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| Bloom's taxonomy |
Benjamin Bloom was an educational psychologist most known for his classification of educational objectives in his 1956 handbook (Bloom 1956). Bloom's taxonomy organises learning objectives for educators into three domains, Affective (emotional), Psychomotor (physical), and Cognitive (knowledge and thinking). These domains can be remembered using such mnemonics as KAS for Knowledge-Attitude-Skills or Do-Think-Feel (Chapman 2006–2009).
Objectives for learning within each domain are organised hierarchically such that a higher level objective is not fulfilled until all lower level objectives have been attained. This constrained hierarchy is similar in structure to Abraham Maslow's hierarchy of needs (Maslow 1943), though of course for a different purpose.
One mnemonic that I recall, probably from University, is EDIT which I think stood for Explain, Demonstrate, Instruct, Test. It is also an acronym. On reflection, this is more of a skill mnemonic such as for driving instructing rather than an education one. Another mnemonic, probably from business presenting, is TTT—Tell them what you are going to tell them; tell them; tell them what you told them. I have used T=V to remind myself that variety is important in presenting, training and from what I have read recently, education too.
One mnemonic that I recall, probably from University, is EDIT which I think stood for Explain, Demonstrate, Instruct, Test. It is also an acronym. On reflection, this is more of a skill mnemonic such as for driving instructing rather than an education one. Another mnemonic, probably from business presenting, is TTT—Tell them what you are going to tell them; tell them; tell them what you told them. I have used T=V to remind myself that variety is important in presenting, training and from what I have read recently, education too.
Because not all students learn in the same way and at the same pace, we should plan for individual learners. Francis and Gould (2009 p. 75) consider Bloom's taxonomy in helping to identify multiple lesson objectives in order to provide learning suitable for the different abilities each student.
This post is work-in-progress. Below is a list of sources that I have determined contain one or more references to Bloom. They have been marked with an "*" if I have not yet used them in the above notes
Bloom B S (ed.) (1956) Taxonomy of Educational Objectives, the classification of educational goals – Handbook I: Cognitive Domain New York: McKay
*Calder, J. Ed., (1993) Disaffection and Diversity – overcoming barriers for adult learners. The Falmer Press
Chapman, Alan (2006-2009) Businessballs.com: Bloom's taxonomy – learning domains, accessed 18 January 2011
*Curzon, L.B. (2003) Teaching in Further Education - an outline of principles and practice. Continuum
Francis, M., Gould, J. (2009) Achieving your PTLLS Award – a practical guide to succesful teaching in the lifelong learning sector. SAGE
Francis, M., Gould, J. (2009) Achieving your PTLLS Award – a practical guide to succesful teaching in the lifelong learning sector. SAGE
*Gravells, A. (2007) Preparing to Teach in the Lifelong Learning Sector – Level 3 coursebook. Learning Matters
Maslow, A.H. A Theory of Human Motivation, Psychological Review 50(4) (1943):370–96.
Maslow, A.H. A Theory of Human Motivation, Psychological Review 50(4) (1943):370–96.
*Petty, G. (2004) Teaching Today – a practical guide. Nelson Thornes
*Walkin, L. (2000) Teaching and Learning in Further and Adult Education. Nelson Thornes
*Walkin, L. (2000) Teaching and Learning in Further and Adult Education. Nelson Thornes
