by Scott McLeod

The meat & potatoes of this article:

“The problem with taking a sequential approach to Bloom’s taxonomy is that many students - especially those from traditionally-underserved populations - rarely, if ever, get to engage in the ‘higher-level’ thinking work that is critically necessary these days. Instead, they remain mired in the ‘lower-level’ thinking domains, doomed to a steady diet of decontextualized fact nuggets and procedural regurgitation. What is advocated as a foundational floor instead becomes a rigid ceiling in practice, thus negatively impacting student engagement and interest, knowledge retention and procedural mastery, dropout and graduation rates, workforce preparation needs, and so on.”