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Benjamin Samuel Bloom (February 21, 1913 – September 13, 1999) was an American educational psychologist who made contributions to the classification of educational objectives and to the theory of mastery learning.
Bloom's taxonomy is a framework for categorizing educational goals, developed by a committee of educators chaired by Benjamin Bloom in 1956. It was first introduced in the publication Taxonomy of Educational Objectives: The Classification of Educational Goals. The taxonomy divides learning objectives into three broad domains: cognitive ...
The motivation for mastery learning comes from trying to reduce achievement gaps for students in average school classrooms. During the 1960s John B. Carroll and Benjamin S. Bloom pointed out that, if students are normally distributed with respect to aptitude for a subject and if they are provided uniform instruction (in terms of quality and learning time), then achievement level at completion ...
Higher-order thinking, also known as higher order thinking skills (HOTS), [1] is a concept applied in relation to education reform and based on learning taxonomies (such as American psychologist Benjamin Bloom's taxonomy). The idea is that some types of learning require more cognitive processing than others, but also have more generalized benefits.
Joseph McVicker Hunt (March 19, 1906 – January 9, 1991) was a prominent American educational psychologist and author. He promoted and researched concepts related to the malleable nature of child intelligence (also promulgated by Benjamin Bloom).
It was originally observed by educational psychologist Benjamin Bloom and reported in 1984 in the journal Educational Researcher. [1] [2] [3] Bloom's paper analyzed the dissertation results of University of Chicago PhD students Joanne Anania and Joseph Arthur Burke. As quoted by Bloom: "the average tutored student was above 98% of the students ...
Particularly, the teacher or provider of care bases all practices and decisions on (1) theories of child development, (2) individually identified strengths and needs of each child uncovered through authentic assessment, and (3) the child's cultural background as defined by his community, family history, and family structure. [1]
Bloom received her B.A. in 1956 from Pennsylvania State University, where she is a distinguished alumna.Today, the Penn State Child Study Center holds annual Lois Bloom Lecture on child development, [8] funded by gifts from Bloom and psychologist Edward Lee Thorndike.