Bloom’s Research and Response
Introduction
In 1956, Benjamin Bloom co-created a tool to assist teachers and students develop a method of classification for behaviors that were believed to be crucial in the process of learning. He called this tool Bloom’s Taxonomy. The Taxonomy was subsequently divided into three domains: the cognitive, the affective, and the psychomotor (Coffey, 2013). Bloom’s Taxonomy was revised in 2001, so that it can better reflect the needs of the 21st century. The revised version of Bloom’s Taxonomy expanded to also incorporate healthcare professions(Coffey, 2013). This paper will explain Bloom’s Taxonomy and its application to managing patients with chronic diseases, in particular in the education of intellectual disabilities clients with diabetes living in the community.
Cognitive Domain
The cognitive Domain is founded on a knowledge-based model. This model consists of six levels; remember, understand, apply, analyze, evaluate, and create (Coffey, 2013). It mimics the thinking process. Remembering is crucial in understanding a concept. For the clients who have limitation with reading and writing, visual or auditory aids are created to teach the client about diabetes. The more they see and hear, the easier it is to understand it. The next step in this model is application. Once the concept of Diabetes is understood, applying it becomes more evident. Analyzing entails the clients to ask questions about issues he or she might not fully comprehend in the management of diabetes. In the evaluation phase, the patient is able to determine if he or she has clarified all concerns and is able to better manage the disease process. The last phase is creating; in this phase the client independently develops a plan that will foster effective and successful adherence to set guidelines.
Affective Domain
The affective domain highlights the feelings of the learner. The affective domain emphasis on clients values, attitudes and motivating factors. This domain has five levels,
In 1956, Benjamin Bloom co-created a tool to assist teachers and students develop a method of classification for behaviors that were believed to be crucial in the process of learning. He called this tool Bloom’s Taxonomy. The Taxonomy was subsequently divided into three domains: the cognitive, the affective, and the psychomotor (Coffey, 2013). Bloom’s Taxonomy was revised in 2001, so that it can better reflect the needs of the 21st century. The revised version of Bloom’s Taxonomy expanded to also incorporate healthcare professions(Coffey, 2013). This paper will explain Bloom’s Taxonomy and its application to managing patients with chronic diseases, in particular in the education of intellectual disabilities clients with diabetes living in the community.
Cognitive Domain
The cognitive Domain is founded on a knowledge-based model. This model consists of six levels; remember, understand, apply, analyze, evaluate, and create (Coffey, 2013). It mimics the thinking process. Remembering is crucial in understanding a concept. For the clients who have limitation with reading and writing, visual or auditory aids are created to teach the client about diabetes. The more they see and hear, the easier it is to understand it. The next step in this model is application. Once the concept of Diabetes is understood, applying it becomes more evident. Analyzing entails the clients to ask questions about issues he or she might not fully comprehend in the management of diabetes. In the evaluation phase, the patient is able to determine if he or she has clarified all concerns and is able to better manage the disease process. The last phase is creating; in this phase the client independently develops a plan that will foster effective and successful adherence to set guidelines.
Affective Domain
The affective domain highlights the feelings of the learner. The affective domain emphasis on clients values, attitudes and motivating factors. This domain has five levels,