My comments is in relation to your posts on ‘Bloom’s taxonomy’.
I teach in primary school (uk) and I’m a performance /success coach working with parents and educational professionals. I’ve been reflecting on my own experience and I’m not sure that the levels indicated in Bloom’s taxonomy are incHemental at all. I’m sure that I operated at the comprehension/application levels well before (and instead of) ever working a the knowledge level. That’s why I found schooling such a misfit. THEY were saying REVISE, LEARN BY HEART – I was thnking…”I GET THE IDEA… I UNDERSTAND THE PROCESSs… so I CAN WORK TINGS OT FROM ‘SOURCE’ (no need to remember facts etc). My question is … What do you think?
If you “get the idea” and “understand the process” then that means you have a knowledge base that allows you to operate at a comprehension and application level. I just don’t see how you could logically explain something to someone if you had no knowledge about it.
For example, a couple of the key words and examples I list for “Knowledge” are “know the rules” or “recite a policy” (this does not necessarily mean word-for-word). Perhaps you might be taking the knowledge part too literally and think you have to know everything word for word and be able to cross every t and dot every i.
With that being said, that does not mean every category flows in perfect order. Just about everything we know starts to break down the more we drill into it. For example, Newton’s Laws of Motion was supposed to describe physics perfectly and worked just fine until we started to study matter at the atomic level, then it broke down and we had to come up with quantum physics.
Thus I’m sure there are real examples where Bloom’s taxonomy breaks down, just like almost every model we have, but at the same time allowing us to better understand a concept.
One way that valuable knowledge in the workplace is acquired is through the informal learning experiences of the everyday work life of employees. This type of learning is referred to as being embedded and can be obtained or learned through self-directed experiences or passed down from colleagues. Because learning occurs while on the job, integrating the new knowledge becomes second nature.
Furthermore, job-embedded learning maximizes time because learning occurs while on-the-job. Finally, job-embedded learning is beneficial because it promotes immediate application of what is learned and costs less, in most cases, than conducting formal training.