solved Connections 6: Addressing Misconceptions of Bloom’s Taxonomy & Learning StylesModule

Connections 6: Addressing Misconceptions of Bloom’s Taxonomy & Learning StylesModule Learning OutcomeRelate findings and implications from research in learning and cognition to one’s content area and classroom practices in order to better understand students’ diverse needs. (CLO III)Image from Pixababy (Links to an external site.) | Free for Commercial UseIntroduction & Instructions:Most teachers want their students engaged in rigorous, challenging work. This activity continues our discussion of cognitive perspectives in learning by revisiting how taxonomies and frameworks for learning help us better understand the various ways in which students might be asked to think about and apply what they’ve learned. Specifically, this activity addresses some common misconceptions that are prevalent in education.First, in this episode of The Cult of Pedagogy, host Jennifer Gonzalez reviews the revised Bloom’s Taxonomy by describing two classroom scenarios in which teachers have mistakenly applied of higher-order thinking skills.Second, in this episode of The Psych Files, host Michael Britt interviews Danial Willingham, a professor of cognitive psychologist at the University of Virginia. In this conversation, the two discuss the “myth” of learning styles in addition to misconceptions about Howard Gardner’s theory of multiple intelligences. Since these theories of learning have a strong foothold in education, it’s important to think critically about the ways in which we interpret cognitive theories.For this activity, please complete the following:Step 1. Listen to Both: Cult of Pedagogy: Is That Higher-Order Task Really Higher Order? (28:00) (Links to an external site.) | Transcript Available via the Show Notes/WebpageThe Psych Files Podcast: #90 The Learning Styles Myth: An Interview with Daniel Willingham (39:00) (Links to an external site.) | Transcript Available Download Transcript AvailableStep 2. Reflect, Relate, & Share:Please organize your response by the following:3 Takeaways. What stood out to you when reviewing this material? List three direct quotes, nuggets, takeaways, impressions, or reactions you have. Provide citations when appropriate. For example: (Sousa, 2010, p. 12) or (Gonzalez, 2017, 4:32)2 Classroom Connections. In what ways does this material relate to student learning in your classroom or content area? Provide two connections to the classroom. At least one of these must be directly related to student learning.1 Course Content Connection. In what way does this material relate to our course content? Provide one connection to the course content and include a citation and page number. For example: (Ormrod, 2020, p. 145)1 Question. Conclude your post by posing one question for your peers. This question should relate to the content of your post.