Integrated Bloom-MI grid as a two-perspective textbook analysis framework¶

Theory · All theories
Evidence · 4 claims (4 for) · 1 study (1 design), q2 · 0 of 1 report an effect size · 4 claims rest on one study

Description¶

The article uses a planning and analysis grid that crosses Bloom's six levels of cognitive learning objectives (knowledge through evaluation) with Gardner's eight intelligences, so that materials can be coded for both "breadth and depth of learning processes and goals in textbooks". The authors argue prior textbook checklists did not address learning objectives or intelligence categorizations, producing one-dimensional analyses, and that combining the two taxonomies broadens and deepens the analysis of texts, tasks and exercises.

Design Implications¶

Context¶

Requirements¶

• Raters must code materials against both taxonomies' category definitions, with unanimity or exclusion of disagreed items

Constraints¶

• The grid was applied to two ELT textbook series for beginning-to-intermediate learners in Iran; coding depended on three raters' unanimous agreement, which reduced the number of materials analyzed

Target Learners¶

• EFL high school and institute learners in Iran

Target Learning Objectives¶

• Coverage of cognitive learning objectives and multiple intelligences in language learning materials

Claims¶

• Elt Textbook Series Differ Bloom Mi Grid [+M]
• Comprehension Application Most Frequent Objectives [+M]
• The Interchange series covered learning objectives more comprehensively than the Iranian high school textbooks [+W]
• Linguistic intelligence dominated both series while natural intelligence was least frequent [+M]

Related Theories¶

• Gardner's Multiple Intelligences theory: eight named intelligences with a possible ninth
• Multiple Intelligences Theory

Examples¶

• Develop lesson plans covering all learning objectives across various intelligences

Key Sources¶

• Mahmoud Abdi Tabari & Iman Abdi Tabari. (2015). Links between Bloom's Taxonomy and Gardener's Multiple Intelligences: The issue of Textbook Analysis. Advances in Language and Literary Studies, 6(1). https://doi.org/10.7575/aiac.alls.v.6n.1p.94