사과-텍소노미

What I Learned from Student-Created 

Learning Taxonomies

Intellectual Content ‏@Content_Intell  7분7분 전

What I Learned from Student-Created Learning Taxonomies

http://puls.ly/UMzJQg  #tech

.....

1. Remembering is not necessarily considered of low/no value. In many of my student’s taxonomies, they reminded me that sometimes it is easier to understand and apply something first before being asked to memorize it. Many of my students come from an Egyptian schooling where memorizing was the main goal, and their going through the process of understanding and applying were sometimes considered approaches to helping them memorize, rather than considered as higher forms of learning. Thinking about this, it actually makes more sense for e.g. a medical doctor who does need to remember certain facts, to learn to understand and apply them before they are asked to remember them. Whereas as social scientist (and previously computer scientist), remembering facts is often not really even on the radar of skills (e.g. sure, you need to learn particular syntax to create a computer program, but this is pretty minor compared to what you can do with it, and you don’t need to sit and learn it by heart).

2. Pyramids are not a universal symbol. I am laughing as I write this, because, you know, pyramids. In Egypt. You’d think the symbol was pretty culturally relevant. You’d be wrong. Whereas most educators recognize that Bloom’s taxonomy means you start at the foundation, lowest level being remembering, and go up to the more difficult and more valuable learning from understanding to applying and so on – my students’ own pyramids (and other shapes they used) sometimes had remembering near the end not the beginning — see #1 above. What this showed me, though, is that maybe because students thought remembering/memorizing was valuable, they may have interpreted the whole Bloom’s taxonomy upside down or something. I’m still not 100% sure.

3. Interest is Underrated by Bloom, But Valued by Students. Many students caught onto Gardner/Amy’s ideas of interest, passion , inspiration, and so on. Almost every student-created taxonomy mentioned this

4. Students added their own elements, some of which I found extremely useful, like “relating concepts to what one already knows about” and “sharing what one has learned”. one student also added concepts like “forced learning” and “potential learning”.

5. Some students included very process-oriented elements in their taxonomies, such that the learning itself needed things like “discussing”, “experimenting” and “researching”.......