Volume 04 Issue 09-2024
125
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
04
ISSUE
09
P
AGES
:
125-132
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
This article is written about the formation of affective, cognitive and psychomotor skills, and improvement of
pedagogical aspects of working with them, using B. Bloom's educational methods in working with schoolchildren with
difficult upbringing.
KEYWORDS
B. Bloom's educational methods, schoolchildren with difficult learning, affective skills, cognitive skills, psychomotor
skills, creative feelings, competence.
INTRODUCTION
In the Republic of Uzbekistan, 67% of the population is
under the age of 30, and 48.2% are under 18. Therefore,
since independence, special attention has been paid to
protecting the rights of young people in society and
ensuring their freedoms. The adoption of the Law of
the Republic of Uzbekistan "On the Fundamentals of
State Youth Policy in the Republic of Uzbekistan" is a
clear proof of the creation of vast opportunities for the
free development of the younger generation and their
active participation in social relations. This law
emphasizes that the state youth policy in the Republic
is based on the following principles:
The idea of a well-rounded and perfect individual is
considered humanity’s eternal dream, and achieving
Research Article
THE PEDAGOGICAL ASPECTS OF USING B. BLOOM'S INSTRUCTIONAL
METHODS IN WORKING WITH CHALLENGING STUDENTS
Submission Date:
Sep 20, 2024,
Accepted Date:
Sep 25, 2024,
Published Date:
Sep 30, 2024
Crossref doi:
https://doi.org/10.37547/ajsshr/Volume04Issue09-20
Jabborov Maqsud Mashrabovich
Methodologist at the Jizzakh Regional Center for Pedagogical Excellence, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ajsshr
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 04 Issue 09-2024
126
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
04
ISSUE
09
P
AGES
:
125-132
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
this status is regarded as a crucial source for
understanding the world and society. From the
perspective of the national model, a well-rounded
individual becomes a highly qualified specialist in their
field. As a result, such a mature individual progress to a
socio-historical psychological role model in their life
and activities, becoming a source of development for
their field through their potential. When working with
challenging students, educators and specialist-
organizers must help students develop the ability to
self-educate, envision a clear future, find paths to
achieve it, and foster high ideals, thereby creating
opportunities for growth.
METHODOLOGY
In social life, students whose behavior significantly
deviates from generally accepted norms and hinders
social and lawful education are considered difficult
adolescents. Therefore, students who show significant
differences in their individual characteristics are often
classified as challenging.
Difficult students exhibit false independence, openly
express their disinterest in acquiring knowledge, show
disrespect to teachers and elders, and gain authority
among peers through physical dominance.
The rudeness, impoliteness, and indifference of
challenging students often mask deeper feelings of
inferiority, delinquency, and a lack of academic
motivation.
In working with such students, educators and
specialists must help them develop self-discipline, have
a clear vision of their future, find paths to achieve their
goals, and foster high ideals, thereby creating
opportunities for personal growth.
The theoretical aspects of moral and educational work
among future educators have been studied by scholars
such as A. Abduqodirov, R. Djo‘rayev, X. Ibragimov, G.
Ibragimova, M. Inomova, U. Inoyatov, A. Isimova, Z.
Ismoilova, S. Yo‘ldosheva, U. Mahkamov, M.
Mahmudova, A. Munavvarov, O. Musurmonova, S.
Nishonova, N. Ortiqov, M. Ochilov, S. Ochilov, K.
Risqulova, D. Ro‘ziyeva, S. Tursunov, Sh. Sharipov, D.
Sharipova, Sh. Shodmonova, N. Egamberdiyeva, Sh.
Qurbonov, M. Qurbonov, and others, who have
explored various aspects of fostering morally and
spiritually developed individuals.
Psychological aspects of youth education and the
influence of social environments on their development
have been studied by researchers such as M.
Davletshin, V. Karimova, Z. Nishonova, N. Safayev, N.
Sog‘inov, G'. Shoumarov, and E. G'oziyev.
Commonwealth scientists A.L. Artamonov, V.P.
Bespalko, Yu.K. Babanskiy, S.Ya. Batishev, N.V.
Kuzmina, I.Ya. Lerner, S.G. Pashkova, and N.N.
Khiridina, among others, have put forward scientific
ideas regarding the quality preparation of pedagogical
staff.
Volume 04 Issue 09-2024
127
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
04
ISSUE
09
P
AGES
:
125-132
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
In foreign countries, researchers such as C. Vagner, M.
Garner, D. Kulburn, Nguyen Van Tin, M. Nind, E.L.
Coven, and U. Mangal have conducted research on
issues related to the development of patriotism and
professional culture.
The future life of the younger generation depends on
how the psychological and spiritual processes that
shape them as individuals are directed toward fulfilling
essential tasks.
One of the critical factors in engaging students in the
process of self-education is their self-awareness. The
formation of the ability to analyze and critically assess
one’s qualities and behaviors in the early stages of
schooling is a crucial step in increasing the
effectiveness of self-education. Every student can
achieve high results in their moral development, but
for this, the educational process must be organized
accordingly.
Due to the diverse learning and absorption methods of
challenging students, teachers must select teaching
methods tailored to each student’s unique strengths
and weaknesses. These concepts have influenced
educational approaches by promoting a holistic
approach to education. The educational areas are
critical in helping challenging students process
information and develop skills. Based on this,
formative assessment, which has recently been
introduced into our educational system, maintains its
relevance by focusing on these areas and skills during
evaluations.
When working with challenging students, educators
and specialist-organizers need to assist students in
developing self-discipline, helping them to clearly
envision their future, find paths to achieve it, and
aspire to high ideals, thus creating opportunities for
their growth.
The domains of learning, introduced in 1956 by
educational psychologist Dr. Benjamin Bloom,
represent a compilation of educational objectives.
These objectives cover three domains of learning, each
requiring different instructional methods to achieve
the expected outcomes. Each domain is designed to
engage challenging students in solving problems,
processing information, and developing their skills
from various perspectives, with distinct characteristics
and goals aimed at addressing these areas.
Each domain of learning offers advantages that
encompass real-life situations where challenging
students can acquire the professions they choose. For
instance, a student excelling in the psychomotor
domain might perform well as an architect or a
surgeon. These domains often complement and
support one another.
RESULTS AND DISCUSSION
Volume 04 Issue 09-2024
128
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
04
ISSUE
09
P
AGES
:
125-132
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
The first of the three domains of learning is cognitive
skills. Cognitive competence is based on six intellectual
abilities developed by psychologist Benjamin Bloom
and his colleagues. This concept is known as "Bloom's
Taxonomy." In practice, Bloom's Taxonomy serves as a
unique guide, helping teachers organize lessons
effectively, apply the necessary tasks and assessment
tools at each stage of learning, and expect the
necessary educational outcomes from students. Each
competency is described using active verbs that depict
how students can apply their learning during lessons,
serving as a tool for teachers to turn students'
responses into measurable learning outcomes.
Bloom's Taxonomy encompasses the following
intellectual skills:
1. Remembering
–
Refers to recalling or recognizing
previously learned information. At this stage, students
may write down, list, or name the information.
2. Understanding
–
Involves comprehending or
interpreting information based on previously learned
material. Students can express their understanding by
explaining,
summarizing,
or
describing
the
information.
3. Applying
–
This is the stage of independently solving
a task or problem, where students select and use
appropriate information for the given situation.
4. Analyzing
–
Involves understanding or disproving a
hypothesis or question to draw conclusions. Students
are expected to compare, contrast, and analyze
information at this stage.
5. Evaluating
–
Entails assessing a source or
information based on established criteria and
standards. In this process, students may check,
compare, discuss, or critique information.
6. Creating
–
Refers to generating a new idea or plan
based on information. At this stage, students are
expected to create, design, invent, or develop
something.
Bloom's Taxonomy can be applied across any subject
area and adapted to the age of the students. For
younger students, it is recommended to focus on the
first three stages
—
remembering, understanding, and
applying
—
with corresponding tasks and expected
learning outcomes.
The next domain of learning is affective skills. The
affective domain encompasses skills related to
developing emotional responses. In this domain,
challenging students understand and develop their
emotions, attitudes, and values. Similar to the
cognitive domain, there are five levels of affective
skills, ranging from simple to complex, which include:
1. Receiving
–
Involves passively perceiving emotions
and feelings. At this stage, students must succeed in
Volume 04 Issue 09-2024
129
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
04
ISSUE
09
P
AGES
:
125-132
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
this foundational level to progress to more complex
learning. For example, a student at this stage might
wait for someone to finish speaking before they talk,
ask for, select, clarify, and use the necessary
information.
The affective domain focuses on shaping students'
emotional intelligence, helping them develop
emotional awareness and responses in various
contexts.
Responding
–
In this stage, the challenging student
actively participates in a given process and
demonstrates engagement by reacting or responding.
The student may show readiness to respond,
alignment
with
expectations,
or
satisfaction
(motivation) in responding to educational outcomes.
For example, they might participate in class
discussions, give presentations, assist peers, or answer
questions based on a book they've read.
Valuing
–
This stage reflects the emotional investment
or appreciation for a particular event or behavior.
Valuing is based on adopting a set of values that are
clearly
demonstrated
through
the
student's
observable actions. For instance, a student might
display problem-solving skills, propose and responsibly
follow a plan of action, or write an essay on a social
topic to defend their position.
Organization
–
This involves comparing and resolving
conflicts between different values and establishing
priorities. The main focus is on comparing, connecting,
and analyzing values. The student becomes aware of
the need for a balance between responsibility and
freedom and takes accountability for their actions.
They create systematic plans to solve problems,
allocate time efficiently for school, family, and personal
needs. For example, a student aiming to be on the
honor roll might choose to study for an exam instead
of going to the movies with friends.
Characterization
–
This is the stage where a challenging
student acts in accordance with a self-developed and
accepted value system that governs their behavior.
Educational objectives relate to the student's overall
adaptation patterns (personal, social, emotional). For
example, the student may demonstrate confidence
when working independently, collaborate in group
activities (show teamwork), approach problem-solving
objectively, reconsider decisions, and change behavior
based on new evidence. They value people for who
they are rather than how they appear. A challenging
student recognizes that cheating is unethical, and even
if a friend offers to share answers, they choose to
complete the difficult assignment independently.
Finally, the last learning domain is psychomotor skills.
Although Bloom identified this domain, it was further
developed by educator Elizabeth Simpson in the 1970s,
organizing it from simple to complex levels. The
psychomotor domain focuses on physical skills such as
hand-eye
coordination
and
motor
abilities.
Volume 04 Issue 09-2024
130
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
04
ISSUE
09
P
AGES
:
125-132
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
Psychomotor skills help individuals carry out physical
tasks in daily life and work. This domain includes
activities such as:
- Perception: Using sensory cues to guide motor
activity.
- Set: Readiness to act, including mental, physical, and
emotional aspects.
- Guided Response: Early stages of learning complex
skills under guidance.
- Mechanism: Intermediate stages where learned
responses become habitual.
- Complex Overt Response: Skillfully executing
complex motor tasks.
- Adaptation: Modifying motor skills to meet special
requirements.
- Origination: Creating new motor actions based on a
range of learned skills.
Each stage in the psychomotor domain is essential for
helping students develop physical coordination and
motor skills in various contexts.
Perception
–
This refers to the ability to use sensory
signals to control motor activities. For instance, a
challenging student listens to the sound of a guitar
string before tuning it, recognizes the sounds
indicating malfunction in a piece of equipment,
predicts where a ball will land after being thrown and
moves accordingly, or adjusts the heat of a stove based
on the smell and taste of the food.
Set
–
This encompasses mental, physical, and
emotional readiness, which predisposes an individual
to respond appropriately to various situations.
Students are prepared to face and solve challenges.
For example, a student might prepare to play a musical
instrument at the beginning of a piece, demonstrate
eagerness to assemble parts needed for a task, or
understand and follow the sequence of steps in a
manufacturing process. Similarly, a challenging
student acknowledges their abilities and limitations
and prepares better for the next exam to improve their
grades.
Guided Response
–
Often, challenging students begin
learning complex skills through experimentation,
mistakes, or following instructions. For example, a
student might conduct an experiment to measure the
volume of a chemical using different methods, solve a
mathematical equation as shown, sketch a model
design, or learn to build a simple circuit by watching a
relevant video.
Mechanism
–
Through practice, challenging students
develop the basic skills required to complete complex
tasks. For instance, they draw a 60-degree angle
accurately, measure 70% of time precisely, use a
personal computer independently, repair a leaking
Volume 04 Issue 09-2024
131
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
04
ISSUE
09
P
AGES
:
125-132
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
faucet, or confidently play a piece on the piano after
several weeks of practice under the teacher’s
guidance.
Complex Overt Response
–
Students master
performing highly skilled tasks. At this stage, actions
are performed with great precision, speed, and
minimal effort. For example, a student plays a tune on
the piano without looking at the keys or operates a
computer quickly and accurately.
Adaptation
–
Challenging students modify and refine
their skills to meet specific demands. For example, they
respond effectively to unexpected experiences, adjust
instructions to meet the needs of their peers, or, if
studying to become a chef, they learn to adapt a recipe
to accommodate a customer's dietary restrictions.
Origination
–
This stage involves creating new
approaches that are appropriate for a specific situation
or problem. The learning outcomes emphasize
creativity based on advanced skills. When students
demonstrate originality, they develop new skills using
previously learned principles. For example, they might
design a more efficient method for completing a task,
create a new theory, or choreograph a dance to a new
song after mastering dance techniques.
CONCLUSION
In conclusion, when fostering affective, cognitive, and
psychomotor skills in challenging students, it is
essential to provide assignments that require both
written or oral expression from a social or scientific
perspective. Additionally, tasks should allow students
to work either individually or in groups, depending on
the scope of the assignment. If these aspects are
ignored and traditional tasks or questions within a
narrow subject area are used, the development of
affective, cognitive, and psychomotor skills may not be
achieved. For example, assigning a task that revolves
around solving a social or scientific problem, requiring
either written or oral expression, can be effective. This
approach helps challenging students learn how to
work both independently and in teams, propose
solutions through different approaches, analyze the
problem scientifically or socially, and finally express
their thoughts verbally or in writing.
Teachers, educators, and school psychologists working
in general education schools often need to work with
challenging students and those who have been
neglected by pedagogical attention. Therefore, it is
crucial to understand the causes of such students'
behavior and know the different types of challenging
students. Challenging students do not emerge on their
own; they are part of a complex social process. Thus,
to influence and guide them, it is necessary to
understand their psychological state, needs, and
interests, and to use appropriate methods and tools
for their upbringing.
REFERENCES
Volume 04 Issue 09-2024
132
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
04
ISSUE
09
P
AGES
:
125-132
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
1.
Mirzi
yoyev. Sh. M. “Yangi O‘zbekiston taraqqiyoti
strategiyasi”,
-
Toshkent: “O‘zbekiston” –
2022 y.
2.
O‘zbekiston Respublikasining “Yoshlarga oid
davlat siyosati to‘g‘risida” qonuni. 2016
-yil 14-
sentabr, O‘RQ
-406-son.
3.
M.Jabborov. Tarbiyasi qiyin o‘quvch
ilar bilan
ishlash shakl va metodlari // Муаллим
ҳ
ем
узликсиз
билимлендириў
.
Илимий
-
методикалы
қ
журнал
.
Нокис
., 6.2.1-
сан
, 2023. 28-33-betlar.
4.
M.Jabborov. Tarbiyasi qiyin o‘quvchilar bilan
ishlash metodikasini takomillashtirish // Maktab va
hayot.
–
2023, № 8. –
25-28 betlar.
5.
M.Jabborov. Unique pedagogical approaches for
schoolchildren with difficult upbringing //
International Journal of Advance Scientific
Research. Impact Factor: 6.741. Volume 03, Issue 11,
Pages 145-149. November 18, 2023
6.
Sh.Egamberdiyev, A.Maxmudov, R.Tojiboyeva. 4K
ko‘nikmalarini
baholash
rubrikalari.
Ta’limni
rivojlantirish respublika ilmiy-metodik markazi,
Toshkent, 2024.
7.
А.И.Шипилов. Ситуация успеха на уроке //
Начальная школа. –
2003, № 4. –
с. 90
-93.
