Benjamin S. Bloom, educator, scholar, and researcher is widely known for his contributions to the field of education (“Lasley,” 2016; Eisner, 2000). His research and writings aimed to provide insights on ways to improve the education policy and practice (Gutek, 2001). A major part of Bloom’s contributions consists of the study of educational objectives and mastery learning theory (“Lasley,” 2016). This paper intends to explain the core elements of Bloom’s contributions to the area of education and its implications for teaching and learning practices (Guskey, 2001).
In the early 20th century, Bloom (1913-1999) and a group of educators at the University of Chicago examined the educational problems between instructors and educational goals (Bloom,
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For example, the framework of Bloom’s taxonomy may assist educators in determining the educational objectives they wish students to acquire (Eisner, 2000). Moreover, it allows educators to guide their students up to the taxonomy while acquiring new knowledge (Eisner, 2000). Additionally, it helps educators and evaluators determine which educational objective they will adopt into the lesson or evaluation (Bloom, 1956). The focus of Bloom’s taxonomy is to assist educators in creating learning experiences that increase the level of thinking skills of each student (Bloom, …show more content…
The mastery learning theory derived from the work of John B. Carroll’s (Guskey, 2001; Bloom, 1968). Carroll’s (1963) proposed a model of school learning in which all students received the same quality of instruction (Guskey, 2001; Bloom, 1968). According to Carroll (1963), the education system should grant the same quality of instruction and appropriate timeframe to all students to ensure their success and mastery of a subject (Bloom, 1968). Carroll (1963) claimed that the assumption of students’ aptitude to learn a specific subject varied upon the learning level of each learner (Guskey, 2011). Consequently, Carroll’s views about students’ aptitude and learning level encouraged Bloom to develop the mastery learning theory (Guskey,
Another important contribution is tying Bloom 's Taxonomy of cognitive categories to peer education. According to Lipsky, "Too often students are accustomed to the lowest level of cognition, simple knowledge or recall of details and information (pg. 38). Lipsky went on to discuss the importance of "higher level of cognition" by using directive words to allow students to think independently, and perform at higher levels of cognition.
It is a well-known fact that students entering higher education increasingly lack the academic skills necessary to succeed in their collegiate endeavors. It goes without saying that this is largely due to the widespread substandard education provided by legions of mediocre teachers—teachers who deliver shoddy instruction due to their own innately inferior academic abilities. At least, these facts are what Notre Dame Professor of Philosophy Gary Gutting would have readers of The Chronicle of Higher Education believe in his article “Why College Is Not a Commodity.” Although he makes many points that, if true, would be damning of the elementary and secondary teaching professions, Gutting stops short of proving his arguments logically or empirically. He claims today’s budding K-12 teachers often come from the bottom of the heap academically, directly leading to poor teaching—yet he provides no research to back up this connection. Furthermore, Gutting attempts to provide a solution to this so-called travesty by recommending that teaching be “professionalized,” ignoring the already-present professional practices and standards present. Gutting’s critiques, though thought-provoking, ultimately are logically and statistically unsatisfying in both their explanations of the state of teacher qualifications and in their calls to action.
After reading Sir Ken Robinson 's book "Creative Schools The Grassroots Revolution That 's transforming Education" the reader can visualize several examples about how to change the actual educational system. He analyzes the process of education in which we are involved and how this one could be replaced with a creative one, which encourages students to be creative in all spheres and subjects; instead, prepare them for standardized tests. Education should be a process where students learn gradually at their own level. The author defines it as " organized programs of learning … that young people need to know, understand and able to do things that they wouldn 't if left to their own devices" (Robinson, p 17) Also, he suggest and analyze, in base of his experience, how education needs to be transformed in order to benefit students and prepare them for life, instead guide them through the straight line of standardized tests. He pointed the importance of teaching and education itself, and how creativity can be a key factor that makes students engage with the learning process.
By adapting an academic tool with the words “rigor” and “relevance” in its title it is bound to ensure that no student will be miseducated. The staff of the International Center for Leadership in Education developed the Rigor and Relevance Framework in order to effectively evaluate and develop curriculum, instruction and assessment. This framework focuses on two important features. The first one is the continuum of knowledge, which can be seen on the left hand side of the table on the next page. This continuum is based on the six levels of Bloom’s Taxonomy and explains the different levels in which we think. The second dimension is the continuum of action, which can be seen on the bottom of the table. It describes how knowledge is put into action (Daggett, 2012). As the table suggests the two dimensions are then divided into four different quadrants.
This paper explores the factors involved in success in the teaching field regardless of the environment. The information is based on the interview of current teacher Jane Satrom and her experience with a variety of adversities as a long time educator such as attending professional learning community (PLC) and department planning period (DPP) meetings. Her responses to various questions are compared to written advice for success in the college textbook Peak Performance: Success in College and Beyond in order to verify which skills and strategies are necessary in order to succeed. Major themes discussed are self-control, motivation, time management, and goal setting as used to succeed in the classroom. There are varying perspectives in the definition
...o think for themselves. He believes that students will become more active and informed citizens if they are brought up to think for themselves (155). Gatto’s proposed solutions can be found successfully applied in Mike Rose’s essay. In his essay he describes the mediocre education he received while on the vocational track. Mike’s future was looking rather grim until he came under the instruction of Jack MacFarland. This man was a wise and enthusiastic teacher who challenged students academically. He encouraged and inspired students to read, to be proactive in their classes, and to think for themselves. His classes were engaging and the students were interested in his teachings (165-167). The fact that the same solutions that Gatto proposed in his essay was successful applied elsewhere proves that teaching practices need and can to change for the better.
166-173). Linda Darling-Hammond (2000) discusses how teacher education has changed and how it has affected our education system (p. 166). The author also notes how even the most intelligent people found it hard to prosper in the field without the right skills and preparation (Darling-Hammond, 2000, p. 166-173). In the article, she presents how post baccalaureate programs are carefully structured, versus alternative routes which can be no more than backup employment options. Darling-Hammond (2000) also addresses how it becomes difficult for aspiring teachers to learn both subject matter and pedagogy (p.
(1993) ‘Integrating theory and practice through instructional assessment’. Educational Assessment, 1(4). [Online] Available at: http://math.arizona.edu/~cemela/english/content/shortcourses/assessment/Day%25204%2520Reading.pdf (Accessed: 14 October 2015).
The students’ eyes: this lens establishes just how congruous the teacher’s assumptions about effective learning correspond with those of the students in his or her class.
It is important that education is properly enforced and easily accessed by all people. Poor teaching is implemented in the classroom today, such as boring lectures consisting of taking notes and regurgitating information. Because of this, people lack the motivation necessary to take advantage of their academic opportunities. In his essay “I Just Wanna Be Average,” Mike Rose writes about how during the majority of his academic career “[he] did what [he] had to do to get by, and [he] did it with half a mind” (154). Not only had Mike Rose done this, but other students follow in the same footsteps as if they are blind to how valuable education is and how it can empower a person. The type of an educator you are taught by can differentiate whether you will “do what you have to do to get by” or actually engage yourself while in the classroom. Mike Rose makes it obvious that school was not fascinating to him, but when he is introduced to a new teacher, Jack MacFarland he states that “[he] worked very hard, for MacFarland had hooked [him]; he tapped [his] old interest in reading and creating stories” (160). Professors like Jack MacFarland are what leave impacts on students and help them realize the importance of academics. Rose even states “MacFarland gave him a way to feel special by using his mind” (160). When educators can make students feel the way that MacFarland made Rose feel they can ascertain a great amount of
Naskar, Sudhiti. "Pros and Cons of Mastery Learning." MEST Education. MEST Education, 4 Jul 2013. Web. 31 Jan 2014. .
The inclusion of engaging activities in this course is not completely clear from the information provided in the syllabus. While details about the texts that will be covered throughout the tentative course outline are shared, there is very little information on the actual learning activities that will be completed by students. In several areas of the syllabus, lists of activity types are given without description. It is stated that students will conduct research, work in groups, keep journals, and take quizzes, but there is no additional information about the expectations or format these assignments will take. The depth of knowledge on these activities is unclear, but may be an area of concern. Rigor is mentioned, but not substantiated with examples or evidence. While this may not be indicative of the actual learning experiences that students complete in class, the actual information on the syllabus guides the reader to the conclusion that students will primarily remain in the lower levels of Bloom’s Taxonomy, for example remembering and understanding, in regards to thinking skills accessed (Ainsworth, 2010, Reeves, 2006). With additional explanation, any confusion or doubt about the focus and purpose of the assignments for this course would be
Pike, B., & Bradley, F. (1997). The philosophy of teaching: Developing a statement that thrives in the classroom. Clearing House, 70(3), 125. Retrieved October 6, 2011 from http://library.gcu.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=9703092460&site=ehost-live&scope=site
The most successful teaching begins with clarity about important learning outcomes and about the evidence that will show that learning has occurred (Marzano, 2010, p. 74)
In this course I experienced an important change in my beliefs about teaching; I came to understand that there are many different theories and methods that can be tailored to suit the teacher and the needs of the student. The readings, especially those from Lyons, G., Ford, M., & Arthur-Kelly, M. (2011), Groundwater-Smith, S., Ewing, R., & Le Cornu, R. (2007), and Whitton, D., Barker, K., Nosworthy, M., Sinclair, C., Nanlohy, P. (2010), have helped me to understand this in particular. In composing my essay about teaching methods and other themes, my learning was solidified, my knowledge deepened by my research and my writing skills honed.