I've been smacked in the face again by the gaping abyss between research and common practise in the field I know most about, teaching.
I recently came across Marzano and Kendall's new* taxonomy for educational objectives. This expands and extends Bloom's taxonomy to include metacognitive and self-system thinking skills in addition to the cognitive skills most teachers are familiar with.
The book "The new taxonomy of educational objectives" was published in 2006 (https://www.ifeet.org/files/The-New-taxonomy-of-Educational-Objectives.pdf). I did my teaching qualification in 2010, and no mention even of a revised Bloom's taxonomy was part of my training, let alone any, newer, alternatives.
My bff has PhD in Mathematics Education, and has been an active researcher for over 20 years. My close colleague at the International School where I work is currently completing a PhD in Education. Neither of them had encountered this taxonomy either.
Finding a 19 year old taxonomy that I had never even heard mentioned in any of my professional development was a bit of a shocker for me.
It highlighted again for me the gap between research and practise that I think plagues most fields of knowledge. I know that it is an issue in conservation, education, and general practise medicine** - all fields where "ordinary practitioners" and especially administrators are not obliged to keep up with the newest scientific discoveries.
1/2
*new to me
**I know there is some level of obligation but the lack of response to COVID destroyed my faith in its usefulness.
#mathematics #Education #AppliedResearch