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Objectives
The student can gain a deeper understanding of math concepts by utilizing a personalized
math curriculum plan that focuses on all three learning domains (Auer et al., 2022 & Sakonidis et
al., 2022). The student can become more engaged and motivated and strengthen their math skills
by using personalized math tasks and activities that require physical and mental involvement
(Sakonidis et al., 2022). These goals are all measurable and can provide a clear understanding of
where the student regards their understanding and application of math concepts. Therefore, the
first objective would be to utilize knowledge of the cognitive domain of learning to create a
personalized math curriculum plan to provide the student with a clear understanding of math
concepts. This objective aligns with the cognitive domain of learning because it focuses on
developing knowledge and understanding of math concepts. It is a measurable objective since it
can be assessed by the student's understanding of math concepts and ability to apply them in
various situations. The second objective is to increase the student's engagement and motivation
through personalized math tasks (Auer et al., 2022). This objective aligns with the affective
domain of learning as it focuses on the student's feelings toward the learning process. It is
measurable in that it can be measured by assessing the student's engagement and motivation
within the context of their personalized math tasks (Andriyani et al., 2019). The last objective is
to strengthen the student's math skills by developing math activities that require both physical
and mental involvement. This objective aligns with the psychomotor learning domain, focusing
on developing physical and mental skills. It is measurable in that it can be measured by
assessing the student's ability to utilize math skills in various activities which require physical
and mental involvement.
APPROACHES TO IMPLEMENTATION 3
Classification System
Bloom's Taxonomy is a classification system created by Benjamin Bloom to classify
educational objectives. It divides objectives into three domains: Cognitive, Affective, and
Psychomotor, each with its levels that describe the kinds of objectives learners need to meet
(Gordon et al., 2018). The Cognitive Domain includes Knowledge, Comprehension,
Application, Analysis, Synthesis, and Evaluation (Gordon et al., 2018). The Affective Domain
includes Receiving, Responding, Valuing, Organizing, and Characterizing. The Psychomotor
Domain includes Perception, Set, Guided Response, and Mechanism (Gordon et al., 2018).
Bloom's Taxonomy provides a valuable framework for designing objectives and assessments
aligned with educational goals.
Bloom’s Taxonomy is the best classification system that aligns with the objectives
selected for the curriculum plan. It focuses on cognitive processes such as knowledge,
comprehension, application, analysis, synthesis, and evaluation. These cognitive processes can
create personalized math tasks that precisely meet the objectives. While all three objectives
align with different domains of Bloom's Taxonomy, they are also related to the overall goal of
creating a personalized math curriculum plan which will promote student understanding,
engagement, and skills. This will require an integration of the cognitive, affective, and
psychomotor domains of learning into the curriculum plan to develop a comprehensive approach
that will help the student reach their desired outcome.
When aligning the first objective to Bloom's Taxonomy, one may focus on the highest
level of understanding: evaluation. This involves determining the value of something, including
the ability to see connections between facts, analyze situations and make decisions (Gordon et
al., 2018). A math curriculum plan that successfully meets this objective would demonstrate the
APPROACHES TO IMPLEMENTATION 4
student's ability to evaluate math problems and create resolutions. It also shows that the student
can analyze, apply and create models and solutions to math problems. In addition, they must be
able to use facts, terms, and data accurately, demonstrating comprehension and knowledge of
math concepts. This can be achieved through student-centered activities such as quizzes and
worksheets, in addition to providing the student with feedback on their comprehension and
understanding of the math concepts.
The second objective aligns with Bloom's Taxonomy in that it is focused on the affective
domain of learning, which is the highest order of the taxonomy. The objective seeks to increase
the student's engagement and motivation, which falls into valuing, responding to, and
organizational values (Gordon et al., 2018). Additionally, the personalized math tasks seek to
help the student internalize the subject matter, which falls into the category of internalizing
values. By measuring the student's engagement and motivation, the objective also utilizes
Bloom's Taxonomy evaluation category. Through personalized math tasks, the objective
supports the cognitive and affective objectives listed in Bloom's Taxonomy and is a practical
way of aligning with Bloom's taxonomy.
The last objective falls under the third level of Bloom's Taxonomy, labeled Application.
The objective requires the student to apply the mathematical skills learned in the previous levels
(Knowledge and Comprehension) to develop activities requiring physical and mental
involvement. The student is expected to be aware of the skills and demonstrate those skills
meaningfully. Their mastery can be evaluated by measuring the student's ability to use the skills
in the activity.
To provide further detail, project-based math curriculum plans utilizing Bloom's
Taxonomy classification system are designed to create learning opportunities that help students
APPROACHES TO IMPLEMENTATION 5
develop their critical thinking, problem-solving, and creative thinking abilities through hands-on
projects and activities (Revelle et al., 2020). These curriculum plans aim to stimulate the mind,
engage students in meaningful and creative learning experiences, and promote a deep
understanding of mathematics. The cognitive processes of Remembering and Understanding are
at the base of Bloom's Taxonomy classification system (Gordon et al., 2018). In a project-based
math curriculum plan, tasks involving Remembering requires students to recall facts and
definitions from memory, as well as be able to identify patterns and relationships in mathematics
(Andriyani et al., 2019). Tasks involving understanding require students to analyze data and
problems and be able to explain the solutions. The next level up in Bloom's Taxonomy
classification system is Applying. In a project-based math curriculum plan, tasks involving
Applying to require students to use the information they have memorized and the concepts they
have understood to solve a problem. Students need to use their learning practically to complete
tasks and projects confidently. The third level up in Bloom's Taxonomy classification system is
Analyzing. In a project-based math curriculum plan, tasks involving Analyzing require students
to use the information they have learned to break down and examine data, identify relationships
and patterns, and create problem-solving strategies. Students need to be able to think critically
and logically to analyze information effectively. The fourth level up in Bloom's Taxonomy
classification system is Evaluating. In a project-based math curriculum plan, tasks involving
Evaluating require students to develop and use criteria to judge the value and reasonableness of
results. Students need to be able to judge the quality of information and solutions. Finally, the
highest level in Bloom's Taxonomy classification system is Creating. In a project-based math
curriculum plan, tasks involving Creating require students to use the concepts and ideas they
APPROACHES TO IMPLEMENTATION 6
have acquired and the strategies they have developed to construct new concepts, theories, and
solutions. Students need to develop their original solutions and products creatively.
In conclusion, project-based math curriculum plans utilizing Bloom's Taxonomy
classification system promote a deep understanding of mathematics by stimulating the mind and
engaging students in meaningful and creative learning experiences. The tasks involved range
from memorizing facts and definitions to understanding concepts, analyzing data, evaluating
solutions, and creating new products and theories. Using these different levels of Bloom's
Taxonomy classification system, educators can structure lessons, activities, and projects that help
students develop their critical thinking, problem-solving, and creative thinking abilities.
Instructional Model
The project-based instructional model would significantly impact all of the elements of
the curriculum change plan, as it would serve as a practical framework to bridge the gap between
the contents of the curriculum and the students' real-world experiences. Scripture says in 2
Timothy 3: 16-17, “All Scripture is breathed out by God and profitable for teaching, for reproof,
for correction, and for training in righteousness, that the man of God may be complete, equipped
for every good work.” (English Standard Version,2001, 2 Timothy 3: 16-17). This scripture
encourages us to use scripture to equip us to be successful in all of our good works, which
includes teaching. Project-based learning is an effective way to help students understand and
apply the standards that must be adhered to. By utilizing this type of learning, teachers can give
students a more hands-on approach to learning and creating projects that relate the standards to a
real-world context (Revelle et al., 2020). This allows students to understand the standards more
deeply and how to utilize them in their daily lives.
APPROACHES TO IMPLEMENTATION 7
The application of project-based learning would influence the plans for standards as it
would allow for a better connection of the content being taught to the standards being assessed.
It would also allow one to more clearly define the expectations for the project and clarify the
process for students to meet those standards (Krajcik et al., 2008). The project-based
instructional model also influences classroom practices by promoting more active learning
within the classroom. Rather than solely relying on lectures and writing assignments, project-
based learning would encourage students to apply their knowledge to real-world problems. This
would make the content being learned more meaningful and engaging for students. Project-
based learning would also influence the plans for instructional time usage. By giving students
time to work on individual or group projects, the instructor can use students' classroom time
further. The teacher would backtrack to help students understand the concepts they need to
understand while also giving them time to apply the concepts and develop a deeper
understanding (Krajcik et al., 2008). Project-based learning would also influence plans for
materials and assessments. By providing students with engaging activities and projects, teachers
can use a wider variety of materials for instruction, allowing for more creativity during
instruction. Projects could also be leveraged to develop assessment materials as students' work
could be used to assess their understanding of course content (Krajcik et al., 2008). The project-
based instructional model applies to the curriculum change plan the most because it allows for
the integration of course content in a meaningful way. The model enables students to apply their
knowledge to solve real-world problems and encourages active learning within the classroom. It
also helps bridge the gap between the curriculum and students' real-world experiences.
APPROACHES TO IMPLEMENTATION 8
References
Andriyani, R., Shimizu, K., & Widiyatmoko, A. (2019). The effectiveness of project-based
Learning on students’ science process skills: a literature review. Journal of Physics:
Conference Series, 1321(3). https://doi.org/10.1088/1742-6596/1321/3/032121
Auer, M. E., Hortsch, H., Michler, O., & Köhler, T. (2022). Theory or practice: A student
perspective on project based learning versus module based learning to Improve technical
skills among IT undergraduates. Lecture notes in networks and systems (pp. 968-979).
Springer International Publishing AG. https://doi.org/10.1007/978-3-030-93907-6_103
English Standard Version Bible. (2001). ESV Online. https://esv.literalword.com/
Gordon, W. R., ll, Taylor, R. T., & Oliva, P. F. (2018).J Developing the curriculumJ(9th ed.).
Pearson Education (US)
Grier, D. M. (2018). Efficacy of a summer math academy program to improve student
motivation and knowledge and skills in a rural southeastern community (Order No.
13420751). Available from ProQuest Dissertations & Theses Global. (2377707798).
https://go.openathens.net/redirector/liberty.edu?url=https://www.proquest.com/
dissertations-theses/efficacy-summer-math-academy-program-improve/docview/
2377707798/se-2
Krajcik, J., McNeill, K. L., & Reiser, B. J. (2008). Learning-goals-driven design model:
Developing curriculum materials that align with national standards and incorporate
project-based pedagogy. Science Education (Salem, Mass.), 92(1), 1-32.
https://doi.org/10.1002/sce.20240
Revelle, K. Z., Wise, C. N., Duke, N. K., & Halvorsen, A. (2020). Realizing the promise of
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Project‐Based learning. The Reading Teacher, 73(6), 697-710.
https://doi.org/10.1002/trtr.1874
Sakonidis, C., Potari, D., Zachariades, T. (2022). Meeting the challenges of re-designing two
mathematics curricula reforms in uncertain times. Research in Mathematics Education,
24(2), 150–169. https://doi.org/10.1080/14794802.2022.2086609
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