Learning type

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Definition

The autor(s) of this article believe that pedagogical strategies must be adapted to learning types.

Firstly, Types of knowledge and learning are very different. Conversely, one also may claim that various learning theories are strongly influenced by what kinds of learning was studied ...

Second, one can distinguish between different levels of learning.

Kinds of learning

One way to categorize kinds learning are these broad categories, somewhat inspired from [TIP]

  1. Attitudes
    • Disposition or tendency to respond positively or negatively ....
  2. Factual Information (Memorization):
    • Processing of factual information and remembering .....
  3. Concept Learning (Discrimination):
    • ... how to discriminate and categorize things. It is not related to simple recall and must be constructed.
  4. Reasoning (Inference, Deduction):
    • thinking activities that involve making or testing inferences
  5. Procedure Learning:
    • .... being able to solve a certain task by applying a procedure.
  6. Problem solving:
    • identification of subgoals, use of methods to satisfy subgoals.
  7. Learning Strategies:
    • can hardly be taught and only be learned and to some extent only !

Levels of learning

In education, Blooms taxonomy of educational objectives is still the reference regarding detailed competencies that can be achieved through learning, i.e. that can be related to demonstrated skills (outcome-illustrating verbs). Firstly he distinguished among 3 broad categories:

  1. the Cognitive Domain
  2. the Affective Domain
  3. the Psychomotor Domain

Within the Cognitive Domain, Bloom defines 6 levels of intellectual behavior that are important for learning.

  1. Knowledge:
    • Recall data or information
    • Verbs: describe, identify, recall, arrange, define, duplicate, label, list, memorize, name, order, recognize, reproduce state.
  2. Comprehension:
    • Understand the meaning of a problem, be able to translate into own words.
    • Verbs: comprehend, give example, classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, restate, review, select, translate,
  3. Application:
    • Use a concept in a new situation
    • Verbs: apply, change, construct, compute, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use, write.
  4. Analysis:
    • Can split concepts into parts and understands the structure
    • Verbs: analyze, break down, relate, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test.
  5. Synthesis:
    • Produce something from different elements (e.g a report).
    • Verbs: summarize, arrange, combine, categorize, assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan, prepare, propose, set up, write.
  6. Evaluation:
    • Make judgements, justify a solution, etc.
    • Verbs: appraise, interpret, argue, assess, attach, compare, defend, estimate, judge, predict, rate, core, select, support, value, evaluate.

Examples in use

  1. Bloom's Taxonomy for Corrosion Training]
    • This page shows how to apply Bloom's taxonomy to training levels in an engineering program.

Links

References

  • Bloom Benjamin S. and David R. Krathwohl. Taxonomy of Educational Objectives: The Classification of Educational Goals, by a committee of college and university examiners. Handbook I: Cognitive Domain. New York, Longmans, Green, 1956. ISBN 0582280109