4 Fink’s Taxonomy of Significant Learning
Just as Bloom’s Taxonomy establishes the framework for our course learning outcomes, Fink’s Taxonomy can be a useful framework for developing culture- and belonging-centric learning goals. It can do this through helping us develop goals related to learner emotional engagement, value development, and self-understanding.
Fink’s Taxonomy of Significant Learning is a framework for designing and assessing educational experiences, developed by L. Dee Fink and published in Creating Significant Learning Experiences: an integrated approach to designing college courses in 2003. Significant learning is defined by Fink as learning which is transformative, creating lasting change in the student. Notably, while Bloom’s taxonomies focus exclusively on cognitive skills, Fink’s model emphasizes a broader and more holistic view of learning to support such change and transformation.
In his taxonomy, Fink defines six criteria necessary for transformative learning, positioned in a non-hierarchical, interactive dynamic. For the exercise on the next page we will place special emphasis on the human dimension and caring categories of the taxonomy in the construction of outcomes-reinforcing learning goals.
Six Criteria
1. Foundational Knowledge: Understanding and remembering important information and ideas; the basic concepts and facts that students need to know to build a foundation for further learning. This dimension is aligned with Bloom’s Remembering and Understanding dimensions.
2. Application: Using foundational knowledge in practical and meaningful ways; skills such as critical thinking, problem-solving, and the ability to apply learning to real-world situations. This dimension is aligned with the Apply, Analyze, Evaluate, and Create dimensions in Bloom’s Taxonomy.
3. Integration: Making connections between different ideas, concepts, and realms of knowledge; synthesizing and integrating learning across various subjects or disciplines.
4. Human Dimension: Understanding oneself and others; personal growth, interpersonal skills, and recognizing the impact of one’s learning on themselves and others.
5. Caring: The development of new feelings, interests, and values; fostering a sense of commitment, motivation, and a deeper level of engagement with the subject matter.
6. Learning How to Learn: These are metacognitive skills – acquiring strategies and skills to become a more effective and self-directed learner; developing the ability to inquire, investigate, and continue learning independently.
Additional Resources: Fink’s Taxonomy
A Self-Directed Guide to Designing Courses for Significant Learning, Dee Fink, University of Oklahoma
Creating Significant Learning Experiences: the key to quality in educational programs, Dee Fink (PCC Library Resource)
“Fink’s Significant Learning,” Vermont State University
“Fink’s Taxonomy of Significant Learning,” Intentional College Teaching
