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Adrienne Michetti

Bloom's Taxonomy - Wikipedia, the free encyclopedia - 6 views

en.wikipedia.org/...Bloom%27s_Taxonomy

shared by Adrienne Michetti on 03 Mar 10 - Cached
  • A great mythology has grown around the taxonomy, possibly due to many people learning about the taxonomy through second hand information.
    • Adrienne Michetti
      Adrienne Michetti on 03 Mar 10
       
      interesting! why haven't people actually read it, then? Is it kind of like H. Gardner's Multiple Intelligences in that people just jumped on board without actually reading the fine print?
  • It is considered to be a foundational and essential element within the education community as evidenced in the 1981 survey Significant writings that have influenced the curriculum: 1906-1981,
  • the original Handbook was intended only to focus on one of the three domains
  • ...7 more annotations...
  • the initial effort to be a starting point,
  • divides educational objectives into three "domains:" Affective, Psychomotor, and Cognitive.
  • A goal of Bloom's Taxonomy is to motivate educators to focus on all three domains, creating a more holistic form of education
  • Traditional education tends to emphasize the skills in this domain, particularly the lower-order objectives.
    • Adrienne Michetti
      Adrienne Michetti on 03 Mar 10
       
      and too often we only use the hierarchy in this domain, ignoring psychomotor and affective.
  • Affective objectives typically target the awareness and growth in attitudes, emotion, and feelings.
    • Adrienne Michetti
      Adrienne Michetti on 03 Mar 10
       
      perhaps more important for overall well-being than the other two domains.
  • the ability to physically manipulate a tool or instrument like a hand or a hamme
  • Bloom and his colleagues never created subcategories for skills in the psychomotor domain
    • Adrienne Michetti
      Adrienne Michetti on 03 Mar 10
       
      interesting - I wonder why.
anonymous

Bloom's Taxonomy of Learning Domains - 3 views

www.nwlink.com/...bloom.html

skills cognitive science taxonomy Bloom

shared by anonymous on 13 Jul 08 - Cached
  • Jeff Johnson on 13 Jul 08
     
    There is more than one type of learning. A committee of colleges, led by Benjamin Bloom, identified three domains of educational activities: - Cognitive: mental skills (Knowledge) - Affective: growth in feelings or emotional areas (Attitude) - Psychomotor: manual or physical skills (Skills)
John Marr

Don't show, don't tell? - MIT News Office - 11 views

web.mit.edu/...teaching-children-0630.html

learning Pedagogy

shared by John Marr on 02 Jul 11 - No Cached
Tero Toivanen liked it
  • Don’t show, don’t tell? Cognitive scientists find that when teaching young children, there is a trade-off between direct instruction and independent exploration. Emily Finn, MIT News Office
  • It turns out that there is a “double-edged sword” to pedagogy: Explicit instruction makes children less likely to engage in spontaneous exploration and discovery.
  • The danger is leading children to believe that they’ve learned all there is to know, thereby discouraging independent discovery.
  • ...6 more annotations...
  • To study this phenomenon, the researchers built an original toy
  • they recruited 85 preschool-age children to interact with the toy under one of four conditions: pedagogical, interrupted, naïve and baseline.
  • In the pedagogical condition, the experimenter said, “Look at my toy! This is how my toy works,” and demonstrated the squeak function twice (but made no mention of the other functions).
  • Many children in the pedagogical condition failed to discover even one function in addition to the squeak, while children in the other three conditions found, on average, one or two functions they had not been taught. What’s more, children in the pedagogical condition spent less time playing with the toy — less than two minutes, on average — than children in the other conditions, whose times ranged from slightly more than two minutes in the naïve condition to longer than three minutes in the baseline condition.
  • “The whole double-edged sword concept is really interesting,” says Susan Gelman, a professor of psychology at the University of Michigan. “In almost any domain and across different cultures, we engage in spontaneous teaching. It doesn’t have to be in the classroom, we just naturally do this with young children — we show them how things are done, point out what’s important. This study shows how sensitive children are to the kind of cues that signal teaching.” Further experiments may want to examine differences in children’s behavior across cultures, she adds.
  • the study underscores the real-world trade-offs between education and exploration, and the importance of acknowledging what is unknown even while imparting what is known. Teachers should, where possible, offer the caveat that there may be more to learn.
  • John Marr on 02 Jul 11
     
    Recent study found that if you explain "all aspects" of a toy, children are less likely to discover new uses. If you allow them to "play and experiment" they will discover new a creative uses. This should be taken into account in teaching.
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