Improve Learning with the Significant Learning Taxonomy
DOI: https://doi.org/10.64010/QLAT9038 Abstract For decades, educators and accreditation bodies have used Bloom’s (1956) taxonomy of educational objectives to design and assess instruction. An alternative, Fink’s (2013) significant learning taxonomy, may be preferable for some purposes. The SLT goes beyond Bloom’s taxonomy and encourages instructors to incorporate new learning dimensions into
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