Merrill Vs. Bloom



The Contenders:

In this corner... Merrill!
Merrill's First Principles of Learning present a method of design that makes it easy for the designer to
focus on real-world learning.  Merrill's presents a problem or task as the method of engagement in the learning process, therefore the mind is automatically stimulated into problem-solving mode.

Once the brain enters the problem-solving mode, educators/designers are then able to use the learner's prior knowledge to present new information.  This practice enhances learning as information is in context of known information rather than as an abstract idea unrelated to the 
student's knowledge.  Without a point of reference, students easily forget the new information or have difficulty applying the knowledge.  Merrill's First Principles circumvents this difficulty making the new information both applicable and relate-able.

 
And in this corner... Bloom!
 One of the primary components of the Revised Bloom's Taxonomy is the Type's of Knowledge framework.  This structure melds easily into the other element, the Cognitive Process.  As the types of knowledge become more complex, the higher it is placed on the Cognitive Process scale.

Applying the types of knowledge is important to understanding the Cognitive Process hierarchy.  Revised Bloom's Taxonomy is very similar to Maslow's Hierarchy of needs in which each successive level cannot be met without the fulfillment of the level(s) previous 


 Just as Maslow's Hierarchy becomes more complex with each upward step, Revised Blooms' Taxonomy requires different brain processes and more in-depth critical thinking with each level.  The learner cannot apply knowledge without remembering said knowledge. 







The Similarities...
Merrill and Bloom are strikingly similar.  Both require the activation of prior knowledge to achieve critical thinking and/or problem solving skills.  The method of engagement might differ, as Bloom focuses on recall, and Merrill's emphasis is on a problem or skill.   By requiring previous knowledge, both methods enforce concrete learning that is relevant and applicable rather than abstract and irrelevant.  Knowledge, learning, and problem-solving then act as cogs in a machine to promote critical thinking.
 


So who becomes the winner in Merrill vs. Bloom?  It really depends on how one would like to focus the design of a course.  These two design models work in conjunction quite well.  We will call this on a tie.

Comments

  1. UnknownJune 16, 2015 at 5:27 PM

    Thanks for this interesting comparison! This is the first critical blog post I've read so far about Bloom's. It seems like Merrill's First Principles of Instruction is closely aligned with the higher-level cognitive processes of revised Bloom's taxonomy. In order to solve real-world problems, learners must apply, evaluate, and create knowledge and skills. However, like you mentioned, the lower-level processes and more basic types of knowledge must also be in place for that to happen. Merrill argues that learners do not need to first master basic skills and concepts before solving complex, real-world problems. His model proposes that students can learn those skills and concepts as they work to solve problems. So, instead of moving up the RBT from Remember to Create, learners can start at the higher levels through problem solving.

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