Mapping Food Ladders

One of the questions that I frequently get from local food networks and local authorities is “how do we map what already exists in our community?”  Organisations also ask how what they do maps onto the food ladders approach.  These are questions that I have been exploring recently, as in theory it seems straight forward, but in practice it can be much more difficult.  To this end I have developed a workshop on how to map food activity in communities onto the Food Ladders framework. It takes a blended learning approach, starting with self-directed online learning, followed by a group activity that involves discussing and agreeing how activity maps onto the ladders within individual organisations. There is also a form tool that can be adapted for collecting the relevant data needed for this mapping. While the examples in this workshop are third sector organisations, any form of activity can be mapped onto the ladders.

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Bloom’s Taxonomy and Collective Understanding

Bloom’s taxonomy is an heuristic designed to help educators develop teaching methods that will move student’s learning beyond rote memorisation. Learning beyond memorising is sometimes considered higher order or deeper learning.  Since the taxonomy was developed in the mid 1950’s it has informed education policy across the globe and has inspired countless innovations in teaching and learning including Research-led Teaching and Learning, Service Learning, and more recently Knowledge Building approaches.  It has also been used to help educators develop learning outcomes for Objective Based Teaching and Learning (OBTL) that are then assessed via Criterion Referenced Assessment (CRA). In this post I discuss how I sought to achieve higher order learning through a student web page project in Hong Kong and what that process revealed to me about Bloom’s taxonomy. Continue reading