Please write a personal reflection using this video and applying the bloom taxonomy to do it.
This is what it is really like to live with ADHD.
Apply Blooms taxonomy of questioning techniques.
The 6 Levels of Bloom’s Taxonomy
1. The first level of Bloom’s Taxonomy is to Remember.
Example activities at the Remembering level: memorize a poem, recall state capitals, remember math formulas
2. The second level of Bloom’s Taxonomy is to Understand.
Example activities at the Understanding level: organize the animal kingdom based on a given framework, illustrate the difference between a rectangle and square, summarize the plot of a simple story
3. The third level of Bloom’s Taxonomy is to Apply.
Example activities at the Application level: use a formula to solve a problem, select a design to meet a purpose, reconstruct the passage of a new law through a given government/system
4. The fourth level of Bloom’s Taxonomy is to Analyze.
Example activities at the Analysis level: identify the ‘parts of’ democracy, explain how the steps of the scientific process work together, identify why a machine isn’t working
5. The fifth level of Bloom’s Taxonomy is to Evaluate.
Example activities at the Evaluation level: make a judgment regarding an ethical dilemma, interpret the significance of a given law of physics, illustrate the relative value of a technological innovation in a specific setting—a tool that helps recover topsoil farming, for example.
6. The sixth and final level of Bloom’s taxonomy is to Create.
Example activities at the Creation level: design a new solution to an ‘old’ problem that honors/acknowledges the previous failures, delete the least useful arguments in a persuasive essay, write a poem based on a given theme and tone.
This is what it is really like to Live with ADHD.
The 6 Levels of Bloom’s Taxonomy
From the video, I can remember that Jessica McCabe speaks about the need to understand the ADHD mind. She challenges her audience to know that people with ADHD are not abnormal, it is only that their minds function differently from those of individuals without. Also, people should understand that they do not intend to behave the way they do, such as their limitation in attention or failure to keep time. The ADHD mind controls their behavior, which makes them act differently, although they have potential like any other person.
The second level challenged me to understand some of the critical arguments that Jessica McCabe was making in her speech. One of the areas I focused on is the types of symptoms that she discussed in her personal life with ADHD. For example, although she was smart during her early years of life, her ADHD affected her education and career prospects as she grew up into adulthood. For example, I can relate her inability to keep type or complete tasks to her ADHD brain. Therefore, any help to overcome the challenges would involve reprogramming her brain.
I have learned valuable lessons from the video that I can use to help children who have ADHD to focus and keep up with their classwork. For instance, when working with a child with ADHD who cannot keep time, I will use an alarm clock to reprogram his mind. I can also use a list of tasks and tick as the child completes to ensure that he keeps up with the classwork and assignments. I will use the knowledge to support students, who would otherwise be left behind because of the ADHD brain. Jessica McCabe recommends the use of strategies, such as CBT or meditation.
In the analysis part of the learning process, I will use the information to assess why a student with ADHD lacks attention and what could be done to help him to overcome the challenge and catch up with the rest of the class. At this point, I will work with other teachers and parents to analyze the challenge and design interventions for the student. I will also keep evaluating the student to identify the extent of change towards achieving at the same level as other students in the classroom.
I will evaluate myself and my student to establish the progress towards overcoming the limitations associated with the ADHD brain. For example, I will use the list of tasks for the student to determine whether the ability to complete on time has improved after using some of the strategies proposed in the video. The activity will also evaluate my ability to use some of the proposed strategies in helping individuals with ADHD to achieve their potential.
In creating, I will design a new approach to help students with ADHD in my class. Just like Jessica McCabe realized the strategies that could work in her cases, such as the list of activities and timer, I will create a strategy that takes into account the needs of my students. For example, I will use an approach that involves taking breaks between tasks to maintain the attention of students with serious limitations in paying attention.
McCabe, J. (2017). This is what it is really like to Live with ADHD. TEDxBratislava