The process of elevating knowledge from Level 1 to Level 3 can be described in terms of Bloom’s taxonomy beginning with Level 1, terminology and related information; moving to Level 2, comprehension and understanding; and then to Level 3, transferring and applying knowledge in new contexts. A methodology for elevating knowledge provides guidance to faculty as they facilitate the movement of learners to Level 3. A special matrix provides descriptions of how five types of knowledge vary as learners progress up the levels. Ten specific techniques for helping to improve learning performance are discussed. Finally, the focus of inquiry for each level is provided from both faculty and student perspectives to guide the formulation of critical thinking questions relevant for learning and assessment at each of the three levels of knowledge construction.

Transferable Knowledge

“All new learning involves transfer” (Bransford & Brown, 2000). This statement defines the essence of education as opposed to training. A broad education allows individuals to effectively respond in new situations instead of simply being trained to perform explicit tasks in consistent conditions. Because transfer of learning involves generalizing concepts that can be applied in a variety of contexts, measuring students’ ability to transfer knowledge represents a true indication of the quality of a learning experience. However, the ability to transfer knowledge (Level 3) first requires preparation for learning and the attainment of knowledge Levels 1 and 2 (2.2.1 Bloom’s Taxonomy—Expanding its Meaning). The focus of this module is on the elevation of knowledge from Level 1 to Level 3.

Preparation for Learning

Before knowledge can transfer successfully, educators must initially establish favorable conditions to support the attainment of knowledge at Level 3. Three steps of the Learning Process Methodology (why, orientation, and prerequisites) do just that (2.3.8 Learning Process Methodology). With both the student and teacher primed for success, pre-class preparation can proceed. Level-one knowledge (information) requires obtaining definitions, facts and information. The LPM divides this acquisition into two steps: vocabulary and information.

The next goal is to obtain Level 2 knowledge which is comprehending and understanding the concept. At this level, the learner should be able to pose and attempt to answer critical thinking questions as well as explain the topic effectively to someone else. Successful attainment of Level 3 means that one has the ability to generalize the new knowledge and transfer it for application in new contexts.

Elevating Knowledge

Knowledge is not dispensed by a teacher; rather it is constructed by the student. As previously discussed, the construction of knowledge requires a firm informational base which the facilitator can validate with directed questions. The foundation also requires cornerstones of prior knowledge to which the new knowledge can be connected. Understanding and comprehension of new knowledge emanates directly from the student’s pre-existing knowledge. Teachers can help connect new concepts to the preconceptions that learners bring to the classroom with Level 2 (comprehension) links that correct, enlarge and organize the knowledge structure. Once this model of the new concept is in place, its reliability can be assessed with critical thinking questions that focus on the assumptions or logic of the model.

The new knowledge structure or model can be turned into “knowledge skill” for the learner through problem solving in a familiar context to reinforce the framework and to initiate the generalization and transfer of the knowledge. The knowledge expertise becomes stronger as the learner transfers and applies the skill in slightly different contexts. Eventually the learner will be able to use the skill in a completely new and unfamiliar context with the teacher acting as a consultant. The ultimate achievement of knowledge Level 3 occurs when the new knowledge can be generalized to apply in any appropriate context. Shown below is a formal methodology for elevating knowledge to Level 3.

Methodology for Elevating Knowledge

1. Establish and solidify an informational base (Level 1).

2. Identify the cornerstones for the knowledge. Knowledge is built upon a foundation of prior knowledge (Level 2).

3. Identify the key inquiry questions for comprehension and key issues for constructing the knowledge (Level 2).

4. With the framework in place, test the conditions of the structure; use critical thinking to explore the assumptions or logic of the knowledge model (Level 2).

5. Transfer and apply the knowledge to a familiar context to enrich understanding (low Level 3).

6. Transfer and apply the knowledge to another context that is similar (low Level 3).

7. Transfer and apply the knowledge to a context that is some distance from the original context (Level 3).

8. Transfer and apply the knowledge in a totally unfamiliar context with the teacher acting as consultant (Level 3).

9. Independently make a generalization of the new knowledge (Level 4).

Simple Example of the Methodology—Change Car Oil

1. Establish and solidify an informational base. Identify the tools required to change the oil, find three possible facilities at which to change the oil; know how to add and measure engine oil; know the type of oil filter required, etc.

2. Identify the cornerstones for the knowledge. Determine the student’s prior knowledge about the need for lubricants in any type of machine, the basics of engine oil systems, and the purpose of the filter.

3. Identify the key inquiry questions for comprehension. What are the reasons for the order of the steps involved in changing oil? What would happen if a particular step were left out of the process? What happens to the old oil?

4. With the framework in place, test the conditions of the structure. What would happen if there were less oil than recommended? More oil?

5. Find a context you are familiar with and transfer and apply the knowledge to that context. Demonstrate or explain in detail how to change the oil in your own car.

6. Transfer and apply the knowledge to another context that is similar. Demonstrate or explain in detail how to change the oil in a pickup truck.

7. Make a transfer and apply the knowledge to a context that is some distance from the original context. Demonstrate or explain in detail how to change the oil in a riding lawn mower.

8. Pick a totally unfamiliar context and transfer and apply the knowledge with teacher as consultant. Explain why there is no need to change the oil in a chain saw engine.

9. Generalize the new knowledge. Discuss possible means to provide lubrication in a wide range of machines from air-conditioner units to turbo-jet engines.

Knowledge Forms

Knowledge forms include the following:

• Concept—an idea that represents a set of relationships.

• Process—a sequence of activities.

• Tool—an instrument to accomplish a task.

• Context—conditions relevant to performance.

• Way of Being—a set of attitudes, actions, or values.

Table 1 illustrates levels of knowledge from Level 0.5 to Level 4 based upon each of the knowledge forms.

The Most Difficult Steps in the Method

1. The Pre-learning phase (Steps 1-5 in the LPM)

The learner and the teacher must agree why the learning objective is important, gain mutual orientation to the learning issues and context, and must resolve any barriers related to prerequisite knowledge.

2. Achievement of Level 2

Comprehension of the principles, theories, and models that have developed in an area of knowledge facilitates and enhances successful application. However, learners vary in their need for exposure to simple application opportunities as a way to clarify their Level 2 understanding and to motivate deepening of their understanding. Authentic learning is a constructivist education theory that emphasizes the connection of content to learner experience as the solution to achievement of usable Level 2 knowledge.

3. Generalization of the knowledge to higher Level 3

Extensive experience with using knowledge in varied contexts is the basis for increasingly sophisticated internalization of both theoretical knowledge and problem-solving expertise.

Techniques for Helping Learners Improve

Make sure that the cornerstones to learning are in place. There are many ways to make sure that these foundational blocks of information are in place. Ask directed questions that require students to link personal experiences, prior knowledge, informational readings, or key aspects of examples that are provided. Use a reading log or reading quiz to assess students’ preparedness for learning. Before starting a discussion in class, ask a couple of inquiry questions or have certain students summarize what they understand about the concept. Finally, ask the students to inventory what they think the key cornerstones are for this learning exercise.

Connect to previous knowledge by inventorying learner experience. Conduct a learning assessment survey to determine the level of student content knowledge, create tasks that will reveal preconceptions, and facilitate the organization of preexisting understanding into conceptual frameworks.

Discipline the process. The most efficient and least frustrating learning occurs with a step-by-step process. This can be facilitated by testing understanding and having learners involved in judging when they can move to the next step. Be prepared to move back a level if the knowledge structure is not strong enough to add the next “floor.”

Essential Inquiry at Each Step

Critical thinking requires a healthy level of skepticism and a set of skills to validate sources of information, to monitor one’s internal process, and to assess the quality of the resulting solutions, conclusions, decisions, or new knowledge. Critical thinking questions are central to the validation of new knowledge and can be differentiated as to the level of difficulty in both formulation and response. The scale below, which is based on the first three levels of Bloom’s taxonomy, provides examples of the role inquiry plays in the achievement of knowledge levels.

Level 1—Informational

1. Inquiring about a specific fact in a specific context
2. Inquiring about a set of facts related to a specific area

Level 2—Comprehension & Understanding

3. Asking about an inferential relationship between two facts or a fact to a context
4. Determining the similarities or differences between things
5. Asking to clarify the meaning of implicit relationships in a model or a discussion
6. Making indirect inferences and connections

Level 3—Application

7. Identifying explicit assumptions when using this knowledge
8. Identifying implicit assumptions when using this knowledge in varying contexts

Concluding Thoughts

Faculty and students can become familiar with knowledge elevation for each type of knowledge by using the descriptors and suggestions in Table 1. Consistent use of the Methodology for Elevating Knowledge will enable them to facilitate learning that leads to Level 3. The concepts, processes, and tools described in this module will help faculty and students cooperate in raising learning levels to achieve the fundamental aim of education: the transfer and application of knowledge in new, unfamiliar contexts.

References

Authentic Learning. (n.d.). Retrieved July 12, 2004 from
 <http://chd.gse.gmu.edu/immersion/knowledgebase/strategies/constructivism/authentic.htm>
(George Mason University Instructional Technology Program).

Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (2000). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press.