Blog Task #2 – taxonomy of learning in knowledge networks

When I clicked through to the link of Bloom’s Taxonomy suddenly puzzle pieces of information came back to me of an undergraduate degree in education. Krathwohl described Blooms as a means to classify learning objectives, activities and assessments in a clear and concise manner (Krathwohl, 2002). As a teacher you always want the best for your students and a way of achieving that was always trying to reach those levels of higher order thinking. Does this still exist in a schooling system of digital natives? What needs to be updated in 2018 to provide a more non-linear system of stepping stones towards higher order thinking?

Iowa State University has developed website dedicated to the unpacking of Bloom’s taxonomy with interactive graphics and in depth articles. See Image Below. As I clicked my way through while expanding my reading I came across a statement that read, “representation of the knowledge dimension as a number of discrete steps can be a bit misleading” (IOWA State University, 2018). Something about this statement stuck with me because in a changing world and the rapid expansion of technology daily, how can we have a linear step process to the way in which students should be encouraged to think and learn? 

I pondered as I continue and thought about a student within my classroom. As an example imagine a student really loves sharks and decides they are going to create an interactive book using book creator. The student would like the book to have videos, questions and information. It will be a text that informs the reader. My learning objective is set for the class based on Bloom’s to reach the create step and students will type the information into their book creator book as part of the english program. The student however only knows how to list information. Does this mean they are only simply remembering? So with the help of technology we embed a video that is in child friendly language that the student understands but can’t yet articulate using their own words. Straight away a student who can only remember information to list is also creating. Both part of Bloom’s Taxonomy at vastly different ends of the scale. Huitt discussed this towards the end of his article stating students can “know” about a topic on “many different ways and different levels” (Huitt, 2011). Is this enough to say that students access information in different ways? Or should we be thinking of different ways to integrate higher order thinking into our classrooms?

I found this video as I went in search of something more relevant for students today (Mostafa, 2016). I thought it was a good representation of taxonomies applied to a different situation. How can we as educators make learning taxonomies more relevant to today’s learners? Are they still relevant? The questions that could be asked are endless and as students learning becomes less linear students need to be able to achieve higher order thinking at any given time.

I feel this blog post left me with more questions than answers as I delved down the rabbit hole to try and form so understanding of how learning taxonomoies can be applied into a changing classroom dynamic. I’d love to hear your thoughts on how they can fit as a missing puzzle piece.

References

Huitt, W. (2011). Bloom et al.’s taxonomy of the cognitive domain. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved [date], from http://www.edpsycinteractive.org/topics/cognition/bloom.html

Iowa State University. (2018) Revised Bloom’s Taxonomy. Retrieved from http://www.celt.iastate.edu/teaching/effective-teaching-practices/revised-blooms-taxonomy

Krathwohl, D. R. (2002). A Revision of Bloom’s Taxonomy: An Overview. Theory into Practice, 41(4), 212-218. doi:10.1207/s15430421tip4104_2

Mostafa, J. (2016, January 3) Blooms Taxonomy: Inside Out [Video file]. Retrieved from https://www.youtube.com/watch?v=G40ANGIDGcw

4 thoughts on “Blog Task #2 – taxonomy of learning in knowledge networks

  1. I think that when I was doing the readings I had a similar reaction to re-encountering Bloom’s Taxonomy during the readings – and you pose some really good questions that I have been thinking about lately too, however you’ve obviously thought a bit harder about how we can utilise and develop these taxonomies and ideas further than I have managed yet!

    I really enjoyed the Inside Out video. Putting concepts into a different context is always helpful for me in trying to fully grasp ideas, so I quite liked this merger of two seemingly unrelated topics and will need to remember to look for unexpected alternate explanations as they definitely help me, and will undoubtedly assist students in their comprehension of new ideas especially if it can draw on pop culture or relevant material for the students.

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  2. Angela, I too was taken back to my teacher training when I heard the word taxonomy. I also tackled this topic in my blog post; http://thinkspace.csu.edu.au/awood/2018/03/25/ecology-literacy-taxonomy-learning-within-the-digital-environment-assessment-item-3/. I too struggled with the relevancy of the taxonomies, but your take on their linear structure and today’s students learning in non-linear ways has added another level to my reflection.
    Perhaps as educators we need to create entirely new taxonomies for our new learning environments?
    Loved the use of the inside out video!

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  3. Angela, this blog left me thinking about the links between Bloom’s Taxonomy and how this relates to connected learning. With the introduction of the internet, the world wide web and so many online collaboration forums it is now possible to engage learners of all levels, interests, strengths and at all times.
    Doesn’t this mean that people can learn anytime, anywhere and at any pace they wish? Wouldn’t this mean that there would be engagement from students when they choose to explore areas of interest to them? and therefore wouldn’t this have a direct outcome in improved student outcomes if they are always learning in their zone of proximal development?

    You are correct, this left me with more questions, thoughts and arguments than answers! If digital learning can cater for all types of learners and at all levels of understanding, then isn’t digital online learning the answer to catering and differentiating for all students? This then links to the fact that students will then need to be digitally literate in order to navigate online and therefore learn…hmmmm….

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