The traditional view of education has been that of a one-way process through which an educator stands before a class to disseminate information for the students to absorb. The next step would then be for the students to undertake related assignments, usually individually, on the various topics they’ve been absorbing.
In 1956, American educational psychologist Benjamin Bloom developed a set of three hierarchal models to aid in the classification of educational learning objectives. The cognitive branch of what has become known as ‘Bloom’s Taxonomy’ became a tool widely used to structure curricula in traditional education systems. In 2001, Anderson and Krathwohl revised the cognitive domain of Bloom’s Taxonomy to reflect the different stages of learning.
According to Bloom, students are required at the most basic level to remember, so as to recall facts and basic concepts; and then to use this information to understand and explain; apply this understanding to new situations; draw connections through analysis; evaluate and justify certain positions; and finally produce original work.
Classroom teaching traditionally involved the first and second ‘remembering’ and ‘understanding’ components, while students would be tasked to independently work on the more complex ‘application’, ‘analysis’ and ‘evaluation’, typically through projects and assignments. Creating original work – arguably the pinnacle of academic achievement – had become widely associated with postgraduate study, and oftentimes viewed as a requisite to earn a degree such as a doctorate.
Education thinking has since evolved into a more dynamic process offering students a more interactive learning experience.
The ‘Flipped Classroom’ concept, for example, turns Bloom’s Taxonomy on its head by challenging students to apply, analyse, evaluate and create in class, after having familiarised themselves with the content independently. This approach demands a reimagination of the learning space – a departure from the traditional auditorium intended for a one-to-many style of communication. The nature of the students’ investigative activities requires the accommodation of high levels of interaction and formation of small groups.
Similarly, ‘Active learning’ pedagogies encourage participation, thinking and analysis. Instead of listening passively, students gather data, apply concepts, hold discussions and explore solutions to problems. Studies suggest that increased engagement makes for more effective learning and higher levels of achievement.