Additional Pedagogies Reference

Additional Pedagogies Reference

You’ve seen how Bloom’s might drive your objectives. But wait, there’s more! This file introduces alternative (or complementary) frameworks so you can tailor instruction to various educational philosophies.

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SOLO Taxonomy (Biggs & Collis)

• Levels: Prestructural → Unistructural → Multistructural → Relational → Extended Abstract.

• Focus: Depth of understanding.

• Sample: “Identify one component of a cell” (Unistructural) → “Predict how changing one cell component affects overall function” (Extended Abstract).

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Krathwohl’s Affective Domain

• Levels: Receiving → Responding → Valuing → Organization → Characterization.

• Focus: Emotional intelligence and values.

• Example: “Student consistently advocates for inclusivity” (Characterization).

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Marzano’s New Taxonomy

• Levels: Retrieval, Comprehension, Analysis, Knowledge Utilization, Metacognitive, Self-System.

• Why: Encourages self-reflection and self-regulation in learning.

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Fink’s Taxonomy of Significant Learning

• Areas: Foundational Knowledge, Application, Integration, Human Dimension, Caring, Learning How to Learn.

• Goal: Profound, lasting learning experiences that transform a learner’s perspective.

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Merrill’s First Principles of Instruction

• Principles: Activation, Demonstration, Application, Integration.

• Advantage: Problem-centered approach fosters immediate practical application.

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Understanding by Design (UbD)

• Stages: Identify Desired Results → Determine Acceptable Evidence → Plan Instruction.

• Backward Design: Start with the end in mind and ensure each activity drives those outcomes.

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Heinich’s ASSURE Model

• Steps: Analyze Learners, State Objectives, Select Media, Utilize Media, Require Learner Participation, Evaluate/Revise.

• Ideal For: Integrating technology effectively into lessons.

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Bruner’s Spiral Curriculum

• Concept: Revisit topics at increasing levels of complexity.

• Example: Basic geometry in Grade 2, advanced geometry in Grade 10.

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Conclusion

In addition to Bloom’s, you can harness these pedagogies to design more nuanced objectives, especially if your curriculum demands varied learning outcomes (cognitive, affective, or otherwise). Pick the approach that resonates with your teaching style and audience needs!