To prepare for my session at IATEFL BESIG on Saturday, I’ve designed a simple way of looking at Bloom’s taxonomy to help teachers create more stimulating and engaging activities for their business English learners.
Looking at Blooms cognitive domain, you can make a continuum which goes from low order thinking skills to high order thinking skills. As you move up the continuum, the skills become more complicated and sophisticated.
Under this you can see the six sub-skills of the cognitive domain: remember, understand, apply, then analyse, evaluate and create. Often these are seen as skills to be achieved by learners step by step.
And then under each sub-skill there are a set of action verbs (sometimes called power verbs, thinking verbs or learning objective verbs) and you can use these to plan or describe learning aims and also design tasks.
For me, I now use the verbs on the HOT end of the scale to design my listening and reading tasks – so I no longer talk about ‘listening comprehension tasks’, but ‘listen and create tasks’, ‘listen and imagine tasks’ which make my tasks more stimulating, engaging and better reflect what my business English learners actually do at work.
I’ll be adding tasks over the next week or so. And if you are interested in this area, my session is being broadcast live this Saturday from the IATEFL BESIG conference in Bonn at 15:45-16:30 “HOT (high-order thinking) tasks for BE learners”
Click here for the full live schedule:
So come on, make your tasks HOTTER!