Blooms Taxonomy and SAMR

Blooms Taxonomy:

Blooms Taxonomy diagram

Blooms Taxonomy is a structure in which learning is defined by 2 main categories; low order thinking and high order thinking. This model is used in all schools, in all classes, in all subjects and relates to what the students must do in order to demonstrate their ability to think in both categories. Specifically for junior secondary school mathematics, each lesson you would have tasks for the student to perform to demonstrate their ability to remember, understand and apply the knowledge they have learnt. Other lessons, less frequently, you would have tasks and assignments for the students to perform where they more closely analyse, evaluate and create using the knowledge they have learnt.

SAMR:

SAMR diagram

SAMR is a staircase model and stands for Substitution, Augmentation, Modification and Redefinition. Each step translates to a more intertwined used of technology, from general substitution in which the technology does not add anything to the lesson, to redefinition, in which the use of technology adds something to the lesson that would never be possible without the use of technology.

The Relationship:

The link between SAMR and Blooms Taxonomy

The Blooms Taxonomy and SAMR models have interesting relationships when put in an educational context. In the 21st century, technology is in every aspect of life, and because of this, technology must be utilised in every stage of teaching, however, when you have tasks that just demonstrates your students ability to remember, understand and apply information, the technology is almost always going to be only a substitution or maybe an augmentation. As you move up Blooms Taxonomy and give tasks that demonstrate your students ability to evaluate, analyse and create using information they have, the technology then, can easily be more transformational, using modification and redefinition of what could be done.