My interest in the idea of sharing pedagogical purposes comes directly with the contact I have had with the Project for Enhancing Effective Learning at Monash University in Australia. Now each of these teachers were very active in establishing learning agendas with their classes. The impact they were having was inspiring. Each classroom tool can have a purpose beyond delivering content, and this needs to be shared.
I suppose the purpose of this website is collate, crystalise and open dialogues about how to increase this within classrooms. As the quote from Carl Bereiter illustrates this classroom methodology can empower our students.

Friday, 2 September 2011

A couple of points about Blooms Taxonomy.

If you take Analysis as an example and firstly consider the artwork, of Piss Christ by Serrano Andes.You may Identify the materials it is made from , describe what it looks like, classify what style of art it is, make inference to its meaning, anticipate what others may think of it and appraise its value to a wider debate to society.

Problem Number 1- Is it a Hierarchy ?-  To do one level of Blooms, you have actually used all levels of the Taxonomy.

Problem Number 2-Clarity - If you can easily cover all the levels from one other, how useful is it to your students? How clear is it how to analyse Is it usable? Would they use independently? Or is it one of those "secret teacher business" things?  If so, how are we supposed to communicate with our students about this?

If you now Analyse the performance of FC Dinamo Bender last year. Then you may enumerate the statistics, compare home form against away, calculate the difference between home and away form, compare (yes again!) number of goals scored versus conceded, generalise the home form and away from form both these comparisons and decide how well they performed.Again, every level covered.

Problem  Number 3- Ignoring of the content being learned.-  The skills utilised in the analysis of art work and football statistics, is very different. One is more likely to be interpretive of opinion, while the other could be a number crunching exercise.  I know I have been selective here, but I have tried to  avoid using jarring juxtaposition. It is clear that the content helps determine what is involved in the analysis, Blooms taxonomy separates these. I want my students to learn something as well as think in complex ways about their world, this is why I am actively promoting the abstinence from Blooms and the championing of SOLO taxonomy.

More on SOLO taxonomy here - http://hooked-on-thinking.com/ and http://pedagogicalpurposes.blogspot.com/2010/08/video-introduction-to-solo-taxonomy.html

Blooms levels from http://eduscapes.com/tap/topic69.htm
Images from http://en.wikipedia.org/wiki/Piss_Christ
and data from www.vitibet.com