- PTSD in Teachers: Yes, It’s Real! - August 19, 2018
- Teacher Anxiety: How to Cope With Anxiety Under Stress - July 29, 2018
- Depression Kills Teachers if Left Untreated: It Should Not Kill Their Careers - July 23, 2018
- Amidst Declining Mental Health in Teachers, What Can Administrators Do? - June 30, 2018
- 5 Things I’d Tell Myself in My Earlier Teaching Years - October 15, 2017
- How Class Dojo Saves My Sanity Daily - October 1, 2017
- Surviving the School Year: Game of Thrones Style - August 27, 2017
- What to Change Behavior? Start With Class Meetings in Special Education - August 20, 2017
- When Your Administrator Doesn’t Like You - July 3, 2017
- Conquering Teacher Biases Against Disabilities: Important Strategies - May 8, 2017
According to Dr. Heidi Hayes Jacobs, “curriculum making is choice making” and a person who designs curriculum well not only has a variety of styles, but responds well to the environment, stays up-to-date on research, and makes choices based on good information (Laureate Education, 2010.). As the field of education changes so frequently with regards to theories, there are multiple learning theories that could be utilized to explain the best methods for teaching and learning, but only a few that are based on the most current research. A recent study of learning theories led me to a discovery of past and current research on learning and its implications for teaching today.
A Framework for Teaching
Eight years ago, when I first began teaching, the most commonly used resource for lesson planning with Bloom’s Taxonomy. With Bloom’s Taxonomy, in its classic form, the learner would rise through six levels of learning, beginning with knowledge and ending on evaluation. Several verbs would indicate what level of learning the students would experience that day, but the gist of the theory was that a person would start with knowledge and rise through the ranks only after demonstrating an ability to retrieve the information taught before (Wilson, 2013). However, this approach, which comes from a behaviorist standpoint, is outdated since lower level learners often have difficulties recalling facts but may do better once given the opportunity to apply knowledge (Laureate Education, 2010). A student with learning difficulties may never get off of the ground level if not given an opportunity to experience all the other levels.