Bloom’s Taxonomy and generative AI

Daily blogging has its perks. You end up learning something new. Every single day.

Broad-basing your reading has one significant benefit. You break through the narrow confines of your biases.

I was once asked in an interview about ways to teach early clinicians. The time allotment was short, but I stuck to my narrative for approaching an integrative approach in teaching. If I have to hype up the narrative, I’d call it a 360 degree approach. I kept the question in mind, and I have now come to an understanding that pedagogical outcomes are hard to measure. Real-world application of teaching methodologies is inconclusive and incomprehensible. How do you assess the success of anyone in the field? Through “academic achievements” (which I always claim is a poor reflection of Goodhart’s law). Or do you measure it based on the strength of the creativity?

Bloom’s Taxonomy might have some answers:

Bloom’s Taxonomy – Center for Instructional Technology and Training – University of Florida

The original Taxonomy of Educational Objectives, commonly referred to as Bloom’s Taxonomy, was created by Benjamin Bloom in 1956, and later revised in 2001. Bloom categorized and classified the cognitive domain of learning into varying levels according to complexity and richness. As you travel up the pyramid, the level of complexity increases. This framework is important for designing a learning experience because it helps instructors identify, classify, and outline what students are expected to learn in the course.

This is an interesting table:

I have always held the belief that blogging helps you shift your focus towards the creative side. “Leaders” don’t always lead by example (and is perhaps an extremely poor corollary). Leaders offer opportunities to underlings to move towards the farther end of the bloom’s taxonomy. The best ideas are approached from a combinatorial, integrative approach and improving your reading skills.

I love learning!

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