Chapter 2 A Taxonomy of Significant Learning

Highlights of this chapter include: a new taxonomy of significant learning, how to create course goals based on the new taxonomy, how the taxonomy reflects the new kinds of learning, and a paradigm shift from content-centered to learning-centered. Chapter Summary ·Fink created a new taxonomy which goes beyond Benjamin Bloom’s cognitive domain and includes new significant kinds of learning, for example, learning how to learn and critical thinking.  The new taxonomy defines learning as a change in the learner.  Regardless of what the students are learning, the learning experience can result in different kinds of change in the learner.  Significant learning occurs when important and lasting changes take place in the learner’s life. The 6 major categories in the taxonomy of significant learning are: Foundational Knowledge Application Integration Human Dimension Caring Learning How to Learn These categories are illustrated in Figure 2.1 Taxonomy of Significant Learning on p. 30. Foundational knowledge (knowing) - This is the most familiar kind of learning and is the basic knowledge (understanding and remembering) that students acquire.  It provides the necessary information for other kinds of learning. Application (skills, thinking, acting) - Students use their foundational knowledge and learn how to think about issues, to act in regard to that knowledge or develop a skill. Integration (connecting) - By connecting ideas, people, and realms of life, learners acquire power. Human Dimension (self, others) - As learners understand about one’s self and others, it gives the human significance to the learning. Caring (developing) - When students care (a feeling, interest or value) about something, this develops the motivation or energy for learning.  Without this, nothing significant happens. Learning How to Learn (learning) - Learning how to be a better student, how to inquire about a subject or how to become a self-directing learner provides the capability for long-term learning. ·        The taxonomy is relational and interactive. The interrelation of the types of learning indicates that the various kinds are synergistic. (p. 32)   ·        The 2 major implications of the taxonomy of significant learning are: learning goals should extend beyond content mastery, and a combination of significant learning goals will create synergy and increase the students’ significant learning experience. ·        General and specific course goals can be designed around the 6 categories of significant learning.  For example, interdisciplinary learning meets the need for integration. ·        Fink’s taxonomy is a learning-centered paradigm.  The learning-centered paradigm encourages educators to provide significant learning experiences (incorporate the 6 types of learning) rather than just new course content.  (Figure 2.4 The Effects of Two Different Paradigms, p. 56) ·        Fink supports the learning-centered paradigm for the following 3 reasons: There needs to be a long-term view of learning; educators need to identify the most important topics in the courses and offer several kinds of learning in order to encourage students to keep learning after the course. The learning-centered paradigm allows educators to realize their own dreams for student learning Course content is not abandoned but renamed foundational knowledge and the other kinds of significant learning allow the student to learn how to use the content and how to integrate it with other knowledge. (p.57)   Angela