AMY DURAND

PROFESOR WOLFE

ETEC 424

10 OCT 18

Learning Styles

Meeting every student’s learning needs is nearly impossible. But as teachers, we do the

best we can to vary the activities and methods for teaching to capture as much interest as

possible amongst our students. Benjamin Bloom and Robert Gagne are two of the more popular

theorists that we are currently embracing. Each has his own ideas, but interwoven, they provide

a powerful resource to today’s teachers.

In 1950, Bloom developed “Bloom’s Taxonomy of Learning.” This theory “supports the

need to differentiate the curriculum so all students are able to participate in the same content area

during a lesson” (Ziff, n.d.) while giving teachers the ability to incorporate various methods of

teaching throughout the unit. Beginning with “Remembering” a teacher may have students

memorize words and definitions new to the subject being taught. Then the teacher may build

upon this at level 2, Understanding, by asking various questions about the material. Level 3,

application, can be incorporated in the unit by have the students present information via

drawings or demonstrations. Level 4 is more advanced and requires Analysis to compare,

contrast, or otherwise examine the subject being studied (in relation to itself or other items).

This is most easily done in science, but something as simple as comparing a dog (unit of study)

to a cat (not in study) can be done even by the lowest grades. The next two levels, Synthesis and

Evaluation have switched spots since the initial theory was written, putting evaluation first. Ideas

include writing persuasive arguments regarding the advantages or disadvantages of pet

ownership to having a “dog show” and judging the dogs based on the characteristics learned in

the unit. Finally, synthesis involves bringing everything together. Not an easy task in some

subjects, but at the top level of learning. This might involve student incorporation of reflexive

verbs into their oral presentation about camping.

In 1956, Gagne developed what is commonly referred to as “Conditions of Learning.”

This theory also deals with instruction; however, the approach it takes differs from that of

Bloom. Gagne approaches the issue more from an “attention-getting” perspective. First, he

creates an attention-grabbing introduction followed by the objectives desired. His next step is to

stimulate the recall of prior knowledge followed by creating goal-centered lesson content.

Content can be presented through “lecture, readings, activities, projects, multimedia, and others.”

(University of Florida, Gainesville, 2018) Coaching by the instructor is next, with repetitive

practice (Elicit Performance) being the “key to absorbing and retaining new knowledge and

skills.” (Pappas, 2015) As is done by all teachers, Gagne then has a category for performance

assessment, followed by application to the “real world.”

Although each has its distinct advantages, I believe a mixture of the two to be most useful

in the classroom. Without the objectives of Gagne’s theory, students won’t understand what they

are learning. Without the challenges by level of Bloom’s theory, the teacher’s goal may never be

met. Both allow for diversification and differentiation, a must in today’s “mixed” learning

environment. Personally, I am a very visual learner. If I can’t see it or read it I can’t remember

it, no matter how many times you repeat the information. However, my dyslexic students are

much better with auditory information or kinesthetic activities. Each student is different, and as

a teacher I try to incorporate several styles into each unit. Time consuming but very worth the

effort. There is no one way to teach. Every child, every class, every day is different. What
works with one class may not work with the next. But with flexibility and pacing, and the

guidance of Bloom and Gagne, every teacher can be successful in developing our youth.
 Works Cited

Pappas, C. (2015, November 18). How to Apply Gagne's 9 Events of Instructin in eLearning. Retrieved

from eLearning Industry: https://elearningindustry.com/how-to-apply-gagnes-9-events-of-

instruction-in-elearning

University of Florida, Gainesville. (2018, March 13). Gagne's 9 Events of Instructino. Retrieved from

Center for Instructinal Technology & Training: http://citt.ufl.edu/tools/gagnes-9-events-of-

instruction/

Ziff, B. (n.d.). Utilizing Bloom's Taxonomy in Your Classroom: Helpful Hints Series #11. California

State Univeristy Los Angeles.

COMMENTS:

Jilliyn, you did a great job of outlining and tying together your thoughts. What I would like to
have seen is how you intend to use them in the classroom. Differentiation is so difficult! Any
reference to personal experience or future desire would be welcome. Other than that, I truly
enjoyed reading your work. Thanks!

Adaeze, I love that you spoke about the Multiple Intelligence Worksheet. I have known that
tools such as this existed, but have never employed one. I do ask my students how they feel they
learn best, and try to have activities for each learning type every grading period. Not easy!
Especially since I have G/T and Spec Ed in the same class. But the different methods certainly
add variety.
Kris, I enjoyed your discussion. I especially liked the short comparison between the two
different styles! Something definitely to expound upon in the future as it would make for an
interesting thesis. It would be interesting also to know how you would employ these "items."