The document discusses the uses and limitations of Bloom's Taxonomy in educational settings, highlighting its role in classifying instructional goals and evaluating educational objectives. It contrasts instructional goals and objectives, explaining how they drive instruction and the importance of alignment with cognitive skills. Additionally, it addresses the influence of politics on setting classroom standards, emphasizing the development of the Common Core State Standards to promote uniformity and higher-order thinking skills in education.

1. Read below
write one long paragraph each for each readings response/
feedback
there are 2 readings.
1. What are the uses and limitations of Bloom’s Taxonomy?
Bloom’s Taxonomy’s are used as a means for teachers, schools,
and/or districts to classify and evaluate instructional goals in
order to create educational objectives. Once created, said
educational objectives should progress from lower level
cognitive skills, to higher order cognitive skills; therefore,
“lower level skills within a domain are generally considered
prerequisite to higher levels.” building upon the lower level
prerequisite knowledge.”(
Flinders
,
The Curriculum Studies Reader
, 2013, p. 102)
A limitation of Bloom’s Taxonomy is that the desired,
theoretical progression through the cognitive skills might not
necessarily occur if a teacher, school, and/or district repeatedly
target lower level cognitive skills.
What is an instructional goal? What is an objective?
Depending upon whom is being asked, the terms “instructional
goals” and “instructional objectives” are often used
indiscriminately of each other. Within these situations, both
terms simply refer to the “aims, and intents, etc” of the
instruction. (
Flinders
,
The Curriculum Studies Reader
, 2013, p.95)
With other people, and in other settings, a “‘goal’ describes a

2. broader descriptions of intent”; whilst an “‘objective’ denotes a
more specific spelling out of the goal”.(
Flinders
,
The Curriculum Studies Reader
, 2013, p. 95) The two definitions call to mind the following
analogy: The instructional goal is an entire tree. While the
objective, is one branch of said tree. In this way, one better
understands the difference, yet the intrinsic relationship
between the two terms remains apparent.
How do goals and objectives drive instruction?
Goals should function like a large tree, as in the aforementioned
analogy. A goal is an overarching big picture of what is to be
learned. The objective used to accomplish the learning, should
not be overarching. Objectives should be: A. Clear and concise,
B. Include a measurable learner behavior, and C. Include a verb
delineating how said learner behavior will be accomplished.
A well written objective should never include words such as:
know, review, learn, will do. All of those verbs are neither
measurable, nor clear. Making them less than ideal to be used as
an educational objective.
How does/should a teacher determine goals and objectives?
When determining goals/objectives, a teacher should consider
many factors. One should evaluate which cognitive level of
Bloom’s Taxonomy is required to complete the objective. Are
there any covert skills that need to be taught before the goal?
One should also consider the most suitable verb choice to
achieve the goal.
How do politics (at the local, state, national and international
level) contribute to the setting of classroom goals and
objectives?
Internationally, the United States does not fare well in math,
science, or reading in comparison with other developed nations.
In fact, the United States continues to lose ground in those three
areas yearly, according to Linda Darling-Hammond’s
youtube

3. video, “Becoming Internationally Competitive.”
Historically, states acted independently in creating the academic
standards to be taught. There were a myriad of standards, some
good, some bad, and zero, if any uniformity. In the same video,
Darling-Hammond mentioned that in “some states the standards
were sort of an inch deep and a mile-wide,” speaking to the very
shallow nature of the standards. The standards expected to be
covered from K-12 were often one hundred pages long. In
comparison, other nations have standards that are 10 pages long
from K-12. Again, speaking to the shallowness and exorbitant
amount of material covered in the U.S.
Historically, at the local level, school districts, independently,
decided how each standard would be covered, which books were
read and at what grade level, etc.
In response to all of these issues, the Common Core State
Standards, CCSS, have been designed and implemented by the
majority of states. In theory, the CCSS are supposed to make
expectations uniform, encourage in depth/critical thinking, and
produce students that can compete internationally in all areas.
References:
Flinders
, D.J., Thornton, S.J., (Ed). (2013).
The Curriculum Studies Reader
(4th Edition). New York, NY:
Routledge
.
2.
In the educational field of teaching and learning, Bloom;s
taxonomy has been a ladder that comprises of multi
tiered scale which is used to show the level of educator's
expertise in order to achieve the expected student
measureable outcome. It was developed by collaborative

4. efforts of Benjamin, Max Engle Hart, Edward Furst, Walter
Hill and David Krathwohl. Based on Bloom's taxonomy,
human thinking skills are grouped into six stages of
skills and abilities. These are knowledge, comprehension,
application, analysis, synthesis, and evaluation that ranges
from simple to complex and then concrete
abstract.(Armstrong, 2001).
Uses of Bloom Taxonomy
Bloom's taxonomy of educational objectives for higher
order thinking skills is one of the most popular
frameworks for writing learning objectives.(Bloom et al,
1994)
It serves as appropriate tool for all grade level students
in the school by providing opportunity for the teacher to
move students from prior knowledge to content mastery.
It help teachers to challenge students with higher order
questioning which is one of the ways to stimulate
learning and enhance brain development irrespective of the
age levels of the learner.
It is used to illustrate the extent to which any teacher
want their students to understand and use concepts,
demonstrate particular skills, values, attitude and interests
(Blooms et al, 1994)
It help teachers to organize lesson objectives into
measurable goals by using any of its three broad
categories - knowledge skills and affective.
It guide teachers in identifying the type of classroom
assessment techniques that will be most effective for
measuring their lesson objective goals. For example, use of
games with special education students help them to be
continuously involved in assessment as they try to solve
puzzle within the game.
It is used to design a wide range of question that ranges
from low level thinking questions to highest level
questions.
Limitations of Bloom's Taxonomy

5. :
There is need for school to be built in the cloud where
students can explore learning based on their natural
thinking and also learn from one another (Sugata, 2007).
But, rather students response to knowledge acquisition is
usually determined by the trend in which they read and
think based on the types of questions they are exposed to
by their teacher. For example, students will respond and
apply skills acquired from any subject based on the fact
that they are presented with an overabundance of
knowledge level questions throughout the lesson
presentation.
What is an Instructional Goal?
This is a statement that explains what every student
exposed to the lesson presentation should be able to do
after acquiring knowledge of a distinct unit of instruction.
It can also be defined as solution to an instructional need
of the student.
What is an objective?
It is a goal that individual's effort or actions are expected
to attain or accomplish within a certain period of time.
The purpose of learning objective in the classroom is to
inform students of the standards and expectations of the
course, drive curriculum planning, provide information for
the development of assessments by identifying the types
of evidence that students need to demonstrate
understanding that will serve as biding contract between
the teacher and students when setting up basis for their
accountability.
How do Goals and Objectives drive Instruction?
Instructional goal is the general statement about the
intention of instruction and while instructional objectives
explains in more specific way about how and to what
extent the instruction will affect the learner. Both
instructional goals and objectives focus on what the
learner will do and know upon completing any

6. instructional task. Both goals and objectives faculatate
overall course development by encouraging goal directed
planning and lesson instructions as they help the teacher
to select appropriate materials, strategies, and evaluation.
Also, both help to organize students learning of any skill
to be driven from inside where the teacher allow students
to create and apply natural creativity when solving any
problem. By so doing, it helps to drive instruction for
both teacher and students as they focus on learning in
such a way that it can provide effective, efficient and
engaging instruction. Since they are the pivot that direct
lesson presentation and evalutation.
How Teacher dtermine Goals and Objectives?
The aim of every teacher is to provide a conductive
atmosphere, strategies and motivation that will enhance
learning, retention, and application of knowledge within
their subject area. Based on this, it is expected of every
teacher to be in constant collaboration with their
colleagues at both at their school sites or in blogs,
webinars, attend professional development workshops where
they can gain information on updated skills, methodology
and resources. For example, use of activities like games in
teaching helps to create fun in the classroom as it
engages students into continuous learning and assessment
during the process of trying to solve the task expected of
them (Gee, 2010)
Place of Politics in Setting Classroom Goals and
Objectives
Politics plays a vital role in setting classroom goals and
objectives at the local, state, national and international
levels. At the international level, politics has created room
for comparison in students performance and in determining
the placement of countries based on academic performance
of their students in common assessment test that involves
critical, analytical and problem solving skills. At the
Federal level, it has helped in organizing and funding new

7. assessments that is tied to the common core standards. It
has assisted in reauthorizing the elementary and secondary
education act known as "No Child Left Behind". By so
doing, the federal education board took the responsibility
to design an assessment and accountability approach within
United state that is more internationally comparable.
Within the state level, politics have made 40 states to
organize themselves create common core state standards
with common objectives and goals for Language Arts,
reading and Math within K - 12 grade levels. Also, it
allows states to be involved in curriculum and assessment
work that will allow students to be engaged in higher
order thinking and performance skills. Then, at the local
level, the county office of education collaborate with
district offices to ensure that teachers at various schools
sites are implementing the expected curriculum, using
expected teaching strategies and resources to enhance
learning within their classroom.
References;
Armstrong, B. (2001). Bloom's Taxonomy. . Retrieved
February 2, 2016, from https://cft.Vanderbilt.edu/guides-sub-
pages/blooms-taxonomy/
Effective Goal setting for students. (n.d) Retrieved January
27, 2016, from
https://teaching.monster.com/benefits/articles/9440-effective-
goal-setting-for-students
EPD - instructor Resources - Goals Learning Objectives. (july
31, 2014). Retrieved January 28,2016, from
https://kb.wisc.edu/page.php?id=42419
Hammond, L. D. (2010)..Becoming Internationally
competitive. Retrieved February 11, 2016 from
https://www.youtube.com/watch?v=AQNUqVy.JofE

8. How Do you Define Intructional Goals? (n.d). Retrieved
Febraury 4, 2016, from https://pt3.nau.edu/toolbox/how-
goals.htm
Kamii, C (1989). Double Column Addition. Retireved
February 11, 2016 from
https;//www.youtube.com/watch?v=MNaAeGcZFWI
Marzano, R.J. (n.d). Retrieved January 27, 2016 from
https://www.marzanoresearch.com/resources/tips/dtigo-tips-
archive
Pee, J.P. (2010). Grading with Games. Retrieved February 10,
2016, fromhttps://www.youtube.com/watch?v=Ju3pwCD-eyo
Sugata, M. (2007) . TED Talk, Retrieved
February11,2016,fromhttps://www.ted.com/talks/sugata-mitra-
shows-how-kids-teach-themselves.html