Bloom, Gardner and Gauge

Gagne introduced pedagogyal design that should center on antithetical delivery methods. Benjamin pinnacle at around the same time discovered that educational activities were divided into three domains. Clark, 1999) Later Howard Gardner accomplished the theory that instead of all intelligence creation the same, each(prenominal) person was blessed with trengths in different atomic number 18as. Each of these three educational theorists had a huge impact on educational practices. Though each theorist had a distinct theory, all seem to address the idea that students be not make from the same cookie cutter mold, and teaching should be ad fittinged accordingly. Robert Gagne Robert Gagne differentiated, Learning is something that takes place inside a persons head-in the brain. (Robert Gagne, 2005) Robert Gagne proposed on that point were many different ways to learn. There are five major(ip) categories of learning intellectual, cognitive, motor, verbal, and attitudes. In golf club for each type of learning to occur, ertain conditions must be in place. His theory was named Conditions of Learning afterwards this particular idea. Additionally, depending on the objective, specific tasks must be followed in order to meet the objective. When referring to the five major categories of learning, Gagne spends quite a bit of time discussion the intellectual category.He specified that tasks that require intellectual expertness could be structured in a hierarchy according to complexity. (Kearsley, 2005, p. 1) The implication of using the hierarchy is to notice fundamentals that must be completed in order to produce lucky earning. Another raise idea Gagne propounds is Task Analysis. To do this, the accomplished, if the instructor follows a set task analysis, the students chance of being successful is greatly enhanced. Gagne stated thither are nine steps in a task analysis, instructional design, which must be present. (Kearsley, 2005, p. ) There are, in order, Gainin g attention (reception), informing learners of the objective (expectancy), stimulating recall of preliminary learning (retrieval), presenting the stimulus (selective perception), providing learning guidance (semantic encoding), eliciting performance responding), providing feedback (reinforcement), assessing performance (retrieval), enhancing retention and transfer (generalization). (Kearsely, 2005, p. l) This can be viewed as a framework for any instructors lesson plan, and interestingly enough looks like the traditional Madeline Hunter fabric of instructional design.Benjamin Bloom Benjamin Bloom stated, The purpose of education is to change the thoughts feelings and actions of students. (Benjamin Bloom, 2005, p. 1) Bloom revolutionized education with his taxonomy, which state that in order for learning to occur each lower level must be get the hang before moving up to the next level. The levels are in ascending order are knowledge, application, misgiving, analysis, synthesis, and evaluation. He as well as found that 95% of the try on questions students encounter requires them to think only at the lowest thinkable level he recall of information. (Blooms Taxonomy, n. d. , p. 1) Instructors are encouraged to build into their lessons each level of the taxonomy in order to promote a greater mastery of the objective. Many educators, when reading Blooms taxonomy, assume that they must always nurture questions and activities, which are geared towards analysis, synthesis, and evaluation. Unfortunately, they do not understand Bloom well. The lower levels such as knowledge, application, and understanding must be mastered before using the higher three levels.Logically, the student must suck up knowledge of the information, understanding of it, and be able to apply it before he or she is able to crush the information. In addition to the cognitive domain, Bloom also identified the affective and psychomotor domains as evenly valuable. The affective domain is how pot deal with information emotionally. This domain is particularly useful when explaining insight. Insight allows people to have inspiration and a-ha moments. Confucius best describes the psychomotor domain, l hear and I forget. I see and I remember. I do and I understand. (Confucius Quotes, 2005, p. 1) These basic motor skills are mastered with repetitive practice. Howard Gardner Howard Gardner challenged the view that there was only one type of levels of multiple intelligences. He also argued that intelligence is the capacity to solve problems or to fashion products that are valued in one or more cultural settings. (Gardner & Hatch, 1989 as cited by Smith, 2002, p. 4). Gardener listed (Smith, 2002) seven separate intelligences. They are linguistic, transparent/mathematical, musical, spatial, interpersonal, intra personal, and kinesthetic.Recently he has suggested that naturalist be added to the list. Linguistic and logical intelligences are most valued and therefore rewarde d by educators. IQ and state tests generally test these ii intelligences. Gardner proposes (Smith, 2002) discovering each childs intelligences and fostering them rather than stifling them which is often the case. Gardner encourages instructors to break knocked out(p) of the mold of formal education. take aim doesnt have to be the way we remember it, Gardner stated. Teachers Should Diversify Approaches to Teaching, Gardner says, n. d. , p. ) When information is presented in multiple formats, children have a greater chance for success. (Teachers Should Diversify Approaches to Teaching, Gardner says, n. d. ) Theoretical Differences The three theorists who have Just been introduced have many ideas, which are the same. Chief among them is the idea that intelligence can no longer be defined as being the same for everyone. Each theorist, though they worded it differently, each proposed that differentiated instruction is necessary to a students success in school. Both Bloom and Gagne co mbined that there are cognitive, affective and psychomotor intelligences.Gardner agreed that those three intelligences existed, unless he took it a step further adding four more intelligences into the mix. . All three theorists acknowledge that there is a certain intelligence, which is rewarded in education. In fact, both Bloom and Gardner acknowledge the fact that most instructors test the intellectual or linguistic/logical intelligences almost exclusively. However, all three theorists differ on a few points. First, Gagne suggests that there is a definitive method to conduct instruction. His list of instructional events is rigid and methodic.Gagne points out that strict adherence to the events will increase the likelihood of success. Additionally, Gagne assumes that external instructional learning conditions support familiar learning conditions. (Maeir, n. d. , p. l) Gagne had suggested that there was a hierarchical order to learning types, not intelligence. Bloom did not compr ise too much on intelligence as much as how learning was presented. He postulated that instruction should be built on a hierarchy of mastery. Goal attainment was far more important than comparing a students intelligence.Kinnes, 2005) Gardner suggests that differentiating the instruction to fit each separate intelligence is much more practiced to the student. He also propounds that if a student is strong in musical intelligence, he or she should be allowed to work solely on that intelligence. Current Practice in my classroom. Before this assignment, I was unaware of Gagnes Conditions of Learning. Upon researching Gagne, I discovered that his theory was eerily close to Madeline Hunters Essential Elements of Instruction model. Gagnes theory reflects good teaching practice.I capacity not follow them to the letter on a daily basis, but I do ollow a set pattern. When planning for a lesson, I frequently reference Blooms Taxonomy as a guide. Blooms idea of construct attainment is one that I firmly believe in and use. It is ludicrous to suggest that instructors should teach a lesson with no idea of what students should walk away with at the end of a lesson. However, many teachers do just that when they instruct. They cite time pressures as an excuse not to plan a lesson. I find that I am most effective when I plan with the end in mind. Both the students and I are more focused on the goal or objective.In addition to teaching eventh grade science, I also teach induction week classes on Madeline Hunters Essential Elements of Instruction. The lesson I am most passionate approximately is writing and teaching to effective objectives. I frequently endeavor to apply Gardners theory of multiple intelligences in my science classroom. I give multiple ways for students to answer and solve problems. For instance, students are given choices on how to do their vocabulary. They can draw the meaning of the word, or summarize the definition. I build into the hour opportunities for st udents to social movement around, act out theories, build something, or take otes.When children are in my classroom, they know that the traditional dormant reception and regurgitation of facts is not the norm, and enjoy the class as a result because it addresses their different intelligences. culmination Intelligence as defined by the dictionary as The capacity to acquire and apply knowledge, particularly toward a purposeful goal. An individuals relative standing on two quantitative indices, namely measured intelligence, as expressed by an intelligence quotient, and effectiveness of adaptive behavior. (Lexico Publishing Group, LLC, 2005, p. Although the three theorists, Gagne, Bloom, and Gardner viewed intelligence differently, they all agree that the teacher is the decision maker in the classroom, and ultimately decides how to apply their theories for student success. Referenceshttps//en.wikipedia.org/wiki/Benjamin_Bloomhttps//www.iup.edu/WorkArea/DownloadAsset.aspx?id=25837ht tps//www.brainyquote.com/quotes/quotes/c/confucius136802.htmlhttp//www.nwlink.com/donclark/hrd/bloom.htmlhttp//www.dictionary.com/http//www.instructionaldesign.org/theories/conditions-learning.htmlhttp//health.usf.edu/medicine/educationalaffairs/pace_files/TIP_Theories.htmlhttps//www.pdx.edu/sba/http//weac.org/