Encouraging the Cognitive Development of Supervisees: Using Bloom's Taxonomy in Supervision

Granello, Darcy Haag

doi:10.1002/j.1556-6978.2000.tb01797.x

Cited by 50 publications

(40 citation statements)

References 38 publications

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“…These descriptions (a composite of descriptions found in Bloom et al, 1956;Uno, 1998;and Granello, 2000) are provided next in their ascending order in the hierarchy. 1 1 If you want to assess your understanding of Bloom's Taxonomy after reading theseinitial descriptions, the first paragraph of this article may be used as part of a practice quiz.…”

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confidence: 99%

Approaches to Cell Biology Teaching: Questions about Questions

Allen¹,

Tanner²

2002

CBE

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Questions! Questions! Questions! When a teacher is teaching students of any age, on any topic, questions are the teacher's best friend. As a teacher, do you ask questions of your students? When do you ask questions? Are they oral questions or written questions? For what purposes do you ask questions? Do you write out in advance the questions you ask? What kinds of questions do you tend to ask? What kinds of answers do you tend to get? What do you predict would happen in your classroom if you changed the kinds of questions that you ask? How could you collect data on and analyze your questioning patterns and the impact of different kinds of questions on your students' learning? What criteria could you use to assess the effectiveness of your questions?There are many questions to be asked about the pedagogical practice of questioning. Questions provide insight into what students at any age or grade level already know about a topic, which provides a beginning point for teaching. Questions reveal misconceptions and misunderstandings that must be addressed for teachers to move student thinking forward. In a classroom discussion or debate, questions can influence behaviors, attitudes, and appreciations. They can be used to curb talkative students or draw reserved students into the discussion, to move ideas from the abstract to the concrete, to acknowledge good points made previously, or to elicit a summary or provide closure. Questions challenge students' thinking, which leads them to insights and discoveries of their own. Most important, questions are a key tool in assessing student learning. When practiced artfully, questioning can play a central role in the development of students' intellectual abilities; questions can guide thinking as well as test for it.Although many teachers carefully plan test questions used as final assessments of students' degree of experience with the course material, much less time is invested in oral questions that are interwoven in our teaching. Analysis of the kinds of questions we ask, whether they are oral or written, and the nature of the answers they elicit is even rarer. Given the important role of questions in teaching and learning, a method for collecting evidence about our own questioning strategies

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confidence: 99%

Approaches to Cell Biology Teaching: Questions about Questions

Allen¹,

Tanner²

2002

CBE

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“…This might mean that SAC education programs will have to offer (and possibly require) training for field-based supervisors in supervision and in the implementation of integrative social-cognitive developmental supervision model before they are approved as on-site SAC supervisors. As Granello (2000) noted, it is essential for counselor preparation programs to train fieldwork site supervisors to support supervisees' development.…”

Section: Discussionmentioning

confidence: 95%

An Integrative Social-Cognitive Developmental Model of Supervision for Substance Abuse Counselors-in-Training

Sias

Lambie

2008

Journal of Teaching in the Addictions

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Substance abuse counselors (SACs) at higher levels of social-cognitive maturity manage complex situations and perform counselorrelated tasks more effectively than individuals at lower levels of development. This article presents an integrative clinical supervision model designed to promote the social-cognitive maturity (ego development; Loevinger, 1976) of SACs-in-training; reviews practical aspects of the model; and discusses implications for SAC educators, supervisors, and researchers.

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“…The findings indicated a crucial phenomenon of how students learned. Exploring past research on counseling skill development (Cheston, 2000;Granello, 2000a;2000b;Guiffrida, 2005;Koch, Arhar, & Wells, 2000;Schaefle, Smaby, Maddux, & Cates, 2005;Spruill & Benshoff, 2000) and rehabilitation counseling supervision (Allen, Stebnicki, & Torkelson, 1995;Maki & Delworth, 1995), none cited the benefits of comfortability/group formation or mutual engagement as components of their models. Maki and Delworth (1995) described a developmental model with similar components that contributed to counselor development, but addressed the learning only between the supervisor and supervisee, thus leaving out how group formation impacts learning.…”

Section: Action Research and Rehabilitation Counselor Educationmentioning

confidence: 95%

Scholarship of Teaching in Rehabilitation Counseling Practicum

Kiener¹

2007

Rehab Educ

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Understanding how students learn is a common goal for most educators; however pedagogical research in rehabilitation counselor education is limited. This study employed action research to investigate how six students learned beginning counseling skills in a rehabilitation counseling practicum class. Approximately 150 data points were analyzed by the principles of grounded theory. Core categories of "mutual engagement" and "comfortability" emerged from the data as phenomena that described how and what students learned. Findings are discussed with regard to pedagogy and future research.

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Encouraging the Cognitive Development of Supervisees: Using Bloom's Taxonomy in Supervision

Cited by 50 publications

References 38 publications

Approaches to Cell Biology Teaching: Questions about Questions

Approaches to Cell Biology Teaching: Questions about Questions

An Integrative Social-Cognitive Developmental Model of Supervision for Substance Abuse Counselors-in-Training

Scholarship of Teaching in Rehabilitation Counseling Practicum

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