At first, it was kind of surprising to see Bloom’s taxonomy back on stage. Anyone who has been in college in the western hemisphere may be familiar with that taxonomy but it might be a bit hard to hear that someone is using it today (in my geographic context, at least). For some reason, this taxonomy faded away, probably to give way to new teaching approaches like Task-based or Competency-based learning in many institutional arenas. Perhaps, some of the reasons, if I recall well, was that Bloon was closer to the Structuralist/Behavioristic approaches for language teaching and learning by relying too much on conditioning “verbal behavior” and less on “success indicators”. It was also accused (by some) as being teacher/form-centered and less student-centered. For instance, there are 2 updated books on my desk from 2 very distinguished ESL authors (gurus) from both sides of the atlantic where Bloom or his taxonomy is not even mentioned in the bibliography. (For ethical reasons I will not mention names here, but you may request the authors and book titles by e-mail)
Therefore, I was curious to know why it survived in the University of Oregon. To begin with, I was not aware of the review made by Anderson and Krathwohl (2002), or the work made on the knowledge dimension by one OU staff, Dianna Fisher. That is a very interesting work and it adds value to the taxonomy.
Now, when it comes to writing an objective for language learning, I realized that there are many factors or elements that merge on the teacher´s desk. What should, in my opinion, be taken into account? Students language knowledge or level, Standards alignment, the type of knowledge dimension in target expressed by its category, level of cognitive order, linguistic skill to be developed, means to achieve the objective, and the product you wish to obtain in order to judge the final performance. For that reason, writing an ABCD objective is not a goal, but it is part of a whole broad equation. Oops!, did I forget to mention the slot for Web 2.0 tools?
To wrap up, I must say that even though I may not be finding myself writing ABCD objectives for everything I teach, knowing its benefits have given me a better perspective in terms of the essentials called to play. Teaching with objectives in mind should provide a clearer focus and a paved path to teaching and learning.