Bloom's Taxonomy and the Gifted Student
Blooms taxonomy should be the main guide in teaching gifted students. Blooms taxonomy allows for critical thinking that progresses from the most basic to the most complex. Blooms taxonomy is mainly used when the educator is writing the objectives and goals that should be achieved by the students. Gifted students objectives and goals should include more complicated concepts like analysis, synthesis and evaluation.
An academically gifted student should be asked to analyze information and usually what is expected of the student is for them to compare or contrast, solve some information, investigate, examine, classify and inspect information. The end result should be a report, a conclusion, a plan, a survey, a solution to a mystery or mock crime scene and questionnaire.
A gifted student should be encouraged to synthesize information, in this case the student should create, develop, design, compose and invent information and the end result should be an original story, a game, a musical composition, a poem, an invention, a piece of artwork, a hypothesis, an experiment or a script.
A gifted student should also be asked to evaluate information, in this case the student should choose, rank, assess, grade, critique and judge information. The end result should be a book review, a self-assessment, a current events debate, a court trial or an editorial.