Bloom’s Digital Taxonomy, Depth of Knowledge, and Autism Education

I just came across this great infographic on on Bloom’s Digital Taxonomy.

It shows us: 
1. Bloom’s Taxonomy and the process of learning  
2. Overlays Webb’s Depth of Knowledge so that they complement each other.
The distinction between the two learning theories is that Bloom’s shows us the process of acquiring knowledge and is related to the actually ‘doing’ of learning, whereas DOK’s theory is a reference as to how learning and knowledge is integrated.
Why is this important? The two work together independently, but also complementarily. We need to know how children are acquiring knowledge, but at the same time we need to understand how they learn so that we can effectively design educational programs that can be differentiated and individualised to suit each child.

This infographic is especially beneficial for us when we are designing appropriate programs for children who are on the Autism Spectrum. Many kids on the Spectrum are particularly good at Recall and Reproduction of ideas and knowledge but struggle with Analyzing and then Applying this knowledge in another context or forum.

We can take what children on the Spectrum know and with purposeful and meaningful programs extend them to the Higher Order of thinking skills by helping them to think strategically and with reason. Kids on the Autism Spectrum need to understand the order of things; they tend to think in ‘systems’; and need information ‘chunked’ for them, so that they can put it all together to be make sense.

For example, children may have extensive knowledge about trains and can recite knowledge and facts about trains, train mechanics, train routes etc, but are likely to struggle transferring this knowledge in another context. Using lots of visuals, technology, video, images etc. we can help these students transfer what they know into a story; or creative video using an app like iMovie; or their own infographic demonstrating the way an engine works. So rather than just reciting facts, we can help them to share those facts in a meaningful way.

I believe most children on the Autism Spectrum are capable of the higher order thinking skills, it’s understanding ‘how’ they can apply their ‘thinking’ that helps us as educators. I think the Strategic Thinking and Reasoning component of the DOK model is the most pivotal for students on the Autism Spectrum because without being able to reason and make sense of the information they cannot integrate that knowledge and then extend that knowledge beyond just recitation of facts. This is a vital step in learning for these kids.

I have put together some great resources on Bloom’s Digital Taxonomy and how it applies to using iPads for autism education. Follow the links to find out more or email me at

Apps for AAC, Sensory Therapy, and Creating Visual Boards & Social Stories – edWeb

Hi Everyone
If you are signed up with edWeb you can go back and review this webinar I did on apps for augmentative communication, sensory therapy and creating visual boards and social stories back in June 2013. I am hoping I will get the chance to do another webinar with edWeb in the future. 

Apps for Augmentative Communication, Sensory Therapy, and Creating Visual Boards & Social Stories

Most of us know there are apps for cooking, music, bumping, teaching, even dancing.  What you may not know is that these same apps can be used for teaching students with Autism. Presenter Karina Barely, discussed the use of iPads and mobile devices as a learning tool for students on the Autism Spectrum in this month’s Teaching Students with Autism webinar.  She demonstrated how these devices can be used to help students with Autism improve concentration, be motivated to work harder, and improve their classroom behavior. In addition to showing ways to personalize learning based on each students needs, she shared examples of apps for that can be used as communication and sensory tools.  Watch the webinar to find out more.

Quotes from this session:

“I agree!  Social Stories are so important for these kids!”

“Thank you very much.  I am a graduate student preparing to teach in the Fall by an alternative cert route.  This has been very very good.”

“Thanks for this! awesome presentation, very well done.  Thank you!”

Autism 6-7-2013

Presented by Karina Barley, veteran educator and president of Project Autism in Australia

Karina Barley is an educator in Australia, teaching in mainstream schools for over 15 years and in special needs schools for the last 5 years. She also runs Project Autism, which provides services and support to parents, teachers and care givers of children with autism for making the lives of these children more manageable. Karina holds a Diploma of Teaching, Graduate Diploma of Education, Diploma of Life Coaching, as well as a Masters of Education (Special Education) with a focus on autism, autism education, technology and autism, and giftedness and autism.

To take the CE Quiz and access the resources for this session visit the professional learning community Teaching Students with Autism

Teaching Students with Autism is a professional learning community (PLC) that provides advice and support for teachers working with students with autism. This is a collaborative community where educators can learn strategies and discover new ideas and resources to support the academic, social, recreational, and life skills needs of students with autism..

Follow us on Twitter @edWebnet to learn about all of our upcoming webinars and events!

Portfolio Items