Therefore, it is vital to provide relevant examples and demonstrate relationships among concepts. The affective dimension to learning is equally important to the cognitive dimension. The students have to believe they can learn the topic. A nurturing, supportive environment is conducive to this learning. We have been teaching more concepts and students aren't learning them.
Conceptual understanding takes time.
After the panel members spoke, they asked the audience members to form discussion groups of six. The groups were given an article to read and then were asked to work together to come up with six questions about the article, one for each level of learning. Some had trouble writing comprehension and application questions and commented that it is easy to blend the levels when coming up with a question. It is important to decide the main concepts you wish to emphasize before writing the questions. Dr. Shroyer pointed out that when Bloom's Taxonomy was first introduced, people thought it needed to be taught in a very linear fashion with each level as a separate domain.