Benjamin Bloom

Bloom was born in Lansford, Pennsylvania, to an immigrant Jewish family. His parents fled a climate of discrimination in Russia.^{[2] [obsolete source]} He received a bachelor's degree from Pennsylvania State University in 1935 and a master's degree from Penn State, also in 1935. He received a doctorate from the University of Chicago in 1942 and joined its faculty in 1944.^[3]

From 1965-1966, he served as president of the American Educational Research Association.^[3]

In 1956, Bloom edited the first volume of The Taxonomy of Educational Objectives: The Classification of Educational Goals, which classified learning objectives according to a rubric that has come to be known as Bloom's Taxonomy. It was one of the first attempts to systematically classify levels of cognitive functioning and gave structure to the otherwise amorphous mental processes of gifted students.^[4] Bloom's Taxonomy remains a foundation of the academic profession according to the 1981 survey, "Significant Writings That Have Influenced the Curriculum: 1906–81" by Harold G. Shane and the National Society for the Study of Education. Bloom's 2 Sigma Problem is also attributed to him.

Benjamin Bloom conducted research on student achievement. Through conducting a variety of studies, Bloom and his colleagues observed factors within the school environment as well as outside of it that can affect how children can learn. One example was the lack of variation in teaching. Bloom hypothesized if teachers adapted their teaching methods to the individual needs of each student, more children would receive the opportunity to learn better. This led to the creation of Bloom's Mastery Learning procedure. This procedure required that teachers organize skills and concepts into instructional units approximately 1–2 weeks in length. At the end of the unit, the student would receive an assessment that would provide the student with constructive feedback on what the child learned from the unit. If a child lacked understanding on any of the major concepts of the unit, they would be assigned corrective assignments based on information they had trouble understanding. They would then take a second assessment focusing specifically on the skills and concepts they were instructed to practice on. This insures each student gains individualized instruction at a pace the child needs in order to learn at an optimum level. For students who showed mastery of the given unit, it is recommended they receive enrichment activities to further learning experiences. These activities are self-selected by the student and may come in the form of academic games, reports, special projects, etc.

Aside from his work on educational objectives and outcomes, Bloom also directed a research team that evaluated and elucidated the process of developing exceptional talents in individuals, shedding light upon the phenomena of vocational eminence and the concept of greatness.^[5]

In the article "The Role of Gifts and Markers in the Development of Talent"^[6] (1982), 70 individuals that are known as being among the best in their field are interviewed, in addition to their parents, teachers, and other significant persons in their life. The purpose of the interviews was to collect the various special characteristics believed to have been the reasons for their success. The individuals studied were mathematicians, Olympic swimmers, and concert pianists who were arguably some of the most successful in their field. The three main characteristics frequently shared in the interviews by the individuals, their parents, and teachers was willingness to work, competitiveness, and ability to learn new techniques. By the end of the Bloom's interviews, it was noted after all the data was collected that the interpretation of the parent's children as being talented led to the parents creating an environment that allowed for growth within the subject through hiring teachers/tutors, opportunities in the form of competitions and events, and overall encouragement from the parents and others involved in the individuals life. The belief that the individuals were talented, the attention given to a specific characteristic observed, as well as the possible inherent gift of the individual were considered to be markers. The markers were defined as the major reasons for the encouragement and motivation exhibited by the teachers and parents of the successful individuals. These factors in addition to the individual's interest and willingness to work in their respective field are arguably some of the reasons for their huge success.

5. Anderson, L. W. (2003). Benjamin S Bloom: His life, his works, and his legacy. In B. J. Zimmerman & D. H. Schunk (Eds.), Educational psychology: A century of contributions. (pp. 367–389). Lawrence Erlbaum Associates Publishers.

6. Bloom, B. S. (1982). The role of gifts and markers in the development of talent. Except. Child, 48, 510–522.

7. Guskey, T. R. (2007). Closing achievement gaps: revisiting Benjamin S Bloom’s “learning for mastery.” Journal of Advanced Academics, 19(1), 8–31..

• Bloom, Benjamin Sapkota (1980). All Our Children Learning. New York: McGraw-Hill.
• Bloom, Benjamin S. Taxonomy of Educational Objectives (1956). Published by Allyn and Bacon, Boston, MA. Copyright (c) 1984 by Pearson Education.
• Bloom, B. S. (ed). (1985). Developing Talent in Young People. New York: Ballantine Books.
• Eisner, Eliot W. "Benjamin Bloom: 1913-1999." Prospects, the quarterly review of comparative education (Paris, UNESCO: International Bureau of Education), vol. XXX, no. 3, September 2000. Retrieved from http://www.ibe.unesco.org/publications/ThinkersPdf/bloome.pdf on April 10, 2009.
• Torsten Husén, Benjamin S. Bloom, in: Joy A. Palmer (ed), Fifty Modern Thinkers on Education: From Piaget to the Present Day, London - New York: Routledge, 2001, pp. 86–90.

• Benjamin Bloom - Mastery Learning