Synthesis question stems with examples:
Bloom's Taxonomy Synthesis Level
I think a key aspect to this is that when designing a learning programme we need to have a clear understanding of the role in question. Hopefully we have carried out some form of Job Analysis to inform what elements need to be part of the learning programme. It is this Job Analysis that should inform the level in the Blooms taxonomy that the learning should reach, not some broad categorisation of how managers at certain levels should be operating.
Bloom's Taxonomy : Synthesis Category - ThoughtCo
There is perhaps more opportunity for this within one particular organisation, but even then I would proceed with caution. Different environments within the same company may demand different things from managers – even those that are classed as operating at the same level. Perhaps it really depends on what learning you are talking about – in your ‘team building’ example, it may well be that an organisation has pre-defined competencies that it would expect to see at different management grades, irrespective of the area of the business. In this case you may be able to make some common assumptions regarding the Blooms level that you should reach for each of those grades. However, if the learning is more specific to individual environments then this is going to be tricky (and potentially unwise).
Bloom's Taxonomy - Chemistry With Bloom
In 1956, Benjamin Bloom with collaborators Max Englehart, Edward Furst, Walter Hill, and David Krathwohl published a framework for categorizing educational goals: Taxonomy of Educational Objectives. Familiarly known as , this framework has been applied by generations of K-12 teachers and college instructors in their teaching.
BLOOM’S TAXONOMY What is your thinking level
As a whole, bloom's taxonomy stresses the need for teachers to encourage the use of high-level skills amongst pupils - not simply the lower-level ones. By doing this, information is retained for longer by the student, whereas simply addressing the basics is likely to result in the key facts being forgotten soon after they're taught.
Bloom's in the Classroom - bloom's taxonomy
4. - Analysis refers to the ability to break down material into its component parts so that its organizational structure may be understood. This may include the identification of the parts, analysis of the relationship between parts, and recognition of the organizational principles involved. Learning outcomes here present a higher intellectual level than comprehension and application because they require an understanding of both the content and structural form of the material.