Bloom’s Taxonomy with Respect to Cognition in a Diverse Socio-Economic Classroom

Abstract

The paper will look at the role of the socio economic influence in the transfer of knowledge and whether it can be used as a negative-positive stimulator in the meta- cognitive process. Through the diverse level of economic disparity that encompasses them we will look at the factors that go into a making a classroom a level playing environment for the diffusion of knowledge. The paper will look at how experience can play a role in the creation of meta cognitive knowledge and the role of teachers as role models by sharing with students and amongst themselves as a pivotal feature in the establishment of positive meta cognitive experiences. The proposed structure would envisage creation of knowledge from ‘bottom- up’ through people via the teacher- student relationship with the entire focus on human- tacit knowledge creation and codification. The scope of the paper is to : 1. Identify potential issues in making a classroom a level playing field for a diverse group of socio-economic students 2. Apply Bloom’s ‘revised’ Taxonomic table with respect to recall, understanding & applying of cognitive processes in the knowledge domain and the human infrastructure and tools required to implement this as a continuous process. The paper will look at evaluating the problem through the framework provided by Bloom’s Taxonomy and analyze its relation through diverse socio economic influences in the classroom. The proposed solution will be based on the analysis of the taxonomic model as well as based on the results from our interviews. The conclusions will provide a significant roadmap in the generation of knowledge through the classroom while attempting to minimize the impact of the socio-economic divides. In addition through the taxonomy we hope to provide knowledge transfer guidelines that will help in the sustainability of the knowledge cycle in the classroom.