This week we looked at two pedagogical models, the tried and true oldy-but-goody Bloom's Taxonomy, and the SAMR Model, each having their own attributes.
Bloom's Taxonomy was thought up in the mid 20th century (1956) and, although it has been slightly modified, remains a useful guide for educators who want to create lessons and units of work that explore beyond the scope of rote learning, challenging students into the deeper, higher order cognitive department. It moved beyond the at the time go-to learning/teaching method of behaviourism, into broader fields, where learners not only memorize information and certain knowledge, but get a chance to apply, analyze, evaluate and use their complete knowledge and cognition to create new ideas from this learned content; a higher order of thinking.
The SAMR Model, on the other hand, was devised to show effective implementation of technology as a tool of effective pedagogy in the classroom. It shows tech use from low-level substitution and modification to more transformative means and methods, culminating in a use of technology to teach and promote a higher level of application which wasn't possible before without said technology, be it an online application, game, program, or social media tool.
Bloom's is obviously broader in scope, where SAMR focuses specifically in the realm of tech use. However, Bloom's can also incorporate this aspect into its model. I found a handy diagram illustrating the relationship and integration of these two models.
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| Source: http://drapestak.es/that-time-where-samr-gets-us-in-trouble-2/ |
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