1. Psychological, sociological & philosophical perspectives on student learning.
EDFGC 5807 Theory and Practice of Learning and Teaching
Week 4
Monday 20th March 2017

2. Task 1 Peer Teaching Activity Group 2 Monday 20th March 2017
Student’s Name
Educational Theorist
Presentation Time
Nathan Dunstan
Pavlov
Judy Trembath
Montessori
1.55 – 2.05
Semonne Semmens
Emilia Reggio
2.10 – 2.20
Will Georgiou
Maslow
2.25 – 2.35
Megan McLouglin
B F Skinner
2.40 – 2.50
Kate Peldys
Piaget
2.55 – 3.05
Blake Luehman
Malcolm Knowles
3.10 – 3.20
Christine McShane
Albert Bandura
3.25 – 3.35
Stephen Segrave
Edward De Bono
3.40 – 3.50

3. Important Educational Theorist
Benjamin Bloom (1913 – 1999)
Educational Psychologist who focussed his research on students cognitive learning domain. He classified learning behaviours to understand how knowledge is absorbed.
He classified learning into three domains:
Cognitive (intellectual level: how ideas and thoughts are organised)
Affective (emotions, interests, attitudes, attention and awareness)
Psychomotor (motor skills, physical abilities)

4. Important Educational Theorist
Cognitive Domain
Blooms Taxonomy Competencies
(six levels that can be used to acquire knowledge about a topic)
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
(Each competency has skills and is known as Mastery Learning)

6. Revised domains (Lorin Anderson & David Krathwohl 2001)

8. Educational Theorist: Benjamin Bloom

9. Bloom’s Taxonomy Why Use Bloom’s Taxonomy?
The authors of the revised taxonomy suggest a multi-layered answer to this question, to which the author of this teaching guide has added some clarifying points:
Objectives (learning goals) are important to establish in a pedagogical interchange so that teachers and students alike understand the purpose of that interchange.
Teachers can benefit from using frameworks to organize objectives because
Organizing objectives helps to clarify objectives for themselves and for students.
Having an organized set of objectives helps teachers to:
plan and deliver appropriate instruction;
design valid assessment tasks and strategies;and
ensure that instruction and assessment are aligned with the objectives.