In a System of Prosperity, instructional rigor and social-emotional learning cannot continue to remain mutually exclusive. Our students need to be held to high academic expectations without sacrificing their emotional health and well-being in the process.
In Dr. Rios’ research with at-promise youth over the last two decades, we confirm that students need both love and accountability, consistently and in tandem with one another. As a result, I developed the Masbloom Framework. Masbloom is the fusing together of Maslow’s Heierarchy of Needs and Bloom’s Taxonomy paradigms and waves them throughout everyday teaching practices. But beyond classroom practice, Masbloom also addresses some core beliefs of adults that have significant, transformative impact on students:
Masbloom: Psychologist Abraham Maslow developed the hierarchy of needs to address the social-emotional needs of humans. When used in education, the emphasis in this approach is in providing students with basic human needs such as proper meals and proper healthcare, alongside strong emotional support. The assumption is that these social-emotional supports will help students reach academic success and self-actualization. Educational psychologist Benjamin Bloom developed a taxonomy of learning that emphasizes the cognitive, affective,and sensory domains. In the cognitive domain of his taxonomy, Bloom focused on academic-based outcomes such as remembering, understanding, applying, and analyzing. These are arenas that high rigor/high demand teachers may be comfortable with. Masbloom is the fusing together of the Maslow and Bloom paradigms in everyday teaching practices. The social-emotional domain is instrumental in opening up avenues for learning while the Bloom domain is fundamental in academic achievement.
When educators bring these two worlds together, students of all backgrounds are provided opportunities for feeling a sense of belonging, safe, and cared for, while also feeling the self-efficacy to master academic material. Masbloom empowers educators to implement high socialemotional support, combined with high rigor/high expectations to achieve prosperity for all students
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