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Enhancing Student’s metacogniton: Can Bloom’s Taxonomy help?
M.P. Wenderoth. University of Washington, Seattle, WA

A major finding of How People Learn (NRC 1999) is that expert learners know how to monitor their learning (metacognition). I have structured a series of learning activities using Bloom’s Taxonomy to try to improve student metacognition in a senior level Mammalian Physiology course.  The learning activities include introduction of Bloom’s at the start of the quarter, “Blooming” (determine the Bloom level) in-class questions and weekly homework of writing two study questions, one each at a lower and upper level of Bloom’s and “Blooming” their colleagues’ study questions.  All exams questions are categorized according to Bloom’s and after the exam is graded, the  Bloom’s distribution for the exam is provided and each student receives their individual report of how they perormed at each Bloom’s level. Students are then directed to a resource (BLAST, Bloom’s Learning Activities for students) that suggests learning activities to strengthen their weak areas. Student take the  Metacognitive Awareness Inventory (MAI) and the Revised Study Process Questionnaire (RSPQ- measures deep versus surface learning) during the first and last week of the quarter. Changes in MAI and RSPQ scores over the quarter will be noted and correlated with changes in student’s exam performance. The MAI and RSPQ will also be administered during the last week of class to another senior level biology course that has not been introduced to Bloom’s.
 

 

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