Integrating the Revised Bloom's Taxonomy with Multiple Intelligences: A Planning Tool for Curriculum Differentiation

By T. Noble. Teachers College Record, 2004

187 citations recorded by the source corpus.

Both the special education and gifted education literature call for a differentiated curriculum to cater for the wide range of student differences in any classroom. Gardner's theory of multiple intelligences was integrated with the revised Bloom's taxonomy to provide a planning tool for curriculum differentiation. Teachers’ progress in using the tool to plan and implement units of work through learning centers was documented over 18 months in two small elementary schools. They reported greater confidence in their ability to broaden their curriculum and cater for different students’ strengths across the multiple intelligences and intellectually challenge their students using first the original and then the revised taxonomy. The teachers saw their students as more successful learners as a result of this curriculum differentiation.

Subfields: Education

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Citations in the corpus

BLOOM'S TAXONOMY: ORIGINAL AND REVISED (2010, background): “It has also been closely linked with multiple intelligences ( Noble, 2004 ) problem solving skills, creative and critical thinking, and more recently, technology integration.”
Interactions Between Classroom Discourse, Teacher Questioning, and Student Cognitive Engagement in Middle School Science (2013, unknown): “These levels, drawn from the revised Bloom’s Taxonomy (Noble 2004) and the National Science Education Standards (NRC 1996), represent increasing levels of cognitive demand.”
The positive educational practices framework: A tool for facilitating the work of educational psychologists in promoting pupil wellbeing (2008, background): “To provide such opportunities schools need to value different kinds of achievements and not just success in the traditional academic or sports domains (Kornhaber et al., 2003; Noble, 2004).”
Towards a Framework of Literature Review Process in Support of Information Systems Research (2006, unknown): “…Engelhart , Furst, Hill, & Krathwohl, 1956) has been shown to both effectively describe the learning process and offer meaningful insight into promoting development within the cognitive domain (Andrews & Wynekoop, 2004; Manton, Turner, & English, 2004; Noble, 2004; Zahn, Rajkumar, & Zahn, 1996).”
PROSPER: A New Framework for Positive Education (2015, background): “Their use of this matrix in two primary schools enabled all the teachers to successfully identify their students’ ability strengths and increased their confidence and skills in diversifying their curriculum tasks to effectively engage their different students in learning (Noble 2004).”
Learning by Doing: An Empirical Study of Active Teaching Techniques. (2011, methodology): “Bloom’s cognitive processing taxonomy is a valid, reliable, efficient, and effective means of evaluating learning (Anderson & Krathwohl, 2001; Bloom, et al., 1956; Lord & Baviskar, 2007; Noble, 2004).”
Teacher behaviour and student outcomes : Suggestions for research on teacher training and professional development (2009, methodology): “This argument is partly supported by research into adaptive teaching and the evaluation projects of innovations concerned with the use of adaptive teaching in classrooms (e.g., Houtveen, van der Grift, & Creemers, 2004; Noble, 2004).”
Using a multidimensional approach to measure the impact of classroom-level factors upon student achievement: a study testing the validity of the dynamic model (2008, methodology): “This argument is partly supported by research into adaptive teaching and the evaluation projects of innovations concerned with the use of adaptive teaching in classrooms (e.g., Houtveen, Van de Grift, & Creemers, 2004; Noble, 2004; Reusser, 2000).”
A Systems Approach to Conduct an Effective Literature Review in Support of Information Systems Research (2006, background): “‘Bloom’s Taxonomy’) (Bloom, Engelhart, Furst, Hill, & Krathwohl, 1956) has been shown to both effectively describe the learning process and offer meaningful insight into promoting development within the cognitive domain (Andrews & Wynekoop, 2004; Manton, Turner, & English, 2004; Noble, 2004; Zahn, R”