Click On The Week Two Assignment Reflective Essay Paper Link
Click On The Week Two Assignment Reflective Essay Paper Link Above
Click on the "Week Two Assignment - Reflective Essay Paper" link above to submit your assignment, as well to get more information regarding the due date and grading rubric. Be sure to clearly identify each assignment including your name. You may attach more than one file, but please try to minimize the number of attached files that have to be opened separately. First, search for a research report or a discussion paper on Bloom's Taxonomy or Levels of Learning. Please see the attached review/graphic of Bloom's Taxonomy. Then write a one page paper in which you discuss how thinking and communicating at the top two levels of the taxonomy helps you to find your scholarly voice.
Paper For Above instruction
In this reflective essay, I will explore how engaging with the upper levels of Bloom's Taxonomy—namely, analysis and evaluation—enhances my ability to find and develop my scholarly voice. Bloom's Taxonomy provides a hierarchical framework for understanding levels of cognitive processing, with the top tiers involving higher-order thinking skills crucial for academic growth. By focusing on these levels, I can deepen my critical thinking capabilities and articulate my ideas more effectively, contributing to a more confident academic presence.
Engaging with the analysis level involves breaking down complex information into its constituent parts, understanding relationships, and interpreting meaning. When I analyze research reports and discussions related to Bloom's Taxonomy, I develop a clearer understanding of the underlying concepts and how they interconnect. This process sharpens my critical thinking, allowing me to evaluate sources more thoroughly and form nuanced insights. For example, analyzing various interpretations of Bloom's levels encourages me to question assumptions and examine evidence critically, strengthening my ability to participate meaningfully in academic discourse. This analytical approach supports my capacity to articulate complex ideas with clarity and precision, assisting me in developing my scholarly voice.
The evaluation level takes analysis a step further by making judgments based on criteria and standards. When I evaluate research findings, pedagogical strategies, or theoretical frameworks, I learn to assess their validity, relevance, and applicability to my own academic interests. This critical evaluation fosters confidence in my voice, as I learn to argue persuasively, support my claims with evidence, and recognize the strengths and limitations of different perspectives. For instance, when reviewing literature on Bloom's taxonomy, evaluating the effectiveness of different educational strategies enables me to develop well-supported opinions and contribute original thoughts to the field. These activities help me articulate my ideas more confidently and establish my scholarly identity.
Communicating at the top two levels of Bloom's Taxonomy also cultivates a mindset oriented toward continuous learning and intellectual growth. By regularly engaging in analysis and evaluation, I hone my ability to think independently and express my insights coherently. These skills are essential for articulating a scholarly voice that demonstrates depth, originality, and critical engagement. Furthermore, by internalizing these higher-order thinking processes, I can participate more effectively in academic conversations, whether through essays, presentations, or discussions, ultimately contributing to my development as a thoughtful and confident scholar.
In conclusion, focusing on the top two levels of Bloom's Taxonomy—analysis and evaluation—significantly aids my journey in finding and refining my scholarly voice. These cognitive processes encourage critical thinking, systematic evaluation, and confident articulation of ideas. As I continue to develop these skills, I become more equipped to contribute meaningful insights within my academic community and to shape my voice as a proficient scholar dedicated to lifelong learning and intellectual inquiry.
References
Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. Longman.
Bloom, B. S. (1956). Taxonomy of educational objectives: The classification of educational goals. Longmans, Green.
Forehand, M. (2010). Bloom's taxonomy. In Research-Based Strategies to Ignite Student Learning (pp. 157-162). Routledge.
Krathwohl, D. R. (2002). A revision of Bloom's taxonomy: An overview. Theory into Practice, 41(4), 212-218.
Marzano, R. J., & Kendall, J. S. (2007). The new taxonomy of educational objectives. Corwin Press.
Anderson, L. W., & Krathwohl, D. R. (2018). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. Routledge.
Nilson, L. B. (2016). Teaching at its best: A research-based resource for college instructors (4th ed.). Jossey-Bass.
Richardson, V. (2009). The dilemma of educational change. Educational Researcher, 38(4), 255-261.
Smith, M. K. (2002). Bloom's taxonomy of educational objectives. The encyclopedia of informal education. Retrieved from https://infed.org/mobi/blooms-taxonomy-of-educational-objectives/
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.