BLOOM’S TAXONOMY

Presented by: Dr. Mysore Narayanan, Miami University, Ohio

Making Large Classes Interactive Cr
ea
Courtesy of Barbara Walvoord T o alize tin
g:
c tu
A T o pose
University of Notre Dame, Indiana. Ne Cr
w eat
Th e
m in
Co
gs
Myth: Students Prefer Lecture. Research Suggests: They Don't. Meta
cogn T o an Improved
Ten Teaching Strategies Suggested by Research itive Pl Cash Flow
Pr oce
dura T o bine
1. Have students write about and discuss what they are learning. l o m
Conc C

ing
Ev eptua
2. Encourage faculty-student contact, in and out of class. alu l
T o ct at

Af
Factu

rn
in
A g al

d
3. Get students working with one another on substantive tasks, in and out of class. Reduced Increased
T o clude

fe
Ju

ea
ea
dg

Tr
Ju e a

cti
ry nd Complaints Productivity
4. Give prompt and frequent feedback to students about their progress. n

eH
eL
Co T o ess

ain
Meta

ve
5. Communicate high expectations. cogn s
itive
As

itiv

th
T o nk

in

Le
Pr oce
6. Make standards and grading criteria explicit. dura
Ra

gn

ing

gt
l Some Benefits

ar
An
Conc
7. Help students to achieve those expectations and criteria. eptua of Total

Co

he

n
ain
aly l
T o ieve

ing
zin Factu Quality
8. Respect diverse talents and ways of learning. h g al

He
Ac ate Management

Tr
Br
9. Use problems, questions, or issues, not merely content coverage, as points of T o enti Do eak
wn it

ar
entry into the subject and as sources of motivation for sustained inquiry. f e r
Di f T o lain

t
Meta
cogn
10. Make courses assignment-centered rather than merely text- and lecture-centered. itive x p
E Prosperity and Justification
Then focus on helping students successfully complete the assignments. Pr oce
dura T o der Scholarship of Expenses
l Or
Benjamin Bloom o c t
Ap
ply ptua
l
Conc
e
g : cti ve
s .

T tru in n
si Obj
e
n s g: Factu ) . s
00 sse al
Co e Us al
o
T ula t Lo e it
se or l
0
(2 d A ion
h an cat
la c o Learner
t it ,
hw ing Edu
Training the Hand Meta
cogn
C T o imen t
ra ch of Satisfaction
Examine the Specify itive p e r K a
R. , Te my
Assignment Goals to be Pr oce E x T o ify vid ing ono
and Outline dura a s s a
D rn ax
Cl
Attained and l d a T
Un
C an r Le m's
the Salient Define the Psychomotor Learning de
rs
once
ptua s on fo loo .
er my f B man
Features Necessary T o cute ta
nd
l
Factu
d
n no
. A xo ion Lon
o g
Objectives
x e in
g: al W Ta is :
E T o dict W
it ha o ri n A Rev ork
Al t D L A wY
Pr e
lM o
Ne
T o rpr et
ea es
n?
Meta
cogn Prepara The T.Q.M. Principles
itive
I n t e
o i z e Organiz tion,
Pr oce T a r ation an
Procedure d Availabi

Inspired by Barbara Walvoord’s Lectures and Handouts

dura
l m m Stimula Inspired by the ACORN model, the author experimented on
Implement Re
m Conc Su Interest ting Helpfuln lity and
and Con ess. Sensitivit
Modifications eptua in the S implementing certain principles of ‘Total Quality Management’ in
and Attain Followed Select
Washington State T o se
em
be
rin
l
Factu ubject cern wit y the classroom. The author believes that the following twenty
Continuous U g: al Level an h Class
Improvement by the University’s
Rubric T o ulate Fa Get d Progre principles help the teaching professor in a variety of ways to
b
cts Yo
Ri ur ss excel in his or her field.
Author Meta Ta o
T crib e gh
t
cogn INSTRU
s
De
itive
CTOR 1. Break down all barriers. 11. Periodic Improvements.
Pr oce
dura T o ist 2. Create consistency of purpose 12. Maintain Momentum.
l L Knowled
Conc
eptua ge, Enth with a plan. 13. Feedback: Communication.
Draw
l Clarity a usiasm, 3. Adopt the new philosophy of quality. 14. Fact – Based Decisions.
Conclusions Tabulate, Factu
al Underst nd Concern
Analyze and andabili and Res 4. Establish high Standards. 15. Exploit Opportunities.
and Arrive ty Student pect for
Outcom s; Perceived
at Changes Synthesize 5. Establish Targets / Goals. 16. Mobilization of Expertise.
that are All Data
es or Im 6. Reduce dependence on Lectures. 17. Drive out Fear.
Essential Collected
Instruct pact of 7. Employ Modern Methods. 18. Recognition / Keep Score.
ion
8. Control the Process. 19. Identify Accomplishments.
9. Organize to reach goals. 20. Customer Focus / Results.
10. Prevention vs. Correction.
Directional Source: 1. Deming, W. Edwards. (1986) Out of the Crisis. Cambridge, MA: The MIT Press.
2. Deming, W. Edwards. (1994) The New Economics. Cambridge, MA: The MIT Press.
If Instructors Talk Six Minutes Less, 3. Jablonski, Joseph R. (1994). Implementing TQM: Competing in the Nineties Through
Total Quality Management. Albuquerque, NM: Technical Management
Students Learn More. Stimulating Informative
Consortium, Inc.

Using the pause procedure to enhance lecture recall.

Learner
Ruhl, K. L., Hughes, C. A., & Schloss, P. J. (1987, Winter). Modify? Independence
Teacher Education and Special Education, 10, 14-18. The ‘ACORN’ Model
In this study an instructor paused for two minutes on three occasions during each of five Curiosity The use of ‘ACORN’ model suggested by Hawkins and Winter to
lectures: the intervals ranged from 12 to 18 minutes. During the pauses, while students Combine? Substitute? Practice and and conquer and mastering change, may offer some helpful hints for
worked in pairs to discuss and rework their notes, no interaction occurred between instructor DISCUSS Reinforce Motivation the novice professor.
and students. At the end of each lecture, students were given three minutes to write down
everything they could remember from the lecture (free recall); 12 days after the last lecture, the Steering Supporting Action: It is possible to effectively change things only when a
students were also given a 65 item multiple-choice test to measure long-term retention. teaching professor actually tries out a new idea.
A control group received the same lectures (using the same anecdotes and visual aids) and was
Communication: Changes are successful only when the new ideas are
similarly tested. In two separate courses repeated over two semesters, the results were striking Idea
and consistent: Students hearing the lectures while the instructor paused did significantly
Facilitator effectively communicated and implemented.
better on the free recall and the comprehensive test. In fact, the magnitude of the difference in Spurring Collaborative of a Learning Constructive
Maximize? Ownership: Support for change is extremely important and is
mean scores between the two groups was large enough to make a difference of two letter grades Reverse? Questions Approach Feedback
depending upon cutoff points! Environment critical. Only strong commitment for accepting changes
demonstrates genuine leadership.
The implication of this research is staggering, for it essentially says that if we talk six minutes Uplifting Catalytic
less, students learn more. Undoubtedly these counterintuitive results stem from two things: Reflection: Feedback helps towards thoughtful evaluation of the
changes implemented. Only reflection can provide a tool
1) the short lectures (12-18 minutes) are consistent with the research that suggests that
for continuous improvement.
students’ ability to retain information falls off substantially after 10-20 minutes; and
2) by engaging in an activity that reinforces the information presented, student learning should Higher Nurture: Implemented changes deliver results only when
be increased. This study of Ruhl and others clearly suggests that we have an opportunity to Rearrange? Minimize? Real-world nurtured and promoted with necessary support
Directional: By providing direct guidance and steering them in the appropriate direction.
Order Applications
include short, active-learning activities into our lectures with no loss to the content learned. Informative: By giving instruction and establishing necessary knowledge and information. Capabilities systems, documentation and infrastructures.
Indeed, students seem to learn more from the process. Supporting: By affirming the worth and value of student’s beliefs, actions and qualities.
Catalytic: By motivating and encouraging them to learn and to move towards self-discovery.
Reflecting Source:
References: Adapt? and Acting Hawkins, P., & winter, J. (1997). Mastering change: Learning the lessons of the enterprise in
Uplifting: By enabling the student to ease tension and to react to powerful emotions.
Learning, Cognition, and College Teaching by Wilbert James McKeachie. San Francisco: Jossey-Bass, 1980. higher education initiative. London: Department for Education and Employment.
Steering: By means of creative feedback to challenging the student to rise to the occasion.
Teaching Tips: A Guidebook for the Beginning College Teacher by Wilbert James McKeachie. Reference: Stimulating: By asking the student to develop interesting problem solving methodologies.
Lexington, MASS. : Heath. 1986. Osborn, Alex F. (1953). Applied Imagination.
New York: Charles Scribner’s Sons.