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Benjamin Samuel Bloom

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Benjamin Samuel Bloom

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ledayit523
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We take content rights seriously. If you suspect this is your content, claim it here.
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Benjamin Samuel Bloom (February 21, 1913 – September 13, 1999) was an

American educational psychologist who made contributions to the classification of


educational objectives and to the theory of mastery learning. He is particularly noted for
leading educational psychologists to develop the comprehensive system of describing
and assessing educational outcomes in the mid-1950s.[1] He has influenced the
practices and philosophies of educators around the world from the latter part of the
twentieth century.

Early life and education


[edit]
Bloom was born in Lansford, Pennsylvania, to an immigrant Jewish family. His parents
fled a climate of discrimination in Russia.[2] [obsolete source] He received a bachelor's degree
from Pennsylvania State University in 1935 and a master's degree from Penn State,
also in 1935. He received a doctorate from the University of Chicago in 1942 and joined
its faculty in 1944.[3]

From 1965-1966, he served as president of the American Educational Research


Association.[3]

Works
[edit]
In 1956, Bloom edited the first volume of The Taxonomy of Educational Objectives: The
Classification of Educational Goals, which classified learning objectives according to
a rubric that has come to be known as Bloom's Taxonomy. It was one of the first
attempts to systematically classify levels of cognitive functioning and gave structure to
the otherwise amorphous mental processes of gifted students.[4] Bloom's Taxonomy
remains a foundation of the academic profession according to the 1981 survey,
"Significant Writings That Have Influenced the Curriculum: 1906–81" by Harold G.
Shane and the National Society for the Study of Education. Bloom's 2 Sigma Problem is
also attributed to him.

Benjamin Bloom conducted research on student achievement. Through conducting a


variety of studies, Bloom and his colleagues observed factors within the school
environment as well as outside of it that can affect how children can learn. One example
was the lack of variation in teaching. Bloom hypothesized if teachers adapted their
teaching methods to the individual needs of each student, more children would receive
the opportunity to learn better. This led to the creation of Bloom's Mastery Learning
procedure. This procedure required that teachers organize skills and concepts into
instructional units approximately 1–2 weeks in length. At the end of the unit, the student
would receive an assessment that would provide the student with constructive feedback
on what the child learned from the unit. If a child lacked understanding on any of the
major concepts of the unit, they would be assigned corrective assignments based on
information they had trouble understanding. They would then take a second
assessment focusing specifically on the skills and concepts they were instructed to
practice on. This insures each student gains individualized instruction at a pace the
child needs in order to learn at an optimum level. For students who showed mastery of
the given unit, it is recommended they receive enrichment activities to further learning
experiences. These activities are self-selected by the student

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