1_Berger_We+Learn+by+Doing_Bloom_2018.docx - We Learn by...

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We Learn by Doing: What Educators Get Wrong About Bloom's Taxonomy Students must have a chance to apply what they're learning By Ron Berger September 25, 2018 Let's say that you, as an adult, wanted to learn something new. Perhaps woodworking, coding, yoga, or guitar. You would likely search for experts and models to learn from—in person or online. You would study the models to identify what you are aiming for, and you would practice, copying those models, using experts to guide and critique your practice. The learning and the doing would be inseparable: As you try shaping wood, writing code, adjusting your body, or making chords with your fingers, you would get feedback from your own senses, from peers, and from experts, and you would adjust and learn as your understanding builds. The deeper concepts in these fields, such as joinery with wood or the logic of code sequences, would be learned from expert sources in concert with your practice. It is unlikely you would want to separate learning from doing. You would not want to sit at a desk for months listening to someone lecture about carpentry tools or musical instruments without being allowed to pick up a chisel or guitar. You would not want to memorize 100 yoga postures from a book without being allowed to try them out with your body on a mat. But that is often what school is like for our students. Bloom's Taxonomy, Revised Source: Vanderbilt University Center for Teaching Almost all us as educators have been taught to use a framework called Bloom's Taxonomy. Published by Benjamin Bloom and his team in 1956—and then revised in 2001 by a group of researchers, psychologists, and curricular specialists—this framework for the cognitive
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