Friday, 28 September 2007

Models and Taxonomies

Next week during PGCertHE sessions we'll firstly be backtracking a little to Planning to Teach and Study.

Remember Biggs' model of Curriculum Alignment? Kolb's cycle and Race's variation? Bloom's Taxonomy (CognitiveDomain) and Anderson's variation?

We suggested that these might be useful starting points to help us conceptualise our practice and to put initial reflection in action (in in what we deliver to our students and how we do it). Have a look at Brown's How Students Learn, pages 12-15

http://www.routledge.com/education/pdf/how_to_learn.pdf

Any brief comments on the usefulness (or otherwise) of models and taxonomies of teaching and learning? For you, or generally.
Brown mentions some other examples of taxonomies (e.g Carter (1985) on Engineering; Otter (1992).
It would be great if anyone could find more on one of these.

Write a brief post in response giving some of your thoughts.

We're also going to be thinking about the nature of knowledge in our disciplines but more on that later...

We'll also be thinking about some of the different approaches to learning as are outlined in this article:

http://www.infed.org/biblio/b-learn.htm

3 comments:

JG said...

Glad for the review since I was unable to attend the 3-day workshop, but I have been catching up on the BB reading, so I am looking forward to hearing more!

Pam said...

That's good..see you this week for more!

rangtang said...

I found the discussion on the criticisms of learning objectives particularly interesting as I have been reviewing learning outcomes for some of the modules I teach on this week.

I certainly intend to revisit these outcomes again in light of what I have read to ensure they are not too prescriptive and provide enough flexibility whilst remaining meaningful.

Amanda