Bloom's Taxonomy and Marzano's Instructional Strategies

I was introduced to Bloom's Taxonomy when I began my undergraduate teaching degree almost 8 years ago, but I was not introduced to Marzano's Instructional Strategies until I began pursuing my masters degree last year. In either case, both have had an impact on my teaching.
Each of the schools for which I have worked have placed an emphasis on higher level thinking skills and thus higher levels of Bloom's taxonomy; this has positively affected my lesson plans. I was once required to write write a variety of questions at varying levels of Bloom's that corresponded to each lesson. In this way to this day, I continue to conceptualize higher-level thinking questions no matter what lesson or concept I am teaching. I have also constructed a variety of reading-related activities that demonstrate all levels of Bloom's and continue to add activities to a stockpile of sorts if they fit in at specific levels. This enables me to pull from said stockpile to match the learning expectation or even to match the level of the student. Finally, I use Bloom's taxonomy to assess literature, with a bank of questions related to each level which can be adapted to any novel or short story.
As my introduction to Marzano did not come until later in my career, I am just begin to explore the possibility the instructional strategies have to offer. I found that I was intrinsically employing some of the strategies with less finesse than Marzano promoted. I feel I have the most room for improvement when it comes to implementing all 9 of Marzano's strategies. I could improve upon my use of consistency insofar as how often I strategies like nonlinguistic representations or cooperative learning. Other strategies such as setting objectives and providing feedback, I have worked on specifically this school year to improve. I feel my ability to provided feedback has improved and now I seek to enhance my students' ability. Furthermore, while I feel I set academic objectives for my lessons well, I could improve upon enabling my students to set their own objectives.
While I feel my colleagues are just as familiar if not more familiar with the concepts of Bloom and Marzano, I still feel specifically techniques or practices I have developed could stand to be shared. Luckily, my school functions on a PLC model, allowing for weekly morning meetings during which time teachers are specifically meant to collaborate and share ideas while working to improve student learning. For this reason, I feel that I have a platform and an environment in which to share when the information becomes applicable to our discussion. Most pressingly, I care to discuss the concepts of generating and testing hypotheses as our sophomore students begin their first research papers.

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