Tuesday, March 5, 2013

The Bloom(ing) of Pedagogical Performance

I think the pedagogical principles that have most guided my teaching practices are those that were developed and promoted by Dewey.  This is perhaps most evident, for instance, in my approach to teaching Liberal Arts clusters.  When English 101 (Composition I) and English 103 (Preparing and Writing the Research Paper) are coupled with other courses across various disciplines, they are usually structured according to a particular theme.  This theme is then investigated through the different disciplinary lenses and the students' pedagogical trajectory culminates in an "integrated activity" (as can be seen in the trailer below for the Fairy Tales, Mythology, and the Theatre cluster).

After the students created and filmed their original fairy tales, they wrote reflection papers about the process and evaluated their success.  The clusters, however, truly had the pedagogical luxury of LIB 110, an additional course taught by two or three professors in the clusters, which enabled students and professors to make connections across their various disciplines as well as provided the necessary pedagogical time and space to allow such creative projects to happen.

In lieu of LIB 110, I would like to teach ENG 101 using alternately Bloom's "new" taxonomy (i.e., the revised version with a 21st century sensibility).  Through application and analysis, this taxonomy culminates in the creation of a "new product or point of view" that provides evidence of student learning.  Moreover, I believe technology could help compensate for what is lost by not having, for instance, LIB 110's additional contact hour.  I also hope to find ways in which students can engage in (virtual) learning communities by posting interactive projects online that will invite or foster similar interdisciplinary connections.


  1. Nice post!
    How do you envision "making up" for the lost hour?

  2. This is an incisive post! Application of the cognitive levels of Bloom taxonomy in Mathematics instruction where certain information and processes need to be memorized and practiced frequently, present some difficulties.Perhaps the alternate Bloom's "new" taxonomy might address perceived handicaps and provide evidence of student learning in this age of multimedia and web-based tools.

  3. I believe that the essence of persuasive writing is analysis. Therefore, Bloom's Taxonomy is a natural fit for ENG 101. It lends itself to various aspects of the course.

    "Moreover, I believe technology could help compensate for what is lost by not having, for instance, LIB 110's additional contact hour." I agree with you on this one!

  4. I like your idea of using interactive communities to make up for the lost hour; I use a lot of (non-social-media) material--little things, usually, a clip or image to underscore a Comp objective or enhance a reading in a lit class-- from the web in my classes, and am working on moving that to the online communities so as to leave more time in class for the things that I am learning need more class time, kind of the same idea.

  5. The trailer is so impressive! ;-) The engagement and community building is evident and you (plural: students, co-teachers) now have this wonderful artifact from the class.
    A Web 2.0 platform can also serve as an artifact--while building community across sections. I think you did a lot in the LIB 110--even with its additional contact hour! Channeling that onto a Web 2.0 platform is a great way to conceptualize what you'll do.