Bloom's Taxonomy
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 Bloom’s Taxonomy, this framework has been applied by generations of K-12 teachers and college instructors in their teaching.
The framework elaborated by Bloom and his collaborators consisted of six major categories: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. The categories after Knowledge were presented as “skills and abilities,” with the understanding that knowledge was the necessary precondition for putting these skills and abilities into practice.
While each category contained subcategories, all lying along a continuum from simple to complex and concrete to abstract, the taxonomy is popularly remembered according to the six main categories.
Tochon's Deep Approach to Language Learning
Using a deep approach to language learning implies a paradigmatic change in the way instructors teach. The new approach is transdisciplinary and transformative in contrast to transmissive education.
The deep approach is significantly related to an intention to understand deeply. It defines a situation in which the teacher is not the only source of inspiration and knowledge. The learners become curriculum builders.
The deep approach to language learning is project-based. Real-world themes, issues, problems and actions stimulate intrinsic motivation and create reflective situations in a way that respects the autonomy of the student and is conducive to proficiency.
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The Rationale of Deep Study Tasks According to Bloom's Taxonomy
1. Look up the meanings of words and phrases, take notes.
Remembering, (Find or remember information)
Action verbs: (List, find, name, memorize)
2. Watch the video. Try to understand the topic.
Understanding, (Understanding &making sense out of information)
(Relate, describe, explain, summarize, paraphrase, re Action verbs,tell in your own words)
3. Watch the video again. Focus on grammar. Take note of how the words in the list are used in sentences.
(Applying the facts, rules, Application, concepts and ideas)
Action verbs, (Stating rules and principles, construct, demonstrate, determine, give an example)
4. Write your own questions and try to find answers from the video.
Analyzing, (Take info apart & Explore relationships)
Action verbs, (Categorize, examine, compare-contrast, organize)
5. Discuss the topic in class.
Evaluating (Critically examine, make judgements)
Action verbs, (Judge, critique, defend, criticise)
6. Write a short description of a book you have read recently.
Creating, (Using information to create something new)
Action verbs, (Design, build, construct, plan, produce)
Language Skill Levels
Descriptions of Proficiency Levels
The following descriptions of proficiency levels 0, 1, 2, 3, 4, and 5 characterize spoken-language use. Each higher level implies control of the previous levels' functions and accuracy. The designation 0+, 1+, 2+, etc. will be assigned when proficiency substantially exceeds one skill level and does not fully meet the criteria for the next level. The "plus-level" descriptions, therefore, are subsidiary to the "base-level" descriptions.
A skill level is assigned to a person through an authorized language examination. Examiners assign a level on a variety of performance criteria exemplified in the descriptive statements. Therefore, the examples given here illustrate, but do not exhaustively describe, either the skills a person may possess or situations in which he/she may function effectively.
Level 2
Self Assesment Charts
Speaking assesment chart
Listening assesment chart
Level 2+
Reading assesment chart
Level 3
