Inquiry-Focused Pedagogy in a Radically Student Directed Classroom

Bloom’s Taxonomy (Anderson et al, 2001) is often used to develop learning objectives and design questions directed toward students. But these practices are best applied to professor-centered classrooms where students are not directing their own learning. How can you use inquiry-focused pedagogy to apply Bloom’s Taxonomy in a course that is radically student-directed?

I’ll briefly discuss one radically student-directed classroom design that encourages development of student inquiry skills at the highest levels of Bloom’s Taxonomy. I’ll compare it to other approaches to student-directed classrooms. Then we’ll engage in roundtable discussions to explore and develop possibilities for your own courses.