Teaching Techniques for Instructional Goals: A Partial Review of the Literature

Designing the spreadsheet-based decision support systems course: An application of Bloom's taxonomy

“…At the higher education level, the taxonomy has been used to guide instructional design spanning a diverse range of subject areas, including business (Ainsworth, 1994;Athanassiou, et al, 2003), physical science (Pungente and Badger, 2003), social science (Lovell-Troy, 1989), and the arts (Hamblen, 1984). A general assumption underlying the classifications of the cognitive taxonomy is that a learner needs to develop mastery of a skill at a lower level as a prerequisite to moving on to related skills at a higher level (Krathwohl, 2002).…”

“…Bloom's taxonomy categorizes cognitive skills into six hierarchical levels. Instructors' familiarity with Bloom's taxonomy is useful because Bloom's cognitive learning model can help instructors develop a teaching strategy that will support learning such that students can progress smoothly from lower to higher level cognitive skills (Lovell-Troy, 1989).…”

Improving the Assessment of Student Learning: Advancing a Research Agenda in Sociology

“…This benefit may be especially true in the case of classroom-embedded assessment techniques such as the use of primary-trait analysis (that is, the development of rubrics), which uses graded assignments that directly correspond to department and course learning objectives (Huba and Freed 2000), and with classroom assessment techniques (CAT), which use ungraded feedback mechanisms to monitor the progress of student learning during a course (Angelo and Cross 1993;Brookfield 1995;Nilson 1998;Tebo-Messina and Van Waller 1998). Because meaningful classroom assessment occurs only when we test what we teach (Cross 1999;Hilton, 1993;Lovell-Troy 1989) and when we are willing to continually evaluate what we are teaching (Angelo and Cross 1993), assessment creates a cycle of feedback, self-reflection, and effort to improve teaching. There is evidence that the use of these techniques constitutes good teaching as they both require students to focus on what they are learning (Eisenbach, Golich, and Curry 1998) and enable students to more actively monitor their own learning process (Cross 1999).…”

Simulation as a Multidisciplinary Team Approach in Healthcare Programs in an Urban University Setting

“…Sociology and social studies scholars have developed their own simulation projects and reflected on this particular pedagogical approach through critical reviews of the practice (Bramesfeld & Good, 2015;Brown, 2015;Casper & Morrison, 2010;Dorn, 1989;Fisher, 2008;King & Cazessus, 2008;Lovell-Troy, 1989;Norris, 2013). According to Dorn, (1989) one of the overarching themes that emerge from the sociology and social studies literature is that simulations provide direct experience, relieve class time woes, and demand full participation from participants.…”