NEUROMYTH?

IT IS EASY TO FIND HOLES IN BLOOM

RECALL VS EVALUATION

• What flavors of ice cream have you eaten in your life?
• Do you like chocolate?
• Bloom says the second, evaluation question, is harder.

Bloom implies for each step up the taxonomy the underlying steps are needed.

YET...

• Human and primate brains use the amygdala to evaluate without any recall.
• Humans with certain acquired brain injuries are able to learn and apply skills without recalling learning them.

PROBLEMS WITH BLOOM

• SKILLS LOWER ON TAXONOMY ARE NOT ADDITIVE AS BLOOM IMAGINED.
• YOU CAN EVALUATE WITHOUT RECALL.
• IT IS EASY TO IMAGINE SKILLS LOWER ON HEIRARCHY THAT ARE HARDER THAN THOSE HIGHER.

WHAT ABOUT GARDNER?

NO EVIDENCE

One study developed appropriate tests for each.
Every intelligence of Gardner's except music and kinesthetic correlated to high I.Q.
In other words general I.Q. seems directly related to supposedly separate, independent intelligences.

TAKEAWAYS

• Yes, every learner is different, just not in the way Gardner describes
• Yes, we should provide multiple entries and outlets for our students, but Bloom's is too simple.
• As teachers, we need to understand the brain. Unfortunately Bloom and Gardner's theories do not match current psychological science
• Instead of intelligences we should focus on the skills students have and need, then design instruction through games that will allow all students to grow their skill sets.

SOURCES

• Kagan, S. Rethinking Thinking – Does Bloom's Taxonomy Align with Brain Science? San Clemente, CA: Kagan Publishing. Kagan Online Magazine, Fall 2005.
• McGreal, Scott. "The Illusory Theory of Multiple Intelligences." Psychology Today. Sussex Publishers, 23 Nov. 2013. Web. 01 May 2013.
• Waterhouse, Lynn. "Inadequate Evidence for Multiple Intelligences, Mozart Effect, and Emotional Intelligence Theories." Educational Psychologist 41.4 (2006): 247-55. Web.