During my secondary schooling, I typically experienced either remembering, understanding, and sometimes applying of Bloom's Taxonomy. It was a very rare occasion to see anything other than these categories. I had very traditional teachers and didn't get to experience much other than traditional lecture and assessment styles. I remember one teacher that was new to our high school who utilized classroom debates but she left the following year. Rarely did we get to see much other than the lower-order skills. I did have a Physics teacher who let us experiment and discover a lot of things on our own. This teacher was one of my favorites I ever had. He always encouraged us to be creative and to think of our own ways of implementing our experiments.
I'm not sure why exactly they didn't choose to utilize any other level of Bloom's Taxonomy but I would guess that the administration didn't feel that it was a valuable use of the teacher's time. The high school I attended often times thought that basic skills and transfer of facts was the most beneficial for the students. They put little to no value on students' processes or critical thinking skills but instead on general knowledge.
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I agree with your ideas about having traditional teachers. My teachers were "older" and set in their ways. There wasn't much time to experiment with different methods of learning. They tended to give us only what we needed to study, then we moved on.
ReplyDeleteI agree with you both that, traditional teachers tend to stick to their guns. I was fortunate that I had some pretty cool teachers. I also believe that if you really look at what we were learning it did fit into Bloom's. Categorizing and unofficial debates. It probably just did not seem like it.
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