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Comprehensive character education compels us to teach to the whole child - Head (cognitive), Heart (affective), and Hand (behavior).
SEE provides workshops to understand and recognize teaching strategies to reach these three domains while integrating the objectives of Bloom's Taxonomy (see below) into lesson planning.
Bloom's
Taxonomy*
Benjamin Bloom created this taxonomy for categorizing levels of abstraction that can be applied to developmentally appropriate instruction. The taxonomy provides a useful structure in which to categorize instruction and application of lessons which include character objectives.
| Competence |
Skills Demonstrated |
| Knowledge |
- Observation and recall of definitions of character
- Knowledge of examples, role models
- Knowledge of behaviors that demonstrate specific character traits
- Mastery of subject matter
- Question Cues: list, define, tell, describe, identify, show, label, collect, examine, tabulate, quote, name, who, when, where, etc.
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| Comprehension |
- Understanding a continuum that defines each character trait
- Grasp meaning and benefit of positive character
- Translate knowledge character into new context
- Interpret facts, compare, contrast
- Order, group, infer causes
- Predict consequences, understand strategies to develop character
- Question Cues: summarize, describe, interpret, contrast, predict, associate, distinguish, estimate, differentiate, discuss, extend
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| Application |
- Use definitions of positive character in personal and group goal setting
- Use strategies of character development
- Solve problems and conflicts and demonstrate positive character
- Question Cues: apply, demonstrate, calculate, complete, illustrate, show, solve, examine, modify, relate, change, classify, experiment, discover
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Analysis |
- Seeing patterns of cause and effect related to demonstrated character
- Organization of facts to support application of character
- Recognition of hidden meanings
- Identification of stages to implement character development
- Question Cues: analyze, separate, order, explain, connect, classify, arrange, divide, compare, select, explain, infer
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| Synthesis |
- Use old ideas to create new strategies
- Generalize from given facts · relate knowledge of character from different communities, cultures
- Predict, draw conclusions
- Question Cues: combine, integrate, modify, rearrange, substitute, plan, create, design, invent, what it? compose, formulate, prepare, generalize, rewrite
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| Evaluation |
- Compare and discriminate between choices with different character outcomes
- Assess value of theories and strategies to promote character
- Identify choices based on reasoned argument
- Verify value of evidence
- Recognize subjectivity
- Question Cues: assess, decide, rank, grade, test, measure, recommend, convince, select, judge, explain, discriminate, support, conclude, compare, summarize
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* Adapted by
David B. Wangaard, SEE, 440 Wheelers Farms Rd., Milford, CT 06460
[www.ethicsed.org] from: Bloom, B.S. (Ed.) (1956) Taxonomy of educational objectives: The classification of educational goals: Handbook I, cognitive domain. New York: Longmans, Green.
Character based on Respect & Responsibility | Moral Knowing, Moral Feeling,
Moral Action |
The Teacher as Caregiver, Model, and Mentor | Teaching Conflict Resolution | Ethical Reflection & Conscience of
Craft | Service Learning | Cooperative Learning | Teaching Values through Curriculum | A Democratic Classroom Environment | Moral Discipline | A Caring Classroom Community
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