Revised Blooms Taxonomy (RBT)
When looking at instructional design models one often referenced in the college classroom with perspective teachers and revisited time and again in course design is (Revised) Blooms Taxonomy (RBT). This model has stood the test of time and innovation and has revised itself to meet 21st Century needs of today's students. This model focuses on using a system to promote higher order thinking by a variety of engaging activities each at a different level of critical thinking. Variety is abundant and key at each level. To further demonstrate how this model has stood revisions and STILL works for instructional design even in the online classroom see the image below (with clickable links):
Bloom’s Revised Technology Taxonomy
http://talktechwithme.com/2012/10/17/blooms-revised-technology-taxonomy/
To see a larger version of table please visit this link: http://talktechwithme.com/wp-content/uploads/2013/07/blooms-tax-apps.pdf
"Educators often use Bloom's Taxonomy to create learning outcomes that target not only subject matter but also the depth of learning they want students to achieve, and to then create assessments that accurately report on students’ progress towards these outcomes" (Anderson & Krathwohl, 2001)
When looking in depth at RBT a teacher is focused less on memorization and more on peaking a student's interest in what they may be thinking and how the educator can take that thinking and turn it into retention. So how does a teacher teach with RBT and incorporate it in their daily lessons? I believe any good educator innately uses RBT and digs to get students on a higher level of thinking even when they may not realize it. Below are a few awesome resources that allow teachers to explore how they can teach with RBT, questions to ponder when creating assignments as well as a simulation tool to help them delve deeper into this time tested instructional model.
1) 4 Strategies For Teaching With Bloom’s Taxonomy
2) Blooms Taxonomy Questions
3) The Differentiator! (Make sure to watch the video attached and then explore the link)
Attribution 2.0 Generic (CC BY 2.0) per Vanderbilt University Center for Teaching terms of use.
Please use this link to view a larger version of the above graphic: https://www.flickr.com/photos/vandycft/29428436431
Universal Design for Learning (UDL)
Blooms Taxonomy (Revised) is only one of several design models now available for teachers when designing courses both in the face to face classroom and online arena. Another popular design model that many designers are embracing is the Universal Design for Learning Model (UDL) developed at NC State University.
This model focuses on the various needs that every learner presents as well as ways to allow them expression of assignments in a way that will benefit them most for learning and retention. The UDL Model focuses on ALL learners and their ability to learn in any classroom whether face to face or online. Accessibility for all students is taken into account when designing courses. Options for students is the guiding aspect of this design model. Not all students learn the same or express their work best in the same way so VARIETY is just as important as the CONTENT. If you explore the word cloud above you will see terms that describe all students including those labeled as gifted and those with learning disabilities.
If you are a teacher not as familiar with UDL as you may be with RBT how would you go about incorporating this model into your design or classroom? First you can explore the graphic above as well as visit the following links:
Check out this TEDx Talk below on how UDL is a student centered model and ways that UDL can help all learners!
Universal Design for Learning—A Paradigm for Maximum Inclusion | Terence Brady |TEDxWestFurongRoad. Published 2/10/2017 (CC BY -- NC -- ND 4.0 International)
As an educator you may ask yourself what kinds of things do I need to incorporate in my planning to use UDL in my classroom?
1) Address WHY your students are learning the material you are presenting. Give them goals!
2) Give students options on HOW they can complete assignments and express their work
3) Allow a flexible workspace. This may mean allowing a student to stand while working, using a wobble chair or a balance ball.
4) Give detailed feedback with real world connections and examples to make the work they are completing relevant. A "Good Job" is not sufficient and should be paired with areas of excellence as well as areas of improvement in a students work
5) Make the work accessible. All needs of learners should be met when designing lessons. Audio, text, read speakers, captions, transcripts etc should be available.
Comparing/Contrasting RBT and UDL
How do both of these models compare to one another and what keeps them as two separate instructional designs?
The main contrast I find between the two models is even though Blooms Taxonomy has many areas of variety for student learning and expression it does not address HOW to meet the learning needs of multiple learners and make the instructional design and course accessible to all students.
Universal Design for Learning on the other hand really focuses on the HOW, WHAT and WHY to student learning and making the course accessible to ANY student but it does lack the variety in the the multiple levels of higher order thinking as presented by RBT
With this being said, I do think that each model can be easily intertwined with one another to allow not only accessibility BUT also higher order critical thinking. For any instructional designer many methods and models may be used to achieve the best course for their intended audience. I dare say that no one model is strictly used in the design process.
I would even venture to say that many models could be meshed together to to form a new stronger instructional design model, particularly Revised Blooms Taxonomy and Universal Design for Learning...
Stayed tuned for a follow up blog post on how RBT and UDL can be "mashed up" when designing courses and how this "new" model can not only meet accessibility needs but also higher order thinking needs of students in order to increase retention of material presented.
Resources Used:
- A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives, Complete Edition (Anderson & Krathwohl, 2001)
- Photosforclass.com (All images CC0 Public Domain)
- Tedx
- Canva
- Vanderbilt University Center for Teaching
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