Learning Frameworks

There are many learning frameworks that can guide our actions in the classroom. Following the links provided to some of the more well known or influential ones including Bloom’s Taxonomy that has been used in classrooms for over forty years, and Howard Gardner’s theory of Multiple Intelligences.

Websites / Portals

• Instructional Development Timeline

Learning Concepts, Approaches and Preferences

Bloom’s Taxonomy

Benjamin Bloom

• Bloom's Revised Taxonomy (Bendigo Senior Secondary College)
• Bloom's Taxonomy (an e-book University of Georgia)
• Bloom, B. (2001). Taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. L. W. Anderson, D. R. Krathwohl (Eds). New York: Longman.

Concept Mapping

• The Theory Underlying Concept Maps and How to Construct and Use Them
• Images for concept mapping (Google)
• Concept Mapping Resource Guide
• Concept Mapping
• Concept Maps
• Buzan, T.&Barry, B. (2003). Rev.Ed. The mind map book. London: BBC Worldwide.
• Trochim, M. K.&Trochim, William M. K. (2007). Concept mapping for planning and evaluation. Thousand Oaks: Sage Publications.

Deep and Surface Learning

Ference Marton, Roger Säljö

• Approaches to Study “Deep” and “Surface”
• Marton, F & Säljö (1976). On Qualitative Differences in Learning — 1: Outcome and Process. Brit. J. Educational Psychology. 46, 4-11.

Emotional Intelligence

Daniel Goleman

• Emotional Intelligence in Schools
• Conference on Emotional Intelligence in Secondary Schools (Swinburne University 2006) (PDF 3.3 MB)
• Goleman, Daniel (2005). Emotional intelligence. New York: Bantam Books.
• Cassady, J. C. & Eissa, M. A. (2008). Emotional intelligence: Perspectives from educational and positive psychology. New York: P. Lang.

Cooperative learning

Roger T. Johnson, David W. Johnson,Spencer Kagan, Robert E. Slavin

• Cooperative Learning: Two heads learn better than one (paper by Johnson & Johnson, 1988)
• Ted Panitz and collaborative learning
• Cooperative Learning Center (University of Minnesota)
• Cooperative Learning (Education Research Consumer Guide, US Dept. Education)
• Kagan's Cooperative Learning Terms
• Johnson, D. & R. Johnson (1984). Circles of Learning. Washington, DC: Association for Supervision and Curriculum Development.
• Johnson, D. &. Johnson, R. (1983). Learning Together and Alone, New Jersey: Prentice Hall.
• Johnson, D. W., Johnson, R. T. & Smith, K. A. (1996). Academic controversy: Enriching college instruction through intellectual conflict. Prepared by ERIC Clearinghouse on Higher Education, the George Washington University, in cooperation with ASHE, Association for the Study of Higher Education.
• Kagan, S (2007). Cooperative learning (Rev Australian Ed). Heatherton, Vic: Hawker Brownlow Education.
• Slavin, R. E. (1990) Cooperative Learning: Theory, Research and Practice. Needham Heights: Allyn and Bacon.

Inquiry learning

Kath Murdoch

• What makes a good inquiry unit? (Kath Murdoch / EQ Australia)
• Inquiry learning models
• Inquiry based learning (Thirteen ed online: US)
• Wilson, J. and Wing Jan, L.2004, Focus on Inquiry - A practical approach to integrated curriculum planning, Curriculum Corporation, Carlton South.

Lateral thinking

Edward De Bono

• Edward De Bono (homepage)
• De Bono, E. (2004). De Bono’s thinking course. London: BBC Books.
• De Bono, E. (1990). Lateral thinking: Creativity step by step. New York: Harper & Row.

Learning Styles and Preferences

• Learning styles
• Learning styles
• What Are Learning Styles & Why Are They Important? (Edith Cowan University)
• Learning style assessments and inventories for classroom and personal use (About.com: secondary education)
• Learning Style Survey
• Free learning styles inventory, including graphical results
• Honey and Mumford's Learning Styles Questionnaire
• Visual, Auditory, and Kinesthetic Learning Styles (VAK)
• Carl Jung and Myers Briggs Type Indicator
• Index of Learning Styles Questionnaire (Felder & Soloman)

Metacognition: Thinking about thinking

• Thinking Processes
• Metacognition - Thinking about thinking - Learning to learn (Holistic Education Network of Tasmania, Australia)
• Wilson, J. & Murdoch, K. (2006). How to succeed with thinking. Carlton South, Vic.: Curriculum Corporation.

Multiple Intelligences

Howard Gardner

• Howard Gardner, Multiple Intelligences and Education
• Images/conceptual maps of Multiple Intelligences
• Howard Gardner's Multiple Intelligences
• Gardner, H. (2006). The development and education of the mind: The selected works of Howard Gardner. New York: Routledge. (available as an e-book)
• Gardner, H. (2004). Frames of mind: The theory of multiple intelligences (20th anniversary Ed.) New York, NY: BasicBooks.

Problem Based Learning (PBL)

• Problem Based Learning (PBL)
• Problem-Based Learning (WikEd; College of Education, University of Illinois)
• Video Games: A Vehicle for Problem-based Learning
• Problem-Based Learning--A Viable Addition for Secondary School Science.
• The Interdisciplinary Journal of Problem-based Learning (IJPBL)
• Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16, 235-266.
• Hmelo-Silver, C. E. & Barrows, H. S. (2006). Goals and strategies of a problem-based learning facilitator. Interdisciplinary Journal of Problem-based Learning, 1. 21-39.
• Lambros, A. (2006). Problem-based learning in middle and high school classrooms: A teacher’s guide to implementation. Heatherton, Vic.: Hawker Brownlow Education.
• Ronis, D. (2005). Problem-based learning for maths and science: integrating inquiry and the Internet. Hawker Brownlow Education, Heatherton, Vic.
• Savery, J. R., and Duffy, T. M. (1995). Problem based learning: An instructional model and its constructivist framework. Educational Technology, 35, 31-38.

Situated Learning / Communities of Practice

Jean Lave, Etienne Wenger

• Communities of practice: a brief introduction (Etienne Wenger)
• Lave, J. (1988). Cognition in Practice: Mind, mathematics, and culture in everyday life. Cambridge, UK: Cambridge University Press.
• Lave, J., & Wenger, E. (1990). Situated Learning: Legitimate Peripheral Participation. Cambridge, UK: Cambridge University Press.
• Lave, J., & Wenger, E. (1998). Communities of Practice: Learning, Meaning, and Identity. Cambridge University Press.