Teaching Taxonomies

Teaching Taxonomies Kolb Model Bloom's Taxonomy Perry's Model an information dense presentation for librarians Relevance? Most important points? Anything challenge your perceptions? How can this apply to a one-shot? How can this apply to a course? Does this seem useful to you? is important of Intellectual and Ethical Development of Experiential Learning Kohlberg's Stages of Moral Development Analysis Application Understanding Knowledge http://www.flickr.com/photos/87917471@N00/2230010178/ http://www.flickr.com/photos/12803689@N02/2475149762/ Synthesis Eval. Remembering Understanding Applying Analyzing Evaluate Create Revised! http://www.teach-nology.com/worksheets/time_savers/bloom/ Freshmen Juniors Sophomores Seniors Certainty yields to uncertainty and ambiguity. Students recognize opinion is insufficient because insufficient information (methodology, evidence, explanatory power, predictive power, logic, conclusions) used in knowledge claims. Students may recognize that even though the world is uncertain, they must make choices, and that choices require methods of critical thinking. Knowledge is certain and unambiguous. Things are black/white, right/wrong. Questions have objective and true answers. Authories have valuable wisdom and know eternal truth. Students believe that in uncertain situations, knowlege and truth are subjective and personal. Students believe that in uncertain situations people choose to apply premises, frameworks, hypotheses, and theories. They believe policy conclusions are not self-evident. Students may come to accept that choices require BOTH knowledge AND values. Knowledge, theories, and methods are imperfect and uncertain. Personal choice requires acknowledging personal responsibilty that follows from personal values. Commitment within Contextual Relativism Multiplicity Contextual Relativism Dualism (cc) image by nuonsolarteam on Flickr *roughly 1950s-60s 1970 Learning is an holistic process of adaptiation to the world. -Kolb (1984) in "Experiential Learning" 1. 2. 3. 4. Concrete Experience Observation & Reflection Forming Abstract Concepts Testing in New Situations Kolb's Experiential Learning Cycle active experimentation Reflective observation Abstract conceptualization Observe Do Think Concrete experience http://www.flickr.com/photos/58826468@N00/329844767/ (cc) photo by tudor on Flickr Plan *or, start somewhere else; just keep the order. : presented with sound logical theories to consider : provided with practical applications of concepts and theories : provided with “hands-on” experiences : allowed to observe and collect a wide range of information assimilators convergers accomodators divergers Learning Styles: Correlate to stages Let's Discuss! Carol Gilligan one two Social relationships perspective Sees that: a) others have goals & prefs b) either conforms or deviates from norms Instrumental egoism Recognize good and bad intentions View of Persons Social Perspective Level three four five six only self & norm are recognized Blind egoism Able to see abstract normative systems Social systems perspective Recognize that contracts will allow persons to increase welfare of both Contractual perspective Sees how human fallibility and frailty are impacted by communication Mutual respect as a universal principle "A large part of what we call 'good teaching' is the teacher's ability to attain affective objectives through challenging the students' fixed beliefs and getting them to discuss issues." --Benjamin Bloom (1964) in "Taxonomy of Educational Objectives"