The Bloom's Constructivist Engagement Learning Design Framework (BCE)

The Bloom’s Constructivist Engagement Learning Design Framework (BCE)

The Bloom’s Constructivist Engagement Framework (BCE), is a framework in which I have designed, based upon the ideas and theories of two core frameworks; Bloom’s Revised Taxonomy (Anderson, 2010) and The Learning Engagement Theory (Kearsley & Schneiderman, 1999). I have also incorporated a theory in which I feel and have a very strong approach towards, the Constructivist Theory (Piaget, 1926). In this paper, I will be describing key aspects and universal ideas of the BCE framework, techniques and how these could be future integrated into varying classroom environments.

The main aspiration of the BCE framework is to enhance student’s understanding of technologies and I.C.T, through constructing and collaborating in both engaging and motivating learning experiences, which allow students to actively perform higher order thinking abilities. To be literate in these areas, the students must have an engaging teacher that sources them with necessary technological tasks and encourages their creative thinking and analysis. It is also, upmost important to ensure you are supporting all students and their outcomes in learning with I.C.T, whether this may be providing insightable tutorials or other resources to ensure inclusion is throughout your entire classroom.

The purpose of incorporating Bloom’s Revised Taxonomy (2010), into my framework, is to use this as a professional learning guide, in which you could assess the progress in thinking of your students. According to the Queensland Government (2004), “Higher-order thinking requires students to manipulate information and ideas in ways that transform their meaning and implications...” In the Industrial Stage, students were often ‘given’ the information and expected to understand and apply the knowledge; this is the Lower Order Thinking (Bloom’s Revised Taxonomy 2010). The BCE Framework endeavours the Higher Order Thinking skills, by giving opportunities which students are advised to ANALYSE their information, EVALUATE their analysis on the information, and CREATE by applying their ideas and creative thinking (Blooms Revised Taxonomy 2010) At the same time, the BCE Framework provides these opportunities in a constructivist and engaging approach.

Within the BCE Framework, there are three important components in which the framework goes by. These are:

1. Comprehensive Thinking

2. Affiliated Thinking

3. Performance Thinking

With these three components, the framework should be understood quite simply and in-depth. The basic idea of Comprehensive Thinking, is that students are given the opportunity to apply Bloom’s Revised Taxonomy’s Higher Order Thinking Skills. This can be done by providing technological experiences in which the students have to then organise information, and report on the task, as well as designing their results and information in a creative, appealing way that has evidence of both planning and production. (Bloom’s Revised Taxonomy, 2010) An example of Comprehensive Thinking;

Year 7 students are given a topic of ‘Natural Disasters’. The children are to research the three types of natural disasters (cyclones, tsunami’s and earthquakes), and the possible threats that may adhere. They are to form a constructible knowledge-based presentation to inform and ‘teach’ other students in their class. Their teacher, Miss Hosking, has provided varieties of information types, to support all the learning abilities in her class and has briefly gone over the ideas of Wikis, Blogs, and PowerPoints and will thoroughly explain throughout this task to her students.

Analyse	Evaluate	Create
Students are given the option to which natural disaster they will explore throughout the unit. As a class, students first discuss what they may already know on the topics at hand, and the class creates their own ONLINE TEXTBOOK on Natural Disasters. Each student adds their ideas and information to the Wiki, as well as pictures and video clips they may have discovered as relevant to the topic.	Once the Wiki is complete, the students then evaluate and experiment the possessed information. They form their personal thoughts and conclusion of Natural Disasters by adding to the Group Blog they have personally made in prior learning experiences. Other students and other people commented on these thoughts, giving Miss Hosking’s students both confidence and positive feedback.	To present this form of understanding to the class, the students presented this in a number of ways. Some children designed their blogs as a very creative journal, others designed a website to promote their ideas, and some even went and created vodcasts and podcasts as part of their eLearning in the classroom. Students were then able to access each other’s presentation form, and apply comments and positive feedback.

This is just a general example of The BCE Framework in Action, using Higher Order Thinking in incorporating Bloom’s Revised Taxonomy (Bloom’s Revised Taxonomy, 2010)

Moving on to the second aspect of Affiliated Thinking. Within the BCE Framework, this will include the ideas and perspectives from the Constructivist Theory (Piaget, 1926) As Piaget states;

 "The principal goal of education in the schools should be creating men and women who are capable of doing new things, not simply repeating what other generations have done; men and women who are creative, inventive and discoverers, who can be critical and verify, and not accept, everything they are offered."

Piaget (n.d)

Adhering to the BCE Framework, it follows just this. Opportunities of affiliated thinking gives children lenience to be involved in the learning experience, and ‘create’ our own means of knowledge by collaborating and communicating effectively with our peers. Some examples include; children CONSTRUCT their knowledge through insightful Wiki’s and Blog’s as well as creating possibly a Profile Wiki, to personalize the task, and relate to fellow peers. Group work is very involving and can arise many thoughts and ideas that only one person could not do alone. This is the purpose of Affiliated Thinking.

My personal favourite is the Performance Thinking aspect of the BCE Framework. The Performance Thinking aspect is adapted from the Learning Engagement Planning Framework (Kearsley & Schneiderman, 1999) The most important point of the performance thinking aspect, is that students are more engaged in their learning and being capable to participate in learning, rather than just listen to it. If students have a figuratively engaged approach to learning, they are more likely to restore and retain this knowledge and inevitably, be able to apply this knowledge where it is somewhat useful.

To conclude the BCE Learning Design Framework, I would say that all three framework attributions are linked into one another, forming a insightful understanding and an effective design framework. By applying this framework to your classroom and use the pedagogy effectively, your classroom will be more motivated, and appealed to the nature of what you are learning through, not just technology, but anything!

References:

            Anderson, L. (2010). Bloom's Taxonomy of Learning Domains - The Three Types of Learning. Retrieved 23 March 2011, from http://www.nwlink.com/~donclark/hrd/bloom.html#cognitive.

Piaget, J.  (n.d.). Great-Quotes. Retrieved March 23, 2011, from http://www.great-quotes.com/quote/376269

            Kearsley, G. & Shneiderman, B. (1999). Engagement Theory:A framework for technology-based teaching and learning. Retrieved 23 March 2011, from http://home.sprynet.com/~gkearsley/engage.htm.

Piaget, J. (1926). Moodle Readings. FAHE11001 Managing eLearning, Retrieved 23 March, 2011, from http://moodle.cqu.edu.au/mod/wiki/view.php?id=156821

Queensland Government (2004). Higher Order Thinking. Retrieved 23 March, 2011, from http://education.qld.gov.au/corporate/newbasics/html/pedagogies/intellect/int1a.html