Jennifer Wirges

ETEC 424
Dr. Wolfe
07 October 2018
Learning styles
Education as we know is an ever-changing field. It is ever-changing because every
student that passes through every school door has a different mindset, past, and future. This is the
reason each teacher must change with the days as the student grows. Teachers are to learn every
way in which a student can be taught. Sometimes going back and forth with different styles until
they find one that works either for a specific student or the whole group. It is also helpful to
teacher to understand the process in which students learn. The process helps students retain and
remember the information brought to them. It also determines where a student is at and where
they should be. When writing the lesson for the day or week a teacher can use these levels and
his/her level of knowledge about the students to create an effective lesson. The lesson will reach
the students and get them on the same page as the instructor.
Blooms Taxonomy distinguishes the learning process by dividing the process by the
child’s cognitive development. Bloom developed his theory off higher education into three
domains: Cognitive, Affective, Psychomotor. As he developed this theory he divided them into
categories or levels. Of course, the cognitive levels are divided into “six major categories:
Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation” (Mcdaniel, R.).
Blooms taxonomy has become “a stairway, leading many teachers to encourage their students to
‘climb to a higher (level of) thought.’ The lowest three levels are: knowledge, comprehension,
and application. The highest three levels are: analysis, synthesis, and evaluation” (Forehand M.
Bloom’s Taxonomy). Now knowing this we can take this technique and apply it to the
classroom. Students may find themselves at different levels in the class and it is the instructor’s
job to help them find their way to the correct level. How do teachers get to this conclusion is why
Bloom created his taxonomy. With this on the teachers side they can evaluate a classroom and
find the students who fall through the cracks.
Bloom’s taxonomy is organized to help mentally prepare for class, but Gagné’s Nine
Events of Instruction detail a lesson plan outline and organizes the brain differently. Gagné’s
events are stated clearly and give specific definitions and examples as to what will help the
teacher help the student. We use Gagné’s events to explain the objective of the lesson as well as
how it will play out. This tool is a starting point as to how we can reach the students level of
thinking which Bloom points out. We “Use Gagné’s nine events in conjunction with Bloom’s
Revised Taxonomy to design engaging and meaningful instruction” (Northern Illinois
University, Gagné’s Nine Events of Instruction). Knowing this we can evaluate the classroom
more efficiently and have affective lessons.
Without Blooms Taxonomy, we cannot determine the level at which a student is and
therefore cannot create a lesson plan utilizing Gagné’s instruction to help students learn. These
two styles are compatible and ideal together. Without the other they cannot survive. Blooms
Taxonomy is the foundation in which a lesson stands on. Gagné’s instructions are the
decorations of the house on the foundation. From there the student takes hold and adds all the
little trinkets that make the house home to learning and creativity. Students hold the key to
success, but the teacher has the tools to help them to get there.
 Works Cited
N. (n.d.). Gagné’s Nine Events of Instruction. Retrieved October 8, 2018, from
https://www.niu.edu/facdev/_pdf/guide/learning/gagnes_nine_events_instruction.pdf
Forehand, M. (2011, December 07). Bloom's Taxonomy- Emerging Perspectives on Leaning,
teaching, and Technology. Retrieved October 07, 2018, from
https://www.d41.org/cms/lib/IL01904672/Centricity/Domain/422/BloomsTaxonomy.pdf
Mcdaniel, R. (2018, August 13). Bloom's Taxonomy. Retrieved from
https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/

Replies:
1. Maron Weldai-You discuss the different styles nicely. I appreciate that you give
defining examples to help the reader better understand how and why the style is
introduced to students. I would not say that auditory is lecture based at all. When you
present auditory learning in the classroom you may present vocal examples. Such as,
giving pronunciation examples to vocabulary words. we have to evaluate the entire style
and create new and creative ways to teach.
2. Katlyn Mothersell- Your comparison of Blooms and Gagné’s gives the reader a better
understanding of both creators idea. I would suggest giving more examples to help the
reader create more of a higher thought process. For example, when you explain blooms
taxonomy and define the 6 levels. Give an example of each level being presented in the
classroom. Thanks. :)
3. Gloria Rodriguez- You start with explaining children as more than a number or name on
the roll. That is very vital for every teacher to understand. You also point out how
incorporating different learning styles does not only reach students falling throw the
cracks. But gives students who do understand another opportunity to view from a
different perspective.