Watching Children Bloom Through Their Writing

Bloom's Taxonomy is the foundation for every educator when approaching their classroom lessons and development. Most of the time teachers use Bloom's theory as a way to approach a child's cognitive process and not necessarily their emotional development. However, Ohler described in Chapter 8 using Bloom's affective taxonomy to evaluate levels of transformation not only to write more effective stories, but to also help a student in their personal development.

What stood out the most was Ohler presenting the idea of "using this approach to develop an Individualized Education Plan (IEP) with each student" (loc 1548). For most teachers when the acronym IEP comes up in conversation we want to either run for the nearest door or understand that we have a lot of work ahead of us for what ever stage a student might be at in their plan. On the other hand, approaching an IEP from the stand point of Bloom's affective taxonomy kind of presents itself as "the light at the end of the tunnel." Especially since there are new levels to reach for as one progresses through them and not be stuck at just the singular, short-term goal we set out for students who have an IEP. In essence, assisting students through a personal transformation.

Ohler, proposes using DST as a way to create this transformation for a student in their personal development, alongside with story development and a character's transformation. It is somewhat of a reverse psychology tactic that may help students not only academically, but in a way that is very profound and works toward long-term personal fulfillment goals. This idea appeals to me a lot because teachers carry a double load of burden by trying to make sure that students are academically prepared, as well as preparing students to become unique and thoughtful citizens of our future. Ohler states that we can use transformation taxonomies in DST as a way "to help students tell more effective stories," "to understand students through their stories," and "to help students grow through their stories" (loc. 1534-1541). All in all, I think this works towards the benefit of all, teachers and students included.

Just as a recommendation of further reading on the subject of transforming students personally through their academics is Howard Gardner's Five Minds for the Future. Similar to Bloom, Gardner has had a profound affect on modern education with his previous works on multiple intelligences. However, Five Minds for the Future gives educators the framework for transforming children into useful "tools" or minds for a sustainable future. I believe Ohler's use of DST would fit in well with Gardener's new view on developing the cognitive capabilities of our students through writing and technology.