Building Strong Self-Concept in Elementary School Students Using Bloom’s Taxonomy

Building a strong self-concept from an early age is critical to academic and overall wellness. Bolstering self-concept translates to better outcomes in social, emotional, behavioral, academic, and career realms. Students’ self-concept development will be explored. The application of Bloom’s Taxonomy supports the development of student self-concept. Self-concept is learned through this process. CANA results from a one year implementation of the Grow With Guidance System with third grade classrooms are overviewed.

All Ohio Counselors Conference, October 29, 2024

Building Strong Self-Concept in Elementary School Students Using Bloom’s Taxonomy [PDF]

Building Strong Self-Concept
in Elementary School Students
Using Bloom’s Taxonomy

Benjamin Shultz, LSC, LPCC ([email protected])
Tommie Radd, PhD, LPC ([email protected])
Kristin Chamberlain, PhD, LSC, LPC ([email protected])

The Dr. Tommie Radd Professorship in School Counselor Education
Ohio University Counselor Education

Objectives

Objective 1

Participants will overview the importance of self-concept development and strategies to enhance self-concept.

Objective 2

Participants will explore how to bolster self-concept using Bloom’s Taxonomy and the Grow with Guidance Systems Model.

Objectives

Objective 3

Participants will learn the Self-Talk/Self-Picture System Component (Radd, 2021) from The Grow with Guidance Systems Model (2021) that aligns with the ASCA National Model (2019) as a comprehensive, developmental, and results-oriented framework for prevention and intervention in schools.

Objective 4

Participants will actively engage in discussion on how they might partner with Ohio University to implement the Grow with Guidance system and complete pre-and-post assessments.

Bloom’s Taxonomy Categories

Use the top of the Bloom’s Taxonomy Higher Ordered Thinking Pyramid Framework as your guide for presenting student questions related to the skill such as Applying, Analyzing, Evaluating and Creating. Find More Information here:
https://citt.ufl.edu/resources/the-learning-process/designing-the-learning-experience/blooms-taxonomy/

Bloom’s Taxonomy

In 1956, Bloom and colleagues worked out a framework that has been applied by generations of K-12 teachers and college instructors in their teaching (Hasić & Saračević, 2023).
The domains:

Cognitive (knowledge, cognition)
Affective (attitudes, interests, motivation)
Psychomotor (physical activities and skills)

Cognitive domain includes learning objectives related to knowledge and thinking.
Affective domain includes learning goals related to attitudes, interests, and value judgments.
Psychomotor area includes learning objectives related to manual and motor skills (Armstrong, 2010).

Bloom’s Taxonomy Strategies

Think-pair-share to explain ideas and increase understanding of lesson delivered by school counselor.
Demonstrate how a student is special and important.
Provide examples of how a student is helping him/herself.
Evaluate how a choice can be helpful or hurtful.

Self

SELF-WORTH – a sense of one’s own innate value as a human being. Self-worth is the internal sense of being good enough and worthy of love and belonging from others.
SELF-WORTH THEORY – An individual’s main priority in life is to find self-acceptance (Covington & Beery, 1976).
SELF-CONCEPT – Self-concept is the image we have of ourselves, both positive and negative attributes.
UNCONDITIONAL SELF ACCEPTANCE (USA) proposed by Albert Ellis.
A POSTIVE SELF-CONCEPT IS REFLECTED IN A HIGH SENSE OF SELF-WORTH.
HEALTHY SELF-CONCEPT DEVELOPMENT is essential for student success (Radd, 2021).

Importance of Secure Sense of Self-Worth & Self-Concept during Elementary School

Students experience improved social cognition.
Students with a secure self-concept are better at recognizing emotions (positive and neutral facial expressions) in others (Cordeiro et al., 2021).
Students feel more confident about class participation (Lobos et al, 2019).
Students achieve higher attendance rates (Lobos et al., 2019).
Students experience a decrease in self-worth when transitioning to middle school (Onetti et al., 2019).

The Grow with Guidance (GWG) Systems Model (Radd, 2021)

The GWG system is a developmental, performance-based system for use in schools.
The GWG system includes six interactive components:

Self-Talk, Self Pictures
Behavior Management
Implementation
Curriculum
Family Involvement
Observation/Evaluation

The Self-Concept series and weave is present in each component to guide students to develop a strong secure self-concept.
All activities engage the students in the process.
Each activity builds on the previous activities, so it is a learning process that requires reviewing, connection, and practice.

The Core of the Grow with Guidance System

The Self-Concept series is one of the core concepts of the GWG System
Truth & Unconditional Acceptance: All people are special and valuable because they are unique and different from one another.
Behavior: This uniqueness comes with an inherent responsibility to help and not hurt self or others.
Accountability: People are responsible for self-monitoring which translates to them embracing their uniqueness and worth (Radd, 2021).

The Self-Concept Series in the GWG Model is Taught to All Students

All are important and valuable no matter what they think, say, feel, and do.
All show they are remembering their worth by making helpful choices toward themselves and others. They are responsible for helping, not hurting self and others.
All are responsible for their choices. This accountability empowers all to make improvements because of their worth.

NOTE: Listen to podcast at https://allsucceed.com/media/

Self-Concept Series: Self-Talk and Self-Pictures

Self-Concept Series Self Talk		Self-Concetp Series Self-Pictures
Step 1	“I am important and special.”	A self-picture that could accompany this Step 1 statement is of a time or place that reminds the person of one’s personal worth just for being a unique person. It could be a picture of the person sitting peacefully, etc. Each person can choose a picture, which can be changed as desired.
Step 2	“I help myself.”	A self-picture that could accompany this Step 2 statement is of a time or situation that represents a person helping him or herself. It could be an image of the person smiling in the mirror, acting in a helpful way, etc. Each person can choose a picture, which can be changed as desired.
Step 3	“I am responsible for me.”	A self-picture that could accompany the Step 3 statement is of a time or situation that represents a person being responsible and accountable for his or her actions. It could be the person following through on an assignment, apologizing for a mistake, etc. Each person can choose a picture, which can be changed as desired.

Alexander Elementary Results Data

Children’s Affect Needs Assessment (CANA) – Grade 3

Self-Concept Series

Student General Self-Report Evaluation Tally Form and Student Comments

Question #	Yes	No	Blank	Total	% Yes
1. Have the activities helped you?	88	17	0	105	84%
2. Do you feel better about yourself?	90	15	0	105	86%
3. Do you feel better about learning?	92	12	1	104	88%
4. Do you get along better with others?	82	21	2	103	82%
5. Can you handle problems better?	82	22	1	104	79%
6. Do you get along better with your teacher?	91	13	1	104	88%

Children’s Affect Scale Report Form (CANA)

Year: 2023-2024

Teacher: P1

Building: Elementary

Grade: 3