Benjamin Bloom's Taxonomy of Educational Objectives is part of the rich science of teaching; understanding how to use the taxonomy is part of the art. Long a fan of the elegant simplicity of a hierarchy of thinking skills, I have used Bloom's Taxonomy in course design, test design, and content delivery.
In the midst of teaching, explaining to students how learning happens seems prudent; students are, after all, my partners in the process and it helps if we're doing the same dance steps. The step-wise progression from lower order thinking skills to higher order thinking skills is beautifully choreographed in the latest revision to Bloom's--we now have digital verbs. For example, from the Update to Bloom's Revised Taxonomy:
- Remembering - bookmarking, searching, googling, social bookmarking
- Understanding - advanced/ boolean searches, blog journaling, annotating, subscribing, tweeting
- Applying - executing, playing, uploading, editing
- Analyzing - mashing, tagging, linking
- Evaluating - commenting, posting, moderating, collaborating, reviewing
- Creating - programming, blogging, podcasting, publishing, wiki-ing
For those of us who are pedagogists as well as closet geeks, this is really good news. It means I can use technology as more than a tool to enable learning objectives related to other content. The effective and well-planned use of technology is its own pedagogy, music to the ears of a geek who dances.
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