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Learning Taxonomies

Learning Taxonomies. Learning Objectives. Name at least two different learning taxonomies. Describe how learning taxonomies might be used in a research project. Bloom learning taxonomy.

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Learning Taxonomies

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  1. Learning Taxonomies

  2. Learning Objectives • Name at least two different learning taxonomies. • Describe how learning taxonomies might be used in a research project.

  3. Bloom learning taxonomy Anderson, L. W. and David R. Krathwohl, D. R., et al (2001) A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. Pearson Education, Abridged Edition. http://www.uwsp.edu/education/lwilson/curric/newtaxonomy.htm

  4. Lee Shulman’s Learning Taxonomy Shulman, L.S. (2002). "Making differences: A Table of Learning." Change Magazine, 34(6), 36-45. http://www.carnegiefoundation.org/publications/sub.asp?key=452&subkey=612&printable=true.

  5. Shulman – con’t • Commitment (to the process of science, paradigms) • Performance (of laboratory techniques) • Engagement (with new texts and ideas) • Understanding (of new ideas and doubt of certainty) • Reflection (on research results) • Judgment (deliberations, debates) • New Commitment (to the process of science, paradigms) • New engagements....

  6. Significant LearningDee Fink advocates the expression of learning outcomes in terms of his six-part taxonomy • Foundational Knowledge - Understanding and remembering information and ideas. • Students will recognize and understand legal terminology. • Acquire in-depth knowledge of key concepts of virology. • Application - Skills; critical, creative, and practical thinking; managing projects. • Students will be able to compare and contrast opposing legal principles, choose a position and defend it. • Students  will demonstrate teamwork in preparing a complex project. • Integration - Connecting ideas, people, realms of life. • Students will be able to apply legal principles to the accounting field. • Assess the contributions of virology to advances in science and medicine. • Human Dimension - Learning about oneself, others. • Students use reflection and team feedback to identify areas where they have strengths and areas that need improvement. • Value the group learning environment. • Caring - Developing new feelings, interests, values. • Students will want to apply legal and ethical knowledge to life events. • Understand the impact of viral disease on individuals and populations. • Learning How to Learn - Becoming a better student; inquiring about a subject; self-directing learners. • Students will be able to do research to assess and apply court cases to legal issues. • Learn to think as a scientist.

  7. Dee Fink Taxonomy Significant Learning taxonomy Fink, Dee. 2003 Creating Significant Learning Experiences. Jossey Bass. http://www.wcu.edu/WebFiles/PDFs/facultycenter_SignificantLearning.pdf

  8. Uses of Taxonomies • Lexicon; working vocabulary; language • Classification (library, catalogue, Carnegie Classification) • Elements to be balanced (food groups; Boyer's scholarships) • Assessment and design framework; protocol for analysis • Middle-range theory • Master narrative • Mnemonic; checklist; heuristic • Ideology; conscience; moral code • Elements to be played with

  9. Applications

  10. Applications, con’t

  11. AM Last Page • http://journals.lww.com/academicmedicine/pages/collectiondetails.aspx?TopicalCollectionID=6

  12. Conclusions • Lots of different learning taxonomies. • Learning taxonomies can help you classify test questions, student answers, etc. • There is LOTS of info on the web.

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