Huang&Tennant

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Huang&Tennant

  1. 1. Helping Communities Tell Their Stories with New Media Dr. Edgar Huang Professor Susan Tennant Media Arts and Science
  2. 2. Bloom’s Taxonomy Of Educational Objectives Evaluation Synthesis Analysis Application Understanding Knowledge
  3. 3. Revised version of Bloom’s Taxonomy <ul><li>Anderson and Krathwohl also list specific VERBS that can be used when </li></ul><ul><li>writing objectives for each columns of the cognitive process dimension. </li></ul>Create : generating, planning, producing Evaluate : checking, critiquing Analyze : differentiating, organizing, attributing Apply : executing, implementing Understand : interpreting, exemplifying, classifying, summarizing, inferring, comparing, explaining Remember : recognizing, recalling
  4. 6. Major differences between the two taxonomies <ul><li>The major differences in the updated version is in the more useful and comprehensive additions of how the taxonomy intersects and acts upon different types and levels of knowledge </li></ul><ul><ul><li>factual, </li></ul></ul><ul><ul><li>conceptual, </li></ul></ul><ul><ul><li>procedural and </li></ul></ul><ul><ul><li>meta-cognitive. </li></ul></ul>
  5. 7. Critical Thinking vs Creative Thinking Subjective Objective Diffuse Focused Suspended judgment Judgment Possibility Probability Lateral Vertical Divergent Convergent Generative Analytic Creative Thinking Critical Thinking
  6. 8. Critical Thinking vs Creative Thinking Source: Robert Harris, VirtualSalt.com, July 1, 1998 Yes and Yet but Richness, novelty Reasoning Associative Linear Visual Verbal Right brain Left brain An answer Answer Creative Thinking Critical Thinking
  7. 9. Teaching Philosophy <ul><li>Teaching is not feeding ducks. </li></ul><ul><li>Teaching is bringing out the best in each student </li></ul>鱼 Give a man a fish and he will eat for a day. Teach a man to fish and he will eat for a lifetime. 渔 A good teacher knows when to move from the sage on the stage to the guide on the side.
  8. 10. The Conflict <ul><li>Do we teach our students how to use a pencil? </li></ul><ul><li>Are we training our students how just to push the buttons? </li></ul><ul><li>What happens when the technological skills you teach, </li></ul><ul><li>change or loose value? </li></ul><ul><li>How do you balance the teaching of skills and that </li></ul><ul><li>of critical thinking ? </li></ul><ul><li>How do you teach technology skills as part of the </li></ul><ul><li>problem solving process ? </li></ul>
  9. 11. Teaching technology as part of the problem-solving process <ul><li>Students need to be engaged in problem-solving-oriented or research-oriented learning. </li></ul><ul><li>Students need to be aware that technology is governed by traditions, rules, and conventions. </li></ul><ul><li>Students need to stay away from the “I can do it” attitude because often times they don’t understand or see only part of the picture. </li></ul>
  10. 12. <ul><li>Service learning develops higher-level thinking skills. </li></ul><ul><li>Service learning enhances students understanding </li></ul><ul><li>of responsibility beyond themselves. </li></ul><ul><li>Service learning gives students a greater awareness </li></ul><ul><li>of community. </li></ul><ul><li>Service learning makes every party involved a winner. </li></ul>Service learning is one way out
  11. 13. Passion of teaching and learning <ul><li>To be a good teacher, you must be current in </li></ul><ul><li>content, have a passion for the profession, and have </li></ul><ul><li>an ability to inspire students to reach further </li></ul><ul><li>and accept challenges. </li></ul><ul><li>Students’ passion determines their educational outcome. </li></ul>
  12. 14. <ul><li>Assessment is a balance between student self evaluations, peer </li></ul><ul><li>evaluation, teacher evaluation and sometimes community partner. </li></ul><ul><li>Student, faculty and community partner are all equal stakeholders. </li></ul><ul><li>What are the rubrics for assessment of a multimedia community-based project? </li></ul><ul><li>How do you know if each student did his or her share of the work? </li></ul><ul><li>How do you quantify a grade in a group project? </li></ul><ul><li>How does peer evaluation work? </li></ul>Evaluation and the Grade
  13. 15. <ul><li>We will show some examples </li></ul><ul><li>and then take questions. </li></ul><ul><li>Thank you </li></ul>Helping Communities Tell Their Stories with New Media

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