A common substitute to Bloom's taxonomy is L.

Dee Fink's Taxonomy of Significant

Learning. Unlike Bloom's original and revised taxonomies, Fink's is non-hierarchical, with
each component networking with one another to " encourage other types of learning". Fink
also contains features that would be categorised as "affective" under Bloom's taxonomy,
such as "caring" and "the human dimension." (DePaul, 2022). What makes this taxonomy
instantly beneficial is the formation of a graphic structure that helps distill the perception,
along with the flexibility of the model itself. The Taxonomy of Significant Learning has ‘room’
for educational skills, values-based content, critical thinking, and more (Heick, 2022).

The conventional method to student learning presented a categorised view of achieving

foundational information and course content. Attitudes to the learning procedure have
increased to contain emotional and non-hierarchical modules that measured the significance
of constant learning (Coco, 2012). According to Fink, important learning transpires only
when students are passionate, and the class shows elevated energy levels. The outcome is
an important and enduring change in student learning.

Fink’s taxonomy of significant learning incorporates the undernoted six groupings which are
utilised for integrated course design:

1. Foundational knowledge includes the principles, concepts, and

essential course material. This knowledge delivers the base for
understanding other methods of learning.
2. Application involves utilising knowledge by developing skills and
participating in critical, creative, and practical thought methods.
3. Integration involves the interpretation of the connection between
notions, people, and various characteristics of inter-disciplinary
learning and life.
(Addison & Tollefson, 2022)
4. Human dimension covers learning that happens when students
obtain new perceptions about themselves and others.
5. Caring includes the change and expansion of new opinions, concerns, or values toward
something that students now deem as more significant.
6. Learning how to learn emerges when students welcome the practice of learning and
become progressively useful in future learning endeavours.

References:
Addison, B.P. & Tollefson, T. (2022) Fink’s Taxonomy of Significant Learning. Platteville
Teaching and Technology. Available at: https://uwpttc.edublogs.org/2022/03/25/finks-
taxonomy-of-significant-learning/ (Accessed: 22 February 2023).

Coco, C.M. (2012) The Value of Significant Learning Strategies in Undergraduate Education.
Tuskegee University. Available at: https://files.eric.ed.gov/fulltext/EJ1144935.pdf (Accessed:
22 February 2023).

DePaul (2022) Frameworks & taxonomies of learning, Frameworks & Taxonomies of

Learning DePaul University, Chicago. Available at: https://resources.depaul.edu/teaching-
comm ons/teaching-guides/course-design/Pages/teaching-learning-frameworks.aspx
(Accessed: 22 February 2023).

Heick, T. (2022) What is the taxonomy of significant learning? TeachThought. Available at:
https://www.teachthought.com/learning/taxonomy-significant-learning/ (Accessed: 22
February 2023).