping students accurately understand the learning process. Thereafter, they are now equipped to operate in the “learn mode – teach the material” as compared to the “study mode – make an A” they have practiced throughout their academic careers. Once the students apply this learning strategy, the improvement of disappointing or already good grades, will motivate, inspire and re-energize their desire to complete the program.

Bloom’s Taxonomy model that can help students to understand the difference between memorizing information and understanding something well enough to put it in their words and applying it. The surprise of using Bloom’s Taxonomy model is that each level must be mastered before progressing to the next. I upload on blackboard the material for study one week before the class. I expect from my students to skim the material before class. This immediate preparation before class is like a war-up before a physical activity. In class discussions, I tried not to ask more than one question at once. When you ask more than one question, students often do not respond because they are unsure which question you want them to answer. I always wait for students to think and formulate responses. Waiting 5-10 seconds will increase the number of students who volunteer to answer and will lead to longer, more complex answers. I find myself wanting to interrupt them when they answer because I think I know what the student is going to say. However, I tried to resist this temptation. Hearing their full responses makes me to give them credit for their ideas even when they have not yet understood the material.

Bloom’s Taxonomy

  1. While looking at Bloom’s taxonomy, I too was looking at what we want to accomplish for student learning in our courses. I generally outline the class objectives in the first slide of power point (PP) lecture notes, and then go in to details in later slides. The students are given the PP prior to class for their review. It is anticipated that they will come to class and ask questions if they don’t understand or if there is something different in the book. The one down fall is that most of the students;  a) don’t open Blackboard and review the slides and b) don’t do the reading, to come to class prepared. They try to get it from their friends.
  2. I agree that Bloom’s work can promote independent learning, but if they don’t read the book or notes to get acquainted for the day’s subject matter, and don’t take notes in class, they will not have anything to create, evaluate, analyze etc. and remember, and learn something.
  3. The study cycle proposed by McGuire can be useful, but we will have to reinforce the value of it for them to understand that their learning experience is not as laborious as they think.
  4. I think that the students need to be shown these techniques early in class through our introduction in future semesters. We must be sure that they take notes to supplement the other information and check that they are doing it. We have to break the cycle of “I want it now and fast” like they do in social media. They think they will learn when they get a real job, but they are in for a rude awakening. They need to commit to true learning and not to get through a class.

Bloom’s Taxonomy is definitely a great strategic way to help learn for students and teachers. I did not expect such successful outcomes, which surprised me for sure. I think it is important to layout what the point of a class in in the very beginning. I make sure to do this in my syllabus, and constantly remind my students this. This creates a great result because it helps everyone focus on the goal and having a goal really helps achieve more. I believe that this not only works for a group of students in a classroom but also just one individual. This book has it all laid out on how to start and finish to successfully learn and so this can be beneficial for a student to grasp on. I like the study cycle because it is very simply planned out. It is very clear and obvious to following instructions on studying makes sense. This is definitely a great guide for students to follow because unfortunately a lot of students do not know how to study and where to start. This gives them a push and initiative on what to do. I think that to meet our goal of increasing retention 5-10% we need to get students to not only learn how to study, but to learn as well. It is crucial to learn something before you study it because learning is more long term and effective while studying without anything learned is something that stays with one for a short period of time.

Bloom’s Taxonomy

  1. After mapping course objectives to Blooms taxonomy, the surprising thing to me was that I had to re-evaluate exactly what I was looking to accomplish in class.  I also like to write the objectives on the board in the beginning of class and talk about them.  I think it helps everyone in the room focus on what the goals of the day are.
  2. Use of Bloom’s model can promote independent learning by students by helping them identify how they are to use new information.
  3. McGuire’s Study Cycle seems obvious, but I think we all need reminders on how to do a task appropriately and completely.
  4. I think we can meet our retention goal increase of 5-10% starting in the fall by focusing on teaching our students how to learn.  This will set them up for success in any course and they need to learn these skills are early on as possible.