Curriculum Models and Approaches to Learning
Goals From TPGP:
"To increase my knowledge of specific learning strategies and activities relevant to key subject areas and developmental domains of early childhood learning in schools". (KSA #5, #8, #9)
"To learn as much about the Alberta school system and ECE program of studies, curriculum models, and approaches to learning as possible". (KSA #1, #2, #3, #4)
"To increase my knowledge of specific learning strategies and activities relevant to key subject areas and developmental domains of early childhood learning in schools". (KSA #5, #8, #9)
"To learn as much about the Alberta school system and ECE program of studies, curriculum models, and approaches to learning as possible". (KSA #1, #2, #3, #4)
Bloom's Taxonomy
What is Bloom's Taxonomy?
Bloom's Taxonomy was created in 1956 under the leadership of educational psychologist Dr Benjamin Bloom in order to promote higher forms of thinking in education, such as analyzing and evaluating, rather than just remembering facts (rote learning). The committee identified three domains of educational activities or learning:
This compilation divides the three domains into subdivisions, starting from the simplest behavior to the most complex. The divisions outlined are not absolutes and there are other systems or hierarchies that have been devised in the educational and training world. However, Bloom's taxonomy is easily understood and is probably the most widely applied one in use today.
Cognitive Domain: focuses on knowledge and the development of cognitive skills; is broken down into the following categories:
Affective Domain: focuses on emotional responses; is broken down into 5 categories:
Psychomotor Domain: focuses on physicalities; is broken down into 6 categories:
Teaching Implications - Using Bloom's Taxonomy to Evaluate Learning
The diagram below shows the appropriate assessment type at each level within Bloom's Taxonomy. These levels are directly related to the domains listen above.
Click the links below for more information:
Using Bloom's Taxonomy in the classroom
Teaching Methods using Bloom's Taxonomy
Bloom's Taxonomy was created in 1956 under the leadership of educational psychologist Dr Benjamin Bloom in order to promote higher forms of thinking in education, such as analyzing and evaluating, rather than just remembering facts (rote learning). The committee identified three domains of educational activities or learning:
- Cognitive: mental skills (Knowledge)
- Affective: growth in feelings or emotional areas (Attitude)
- Psychomotor: manual or physical skills (Skills)
This compilation divides the three domains into subdivisions, starting from the simplest behavior to the most complex. The divisions outlined are not absolutes and there are other systems or hierarchies that have been devised in the educational and training world. However, Bloom's taxonomy is easily understood and is probably the most widely applied one in use today.
Cognitive Domain: focuses on knowledge and the development of cognitive skills; is broken down into the following categories:
- Knowledge - recall /recognition of information (i.e. teaching students to sing "O Canada"
- Comprehension - students should understand information and be bale to explain it in their own words (i.e. "How can looking both ways before crossing the street help stop accidents from happening?")
- Application - using knowledge to solve real-life problems (i.e. demonstrate what has been learned by completing an activity)
- Analysis - breaking down complex information into smaller parts (i.e. breaking down sentences into words)
- Synthesis - combining elements and creating new information (i.e. "What will happen if I put this boat in the water - will it float or sink"?
- Evaluation - judgment and decision making (i.e. "Why did the boat float or sink"?)
Affective Domain: focuses on emotional responses; is broken down into 5 categories:
- Receiving - becoming aware of, or attending to, something in the environment (i.e. Asking a new student to remember the names of the students in his/her class)
- Responding - motivation to learn and demonstrate new behaviours as a reuslt of experience (i.e. Encouraging a student to read more books after listening to a talk from the librarian on the importance of reading)
- Valuing - becoming involved or committed to some experience (i.e. have students appreciate rading as a life-long skill)
- Organizing - integration of new values into an already-existing set of values (i.e. students starting an after-school club)
- Value Characterizing - acting in accordance to a specific value and being firmly committed to it (i.e. exercising every day after school)
Psychomotor Domain: focuses on physicalities; is broken down into 6 categories:
- Reflex Movements - involuntary responses to a stimulus with no conscious thought (i.e. catching a ball that is tossed at them)
- Basic Fundamentals - basic voluntary and purposeful movements or manipulations of objects (i.e. turning a knob on a microscope to bring an object into focus)
- Perceptual Abilities - use human senses to guide movements and manipulations (i.e. distinguishing between a healthy sounding engine)
- Physical Abilities - general skills in endurance, strength, agility and flexibility (i.e. running long distances)
- Skilled Movements - complex physical movements executed with some degree of proficiency (i.e. performing a proper lay-up in basketball)
- Non-Discussive Movements - ability to communicate feelings or emotions through bodily movements (i.e. creative movement to music)
Teaching Implications - Using Bloom's Taxonomy to Evaluate Learning
The diagram below shows the appropriate assessment type at each level within Bloom's Taxonomy. These levels are directly related to the domains listen above.
- Cognitive Domain: knowledge and comprehension
- Affective Domain: application and analysis
- Psychomotor Domain: synthesis and evaluation
Click the links below for more information:
Using Bloom's Taxonomy in the classroom
Teaching Methods using Bloom's Taxonomy
Approaches to Learning (Learning Styles)
Approaches to Learning (Learning Styles)
A learning style is the way someone tends to learn best. It involves their preferred method of taking in, organizing, and making sense of information. Learning styles can help us understand why some tasks seem easier for some students than others. Benefits of identifying a child's learning style can be:
Three Most Common Learning Strategies:
See this website to determine your learning style: http://www.whatismylearningstyle.com/index.html
A learning style is the way someone tends to learn best. It involves their preferred method of taking in, organizing, and making sense of information. Learning styles can help us understand why some tasks seem easier for some students than others. Benefits of identifying a child's learning style can be:
- people learn most effectively when the strategies used are closely matched with their preferred learning style
- sometimes we can improve learning by knowing what their strengths are and having them do more of what they are good at
- often we can improve learning by knowing what students' weaknesses are and trying to enhance their skills in these areas
- different situations and learning environments require different learning strategies, so it's best for students to have a large repertoire from which to draw
Three Most Common Learning Strategies:
- Auditory
- Visual
- Kinesthetic
See this website to determine your learning style: http://www.whatismylearningstyle.com/index.html
Teaching Implications
Listed below are some strategies for appealing to the different types of learners.