Interactive syllabus and bloom's taxonomy

Abstract

The author is of the opinion that an effective assessment rubric based on the principles of Bloom's Taxonomy can help the learning process by generating a constructive dialogue between the instructor and the learner. The author also favors the development of a set of course material content that includes an interactive syllabus, as opposed to a traditional syllabus. Such a system has been suggested by Clifford O. Young Sr. & Laura Howzell Young of California State University, San Bernardino. Saxe also comments that traditional teaching methods evoke learning passivity and resentment. (Saxe, 1990). With the traditional delivery methods, a course syllabus is considered to be an official contract between the instructor and the learner. Both are expected to abide by the requirements of the course and to adhere to the time constraints required for the class. On the contrary, in an interactive method of teaching, the instructor is more flexible to permit the students to revise the contents of the syllabus. It is thereby transformed into a learning contract between the instructor and the learner. It is possible to design a learning contract syllabus in such a way so that it still follows the general guidelines of the instructor. However, this time, it is more precisely matched to the learning needs of the students. A properly generated assessment rubric can easily identify that course curriculum goals and objectives have been successfully attained. © American Society for Engineering Education, 2006.