Extended Bloom's Taxonomy

World Council forCurriculum and Instruction

2010 CONFERENCE

2010 CONFERENCE11 – 17 July

2010 CONFERENCE11 – 17 JulyUniversity of Pécs

2010 CONFERENCE11 – 17 JulyUniversity of PécsPécs, Hungary

Bloom’s Taxonomy

World Council for Curriculum and Instruction 2010 CONFERENCE 11 – 17 July University of Pécs Hungary

Bloom’s Taxonomy

Bitter Honey for aLanguage Teacher

Bloom’s Taxonomy

Leslie Simonfalvi

Bloom’s Taxonomy

Leslie SimonfalviInternational TeacherTraining & Development College

Contents

Bloom’s Taxonomy Bitter Honey for a Language Teacher Leslie Simonfalvi International Teacher Training & DC

Contents

Introduction

Quite a few years ago. a friendly American Foundation sent some 500 to 800 teenage students to Budapest, Hungary every summer for 10 years, as part of the Student Ambassador Programme. The students were hand-picked from all the 50 States and they came in groups of 25 to 30. Every group was accompanied by 4 to 5 teachers, also hand-picked from all the States from Alaska to Florida.The answer to thisy Good.

http://www.scientificamerican.com/slideshow.cfm?id=sharks-tagged

Quite a few years ago. a friendly American Foundation sent some 500 to 800 teenage students to Budapest, Hungary every summer for 10 years, as part of the Student Ambassador Programme. The students were hand-picked from all the 50 States and they came in groups of 25 to 30. Every group was accompanied by 4 to 5 teachers, also hand-picked from all the States from Alaska to Florida.s necessarily Good.

Quite a few years ago. a friendly American Foundation sent some 500 to 800 teenage students to Budapest, Hungary every summer for 10 years, as part of the Student Ambassador Programme. The students were hand-picked from all the 50 States and they came in groups of 25 to 30. Every group was accompanied by 4 to 5 teachers, also hand-picked from all the States from Alaska to Florida.The answer l label them as Good and Bad, with only one exception: the Baby is necessarily Good.

Quite a few years ago. a friendly American Foundation sent some 500 to 800 teenage students to Budapest, Hungary every summer for 10 years, as part of the Student Ambassador Programme. The students were hand-picked from all the 50 States and they came in groups of 25 to 30. Every group was accompanied by 4 to 5 teachers, also hand-picked from all the States from Alaska to Florida.The answer ssarily Good.

Quite a few years ago. a friendly American Foundation sent some 500 to 800 teenage students to Budapest, Hungary every summer for 10 years, as part of the Student Ambassador Programme. The students were hand-picked from all the 50 States and they came in groups of 25 to 30. Every group was accompanied by 4 to 5 teachers, also hand-picked from all the States from Alaska to Florida.The answer

Quite a few years ago. a friendly American Foundation sent some 500 to 800 teenage students to Budapest, Hungary every summer for 10 years, as part of the Student Ambassador Programme. The students were hand-picked from all the 50 States and they came in groups of 25 to 30. Every group was accompanied by 4 to 5 teachers, also hand-picked from all the States from Alaska to Florida.The answercessarily Good.

Quite a few years ago. a friendly American Foundation sent some 500 to 800 teenage students to Budapest, Hungary every summer for 10 years, as part of the Student Ambassador Programme. The students were hand-picked from all the 50 States and they came in groups of 25 to 30. Every group was accompanied by 4 to 5 teachers, also hand-picked from all the States from Alaska to Florida.The answerarily Good.

Quite a few years ago. a friendly American Foundation sent some 500 to 800 teenage students to Budapest, Hungary every summer for 10 years, as part of the Student Ambassador Programme. The students were hand-picked from all the 50 States and they came in groups of 25 to 30. Every group was accompanied by 4 to 5 teachers, also hand-picked from all the States from Alaska to Florida..

Quite a few years ago. a friendly American Foundation sent some 500 to 800 teenage students to Budapest, Hungary every summer for 10 years, as part of the Student Ambassador Programme. The students were hand-picked from all the 50 States and they came in groups of 25 to 30. Every group was accompanied by 4 to 5 teachers, also hand-picked from all the States from Alaska to Florida. in what they do not do. We will label them as Good and Bad, with only one exception: the Baby is necessarily Good.

Quite a few years ago. a friendly American Foundation sent some 500 to 800 teenage students to Budapest, Hungary every summer for 10 years, as part of the Student Ambassador Programme. The students were hand-picked from all the 50 States and they came in groups of 25 to 30. Every group was accompanied by 4 to 5 teachers, also hand-picked from all the States from Alaska to Florida.The answer to this question lies partly in what the Four Agents, i. e. Mother and Child, and Teacher and Student do, and partly in what they do not do. We will label them as Good and Bad, with only one exception: the Baby is necessarily Good.

Quite a few years ago. a friendly American Foundation sent some 500 to 800 teenage students to Budapest, Hungary every summer for 10 years, as part of the Student Ambassador Programme. The students were hand-picked from all the 50 States and they came in groups of 25 to 30. Every group was accompanied by 4 to 5 teachers, also hand-picked from all the States from Alaska to Florida.The answer to this q

Quite a few years ago. a friendly American Foundation sent some 500 to 800 teenage students to Budapest, Hungary every summer for 10 years, as part of the Student Ambassador Programme. The students were hand-picked from all the 50 States and they came in groups of 25 to 30. Every group was accompanied by 4 to 5 teachers, also hand-picked from all the States from Alaska to Florida.

Quite a few years ago. a friendly American Foundation sent some 500 to 800 teenage students to Budapest, Hungary every summer for 10 years, as part of the Student Ambassador Programme. The students were hand-picked from all the 50 States and they came in groups of 25 to 30. Every group was accompanied by 4 to 5 teachers, also hand-picked from all the States from Alaska to Florida.is necessarily Good.

Quite a few years ago. a friendly American Foundation sent some 500 to 800 teenage students to Budapest, Hungary every summer for 10 years, as part of the Student Ambassador Programme. The students were hand-picked from all the 50 States and they came in groups of 25 to 30. Every group was accompanied by 4 to 5 teachers, also hand-picked from all the States from Alaska to Florida.The answeessarily Good.

Quite a few years ago. a friendly American Foundation sent some 500 to 800 teenage students to Budapest, Hungary every summer for 10 years, as part of the Student Ambassador Programme. The students were hand-picked from all the 50 States and they came in groups of 25 to 30. Every group was accompanied by 4 to 5 teachers, also hand-picked from all the States from Alaska to Florida.The answer tecessarily Good.

Quite a few years ago. a friendly American Foundation sent some 500 to 800 teenage students to Budapest, Hungary every summer for 10 years, as part of the Student Ambassador Programme. The students were hand-picked from all the 50 States and they came in groups of 25 to 30. Every group was accompanied by 4 to 5 teachers, also hand-picked from all the States from Alaska to Florida.is necessarily Good.

The program included London, Rome and Budapest and the main aim was to stay here for a week, learn as much as humanly possible about the local, and through that about the European Culture, and then go home and disseminate what you have learned in your school, in your town, or in a wider community.

The programme was extremely popular both with the Guests, and with the Hosts; in the Budapest leg the students, the teachers, and the non-teaching staff of the Interna-tional Language School Group. We were doing a massive Russian Teacher Re-Training Programme at the time, and the re-trainees had a unique chance of meeting decent native speakers of English in a one-week live-in arrangement. The Guests were living with the families of the students, the trainees, their teachers, and the whole staff.

As part of the programme, we took them round in Budapest to see the sights and learn about the history, the geography, and many other aspects of the culture of the place, all wrapped up in tales and anec-dotes, and myths to make it more memo-rable for the Guests, and more interesting for their then future listeners back home.

We did the same at more places in Hungary in coach trips and boat trips to old kings’ seats and places of famous battles. We even had quiz-shows: about Hungary and Europe for the Guests, about the USA, Canada, and the Americas for the Hungari-ans, and about general knowledge for mixed groups. It was great fun and I cannot tell how much we all laughed.

We did the same at more places in Hungary in coach trips and boat trips to old kings’ seats and places of famous battles. We even had quiz-shows: about Hungary and Europe for the Guests, about the USA, Canada, and the Americas for the Hungarians, and about general knowledge for mixed groups. It was great fun and I cannot tell how much we all laughed.

As the director of the International Langu-age School Group, I met all the students and all the teachers. and I had many of the teachers as visitors in my classes. They were very interested in how we teach Eng-lish to our students to make them so con-fident communicators in a foreign language. They tried to relate our techniques and me-thods to their own, and they also had many good questions. I guess both parties lear-ned a great deal from the exchange, and it is most definitely true for me.

There was one buzz-word that came up from practically all American teachers, and I could not make head or tail of it. It was the Bloom’s Taxonomy, and, most sincerely, I had never heard of it. As a teacher and teacher trainer, I was quite well at home in TESOL, i. e. Teaching English for Speakers of Other Languages, and I was quite sure that the Bloom’s Taxonomy had not entered the realm of language teaching.

I knew nothing about it, but the frequency with which the American teachers men-tioned it made it felt like a panacea, the solution to all the educational world’s prob-lems. The more I heard about it, the more interested I grew. It was very clear from the outset that it was not worked out for lan-guage teaching, what is more, with language teaching in mind among all other subjects.

I had a very strong feeling that the teacher and the teaching are sort of left out if the Taxonomy starts with Knowledge. It was not a general criticism since I knew quite well that there are opposite requirements in learning anything in L1, i. e. the mother tongue, and learning L2, i. e. a second- or foreign language, through anything.

In the first case, you ’know’ the medium of communication, and you learn new informa-tion, fact and figures, concepts and relation-ships through that medium.

In the second case, you have some ’know-ledge’ of the world around you, and through that knowledge you learn a new medium for communication, i. e. for the communication of old knowledge through the new medium, but also some new knowledge through the new medium.

All in all, the Bloom’s Taxonomy has not entered the field of TESOL and the main reasons for this are as follows: it starts late, neglecting steps that are unique for lan-guage learning, finishes early, without sav-ing knowledge and understanding for use in higher categories, shows continuity where there is a gap, disregards two important types of students, the artist, who would not willingly spend time for analysis, and the language mathematician, who would want to analyse anything any time before, and quite often instead of anything else, and it hand-les the developmental steps in the affective and psychomotor domains as distinct from the cognitive.

I had a strong feeling that the Bloom’s Taxonomy, if we manage to complement it according to the missing links above, might give us a new insight into what we are doing, to be able to do it better and develop further. It might also give us a chance to extend our teaching to groups of students we were not able to teach, or else were not able to teach well enough before, i. e. drop-out students, physically handicapped stu-dents, the LD Child, the Concrete Child, mild cases of autism, students with the Asperger Syndrome, students with the Pragmatic – Semantic Disorder, and mild cases of men-tally handicapped students. It is also very important to apply all our new insights in the teacher training and development.

Because of this I started to analyse our teaching and teacher training in relation to, among others, the Bloom’s Taxonomy. Over the years, I have found 14 Problems, i. e. points that are most definitely problem-spots in language teaching, but may or may not be problems in the teaching of other subjects.

The solutions to these 14 Problems add up to 14 Theses and the material related to this fills a DVD. It is enough for a 200-hour series of workshops, or three semesters in teacher training.

It has been tried in Hungary, Italy, Belgium, Wales, and the Netherlands, and also in the Africa Project in Islington, London, UK. It has always worked where teachers and trainers really wanted to change and were ready to apply a new paradigm.

Title of the Workshop: Bloom’s Taxonomy: Bitter Honey for a Language TeacherName of presenter: Leslie SimonfalviPosition: DirectorInstitutional affiliation: International Teacher Training & Development CollegeMailing address: Leslie Simonfalvi c/o ITTDC PO Box 64. Budapest 1363. HungaryPhone number: 361 266 0439Fax number: 361 411 0639

E-mail address: ittdc@mail.tvnet.hu

A brief biography of presenter:

Leslie Simonfalvi teaches English for spea-kers of other languages (TESOL) and trains teachers to do the same. He was trained at the International Teacher Training Institute (UK), at the Oxford Brookes University (UK), and at the University of London (UK). He has founded 15 language schools in Hungary and assisted in the foundation of 30 more language schools in Hungary and in other countries.

From 1984 to 2001 he was Examinations Secretary for several internationally accep-ted examinations in Hungary, e. g. Univer-sity of Oxford, Pitman Examinations Insti-tute, University of London. From 1994 to 2006 he was Course Director for the Univer-sity of London Advanced Diploma in Teach-ing English for Speakers of Other Langua-ges.

From 1994 to 1998 he took part in an EQUAL Europe Project in Hungary, The Netherlands, Belgium, Italy, and Wales. His main task was to create and disseminate programs for the LD Students, for the socially handicapped, and for the drop-out students.

Thank You!

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