Aligning Modeling Projects with Bloom's Taxonomy

Abstract

Modeling projects in differential equations and engineering courses create an authentic activity and an opportunity to attain the holy grail of “deeper” learning. However, what do we mean by “deeper” learning and how do we create an environment that encourages that? This article describes a proposal and case study in using Bloom’s taxonomy as a model to elicit higher-order cognitive tasks through a project rubric. This approach requires further study on its effectiveness, but it shows promise as a systematic and consistent method for encouraging meaningful tasks through projects.

Keywords:

• Bloom’s taxonomy
• project
• rubric
• differential equations

Additional information

Notes on contributors

Richard Spindler

Richard Spindler studied electrical engineering at the University of Wisconsin-Madison and the University of Michigan. He worked as an engineer and computer programmer before seeing the light and eventually received his Ph.D. in mathematics at the University of Vermont. He is very interested in promoting active learning in the classroom and critical thinking in his students, which he ponders while hiking, snowshoeing, and skiing the high peaks of the Adirondacks.