Norah Alsubaie

Norah Alsubaie
Dr. Chris Cline
EDL 7730 Curriculum Analysis
Online School Culture Topics Assignment
September 29, 2016
Blooms Taxonomy
In 1956, Benjamin Bloom with his partners Max Englehart, Edward Furst,
Walter Hill, and David Krathwohl wrote a framework for categorizing educational
goals: Taxonomy of Educational Objectives. In 1956, Benjamin Bloom with his
partners Max Englehart, Edward Furst, Walter Hill, and David Krathwohl wrote a
framework for categorizing educational goals: Taxonomy of Educational
Objectives. the framework elaborated by Bloom and his collaborators consisted of
six major categories: Knowledge, Comprehension, Application, Analysis,
Synthesis, and Evaluation. the authors wrote brief explanations of these main
categories in from the appendix of Taxonomy of Educational Objectives.
1- Knowledge involves the recall of specifics and universals, the recall of
methods and processes, or the recall of a pattern, structure, or setting.
2- Comprehension refers to a type of understanding or apprehension such that
the individual knows what is being communicated and can make use of the

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material or idea being communicated without necessarily relating it to other

material or seeing its fullest implications.
3- Application refers to the use of abstractions in particular and concrete
situations.
4- Analysis represents the breakdown of a communication into its constituent
elements or parts such that the relative hierarchy of ideas is made clear and/or the
relations between ideas expressed are made explicit.
5- Synthesis involves the putting together of elements and parts so as to form a
whole.
6- Evaluation engenders judgments about the value of material and methods for
given purposes.
The authors of the revised taxonomy underscore this dynamism, using verbs
and gerunds to label their categories and subcategories. These action words
describe the cognitive processes by which thinkers encounter and work with
knowledge:

Remember (Recognizing,Recalling).

Understand (Interpreting,Exemplifying,Classifying,Summarizing,Inferring,Comparing).

Apply (Executing,Implementing).

Analyze (Differentiating,Organizing,Attributing).

Evaluate (Checkin, Critiquing).

Create (Generating,Planning,Producing).
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In the revised taxonomy, knowledge is at the basis of these six cognitive

processes, but its authors created a separate taxonomy of the types of knowledge
used in cognition:
Factual Knowledge

Knowledge of terminology

Knowledge of specific details and elements

Conceptual

Knowledge

Knowledge of classifications and categories

Knowledge of principles and generalizations

Knowledge of theories, models, and structures

Procedural Knowledge

Knowledge of subject-specific skills and algorithms

Knowledge of subject-specific techniques and methods

Knowledge of criteria for determining when to use appropriate procedures

Metacognitive Knowledge

Strategic Knowledge

Knowledge about cognitive tasks, including appropriate contextual and

conditional knowledge

Self-knowledge

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Maslows Hierarchy of Need

Maslow's (1943, 1954) hierarchy of needs is a motivational theory in
psychology comprising a five-tier model of human needs, often depicted as
hierarchical levels within a pyramid. Maslow needed to understand what motivates
people. He believed that people possess a set of motivation systems unrelated to
rewards or unconscious desires. The original hierarchy of needs five-stage model
includes: Frist, Biological and Physiological needs - air, food, drink, shelter,
warmth, sex, sleep. Second, Safety needs - protection from elements, security,
order, law, stability, freedom from fear. Third, Love and belongingness needs friendship, intimacy, trust and acceptance, receiving and giving affection and love.
Affiliating, being part of a group (family, friends, work). Fourth, Esteem needs achievement, mastery, independence, status, dominance, prestige, self-respect, and
respect from others. Five, Self-Actualization needs - realizing personal potential,
self-fulfillment, seeking personal growth and peak experiences.

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Piaget
Jean Piaget (1896 - 1980) was employed at the Binet Institute in the 1920s,
where his work was to improve French versions of questions on English
intelligence tests. He became interested in the reasons children gave for their
wrong answers to the questions that required logical thinking. He thought that
these incorrect answers revealed important differences between the thinking of
adults and children. Piaget's Theory Differs from Others in Several ways:
It is concerned with children, rather than all learners. It focuses on development,
rather than learning per se, so it does not address learning of information or
specific behaviors. It proposes discrete stages of development, marked by
qualitative differences, rather than a gradual increase in number and complexity of
behaviors, concepts, ideas, etc. There Are Three Basic Components To Piaget's
Cognitive Theory: First, Schemas (building blocks of knowledge). Second,
Adaptation processes that enable the transition from one stage to another
(equilibrium, assimilation and accommodation). Third, Stages of development:
Sensorimotor, preoperational, concrete operational and formal operational.

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Constructivism/ Constructivist Theory

Constructivism is a theory based on observation and scientific study about
how people learn. It says that people construct their understanding and knowledge
of the world, through experiencing things and reflecting on those experiences. The
idea of constructivism has roots in classical antiquity, going back to Socrates's
dialogues with his followers, in which he asked directed questions that led his
students to realize for themselves the weaknesses in their thinking. The Socratic
dialogue is still an essential tool in the way constructivist teachers assess their
students' learning and design new learning experiences. In this century, Jean
Piaget and John Dewey developed theories of childhood development and
education, what we now call Progressive Education, which led to the evolution of
constructivism. Piaget thought that humans learn through the construction of one
logical structure after another. He also concluded that the logic of children and
their modes of thinking are initially entirely different from those of adults. The
implications of this theory and how he applied them have shaped the foundation
for constructivist education. Dewey asked for education to be grounded in real
experience. He wrote, "If you have doubts about how learning happens, engage in
sustained inquiry: study, ponder, consider alternative possibilities and arrive at

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your belief grounded in evidence." The inquiry is an essential part of constructivist

learning.

Multiple Intelligences
Dr. Howard Gardner, professor of education at Harvard University,
developed the theory of multiple intelligences in 1983. It suggests that the
traditional notion of intelligence, based on I.Q. testing, is far too limited. Instead,
Dr. Gardner proposes eight different intelligences to account for a broader range of
human potential in children and adults. These intelligences are:
Linguistic intelligence ("word smart")
Logical-mathematical intelligence ("number/reasoning smart")
Spatial intelligence ("picture smart")
Bodily-Kinesthetic intelligence ("body smart")
Musical intelligence ("music smart")
Interpersonal intelligence ("people smart")
Intrapersonal intelligence ("self smart")
Naturalist intelligence ("nature smart")
Dr. Gardner says that our schools and culture focus most of their attention on
linguistic and logical-mathematical intelligence. We esteem them highly articulate
or logical people of our culture. The theory of multiple intelligences is so
intriguing because it expands our horizon of available teaching/learning tools
beyond the conventional linguistic and logical methods used in most schools (e.g.
lecture, textbooks, writing assignments, formulas, etc.). also, The theory of

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multiple intelligences also has strong implications for adult learning and
development.

Brain-based learning
Brain-based learning refers to teaching methods, lesson designs, and school
programs that are based on the latest scientific research about how the brain learns,
including such factors as cognitive developmenthow students learn differently as
they age, grow, and mature socially, emotionally, and cognitively. Brain-based
learning is motivated by the general belief that learning can be accelerated and
improved if teachers base how and what they teach on the science of learning,
rather than on past educational methods, established conventions, or assumptions
about the learning process. recent discoveries in cognitive science have revealed
that the human brain physically changes when it learns, and that after practicing
certain skills it becomes increasingly easier to continue learning and improving
those skills. This findingthat learning effectively improves brain functioning,
resiliency, and working intelligencehas potentially far-reaching implications for
how schools can design their academic programs and how teachers could structure
educational experiences in the classroom.

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Webb's Depth of Knowledge.

One of the critical models for understanding cognitive rigor is Norman
Webbs Depth of Knowledge (DOK) framework. The depth of knowledge
corresponds to the content complexity of a particular educational material. It can
be applied to learning expectations, instructional prompts, and assessment items
alike. DOK is a language system, with definitions of each level of complexity for
each subject area. For all subject areas, there are four DOK levels. A summary of
the mathematics DOK definitions is below:
Level 1: Recall
This level involves basic tasks that require recall of facts or rote reproduction of
simple procedures. These kinds of tasks do not require any cognitive effort beyond
remembering the right response or formula.
Level 2: Skills and Concepts
This level requires a student to make some decisions about problem solving and
procedures. DOK 2 tasks may involve applying a skill in a new context or
explaining thinking in terms of concepts..

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Level 3: Strategic Thinking

This level gets more complex and abstract. Students must use reasoning, planning,
and evidence to explain their thought processes. Often, Level 3 tasks have more
than one valid response, and students must justify their choices..
Level 4: Extended Thinking
Level 4 tasks are at least as complex as level 3 tasks but require an extended time
periodseveral weeks, perhaps, or even longerto complete.

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References
BRAIN-BASED LEARNING. (2013, August 29). Retrieved from
http://edglossary.org/brain-based-learning/
Blooms Taxonomy. (n.d.). Retrieved from https://cft.vanderbilt.edu/guides-subpages/blooms-taxonomy/
Multiple Intelligences. (n.d.). Retrieved from
http://www.institute4learning.com/multiple_intelligences.php
S. M. (n.d.). Maslow's Hierarchy of Needs. Retrieved from
http://www.simplypsychology.org/maslow.html
S. M. (n.d.). Jean Piaget. Retrieved from
http://www.simplypsychology.org/piaget.html
What is the history of constructivism, and how has it changed over time? (n.d.).
Retrieved from
http://www.thirteen.org/edonline/concept2class/constructivism/index_sub4.h
tml
Webb's Depth of Knowledge (DOK) Levels -- The Basics. (2015, February 10).
Retrieved from http://blog.edmentum.com/webbs-depth-knowledge-doklevels-basics

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