This was an OUTLINE I used to present the concept that Bloom's Taxonomy and Maslow's Needs Hierarchy should be used together with learning styles to provide a rich more effective learning experience.

1. Jack & the Beanstalk Meets Bloom:
@JD Cogmon, MSED
http://www.jdcogmon.net
http://www.education-
epicenter.net/urbanhabitat
Rev. 2011

2. Educational Scaffolding
 After this brief presentation you should
have an idea of the following concepts:
Educational Scaffolding
Bloom’s Taxonomy
Maslow’s Needs Pyramid
Teacher Paradox

3. The Goal!

4. How do we get to the Goal?
 Gomoodleikiog
 Google
 Moodle
 Wikis
 Blog
 Interactive Learning can be used as a
scaffold for understanding
 Bloom’s Taxonomy (1956)
 Maslow’s Hierarchy of Needs (Needs Pyramid)
 Teacher paradox

5. A brief word…
 “Like the blind men confronting the
elephant, we sometimes perceive the
Internet as a highway, other times as an
arcade or playground, and still other
times as the ultimate shopping trip.”
 With such a large canvas of complexity,
we need scaffolding to paint the best
picture for ourselves.

6. Scaffolding
 “Scaffolding refers to a temporary support
framework used during construction.
Applied to teaching and learning it
describes measures to support a learner to
become confident and self-reliant in a
subject. In a Web environment scaffolding
features need to replace the instructor.”
 Pahl, C. (2002). An Evaluation of
Scaffolding for Virtual Interactive Tutorials.
Retrieved from ERIC database.

7.  Bloom’s Taxonomy re-written from nouns to
verbs. (Anderson & Krathwohl, 2002)
 “Creating” is now at the TOP!
Bloom’s Taxonomy:
The Ideal

8. Maslow’s Needs Pyramid
Computer/internet connections
Know how to read and write
Know when assignments are due
Know expectations of assignments
Have examples of expected work
How would you arrange these
phrases to excel at
Learning/networking?

9. Teacher Paradox
 The more you teach a subject the better
you learn a subject. This is a motivation to
take the gomoodleikiog approach!
 As students ascend Maslow’s Hierarchy of
Needs and Bloom’s Taxonomy learning the
material, they become better teachers.
(The Giant is represented by Synthesis
and/or Self-Actualization at the top of
each respective pyramid.)

10. Questions:
 What are examples for Motivating
students?
 How does a teacher?:
 Emphasize Effort?
 Create hope?
 Respect Power?
 Build Relationships?
 Express Enthusiasm?

11. Tips!
 Identify the student’s learning style
 Identify individual motivations for learners in your
class or workshop.
 Emphasize Effort
 Create hope
 Respect Power
 Build Relationships
 Express Enthusiasm
http://www.jdcogmon.net/portfolio/

12. Conclusion
 Mastering Bloom’s Taxonomy is a challenge that can be overcome with
educational scaffolding.
 The same theory can be applied to all other forms of learning with the
use of interactive tools to move from knowing and understanding to
creation/actualization.
 The use of Maslow’s needs hierarchy in conjunction with Bloom’s
taxonomy can assist the instructor in meeting the challenge of teaching
students of all ages.
 Many subjects are challenging like a giant, and students can be
victorious if the instructor chooses the right tools for scaffolding.
Interaction is one of the best scaffolding tools there are to ascend both
pyramids.
 This analysis intentionally leaves assessment out as assessment is a
whole presentation on its own. Finding out the fundamentals in this
presentation sets the stage for creating a good assessment feedback
loop, also known as a complex adaptive science.
 Now that Jack has met Bloom and Maslow, maybe I can introduce him
to Gagné, Hootstein, Piaget and more?
Thank you for your time

13. References
 Mendler, A. (2000). Motivating students who don't care: Successful
techniques for educators. Bloomington, IN: National Education Service.
 Schools, skills and scaffolding on the web Retrieved 1/19/2010, 2010,
from http://edweb.sdsu.edu/people/bdodge/scaffolding.html
 Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for
learning, teaching and assessing: A revision of Bloom's Taxonomy of
educational objectives: Abridged Edition, New York : Longman.
 Gomoodleiki http://www.youtube.com/watch?v=FOKJk-7K9gY&feature
 Bloom’s Taxonomy, 1956,
http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonom
y
 Maslow’s Needs Pyramid Interactive Quiz
 http://www.coe.uga.edu/epltt/images/bloom_quiz.pptfaculty.ccconline.or
g/index.php?title=Blooms_Taxonomy_Tutorial_FLASH (favorite)
http://education-epicenter.net/urbanhabitat/

14. Interactive Bloom’s Links
 faculty.ccconline.org/index.php?title=Blo
oms_Taxonomy_Tutorial_FLASH
 projects.coe.uga.edu/epltt/index.php?titl
e=Bloom's_Taxonomy
http://www.jdcogmon.net/portfolio/