Facilitating learning in practice
Facilitating learning in practice

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Facilitating learning in practice

4 Bloom’s Taxonomy

The other core role of many mentors – especially those working with pre-registration nursing students – is assessment. You will be looking at assessment later in this course; however, because this week’s study is looking to the many tools or models that inform learning, it is also pertinent to examine a tool that enables you to break down the characteristics of the learning into identifiable themes (often used to categorise learning outcomes) that enable evaluation or assessment of learning to happen.

The model you will review was created by Benjamin Bloom. In 1956, while working at the University of Chicago, he developed his taxonomy (classification) of educational objectives that have become a key tool in structuring and evaluating learning.

The origins of Bloom’s work are derived from higher education and were designed to promote higher-order thinking in learning such as analysing and evaluating. Over many years this model has had an impact beyond the higher education sector and is frequently now used in schools, for example, to question and promote learning. Likewise with the students you work with, the model can help to structure your design of questions to promote and assess learning.

Before you seek to explore how Bloom’s thinking might impact on your role as a mentor, you first need to examine the theory that underpins this model.

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