Guest Blogger ~ Dr. April Talent
Whether you’re teaching an Honors Section of a course, working with an Honors Student one-on-one through an Honors Contract, or just thinking about how to keep your Honors Students motivated in a regular class, studio, or lab, there are a variety of resources available with ideas for faculty on boosting learning outcomes for Honors Students.
This short article from the University Honors Program at Kansas University describes moving learning outcomes up to the highest level of Bloom’s Taxonomy in which learning goals are aimed at synthesis, evaluation, integration, and creation. These higher levels of critical thinking are key to inspiring Honors Students in their studies. They create modes of learning that challenge motivated students in creative ways that go beyond just doing more.
This paper (access provided through Hunter Library), written by faculty in The Netherlands, looks at instructional factors and how those strategies challenged their high-ability students. In their conclusions, they affirm that the combination of student autonomy, complexity, and teacher expectations come together to be effective in keeping these students motivated and challenged and ultimately improving outcomes. These factors further underscore the value of establishing learning outcomes for Honors Students that are at the highest levels of critical thinking in terms of course learning goals.
The Center for Teaching at Vanderbilt has a useful summary of Bloom’s Taxonomy on their website. This is a quick resource that summarizes the action verbs that are aligned with the different processes of learning, e.g. planning, producing, generating, checking, critiquing, attributing, organizing, and differentiating, corresponding to critical thinking at the highest levels of Analysis, Evaluation, and Creation.
References and Resources
Armstrong, P. (n.d.) Bloom’s taxonomy. Vanderbilt University Center for Teaching. https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/
Scager, K., Akkerman, S. F., Pilot, A., & Wubbels, T. (2013). How to persuade honors students to go the extra mile: creating a challenging learning environment. High Ability Studies, 24(2), 115–134. https://doi-org.proxy195.nclive.org/10.1080/13598139.2013.841092
Teaching honors students. (n.d.). The University of Kansas Honors Program. Retrieved January 23, 2020, from https://honors.ku.edu/teaching-honors-courses