Bloom’s Theory of School Learning
Attitude and Aptitude in school learning theory
He posited that “children’s level of achievement and rate of learning in different academic subjects as well as their emotional well being (positive and negative) is strongly influenced by the “quality of instruction” or what can be thought of as teacher effectiveness including the extent to which the instruction to be given is appropriate to the learner.” You Can Do It
It is noted that even though the way children are taught is important; there are other factors that influence the way students receive information and the way they interact in the classroom
Cognitive entry behaviours
When a student comes to a Creative Arts Classroom there is prior learning that has developed the way the child will approach and receive tasks.
Prerequisite learning includes
- knowledge
- skills
- reading ability
- comprehension readiness
- vocabulary development
- mathematical reasoning
- cognitive style
- Meta cognitive skills
- ability to strategise
Intertwined with this prerequisite knowledge and skills base is the affective domain. Students no matter how old have had experience of learning which affected self belief and belief about subjects.
Affective entry characteristics are
- attitudinal
- affective
- motivational
It is interesting to note that there are levels of attitude and motivational factors that are clustered around
- school
- learning
- subject
Most importantly students develop belief about themselves as learners at a very early age. I am dumb, smart, clumsy, born to lose etc.
These attitudes are able to be shaped by
- self talk
- appropriate success or mastery experiences
- pleasurable learning experiences
- and the like.
Creative Art Teachers in particular become aware of this relationship between learning and self esteem because the creative subjects are imbued with emotion.
There is often a high level of self confidence required for the students to be able to take the risks required for creativity.
Programme Achieve is a Programme that has been developed to guide teachers as they talk with their students and companion them as they take responsibility for building self esteem and self efficacy.
