Designing Learning Activities and Bloom's Taxonomy

1. Designing Learning Activities & Digitizing Bloom’s TaxonomyUnit 4

2. Unit 4 Objectives Design guided learning activities utilizing the 4-step process of backward design Differentiate between the kinds of digital tools for teaching and learning during the Guided Learning Activities that use the cognitive levels of remembering and understanding Digital tools for integrating into learning activities at the remembering and understanding cognitive level Matching digital tools to learning targets so that they are seamlessly integrated and set the learning activity apart from how it might have been used in traditional learning activities

3. Read the background textbook chapters Read Chapter 7 from Integrating Technology into Teaching. Think about how you will use learning targets and formative assessments within this part of your Integrated Technology Unit Project. Consider how you will incorporate feedback into this phase of your Project.

4. Effective prospecting is a blend of art, science and skill, not simply a matter of wandering around with a divining rod in your two hands hoping to find the gold, water or oil below the surface.” (McKenzie, 2002)

5. Deepen and enhance

6. The most famous example of this is the Valentine’s card that was typically made with scissors, crayons and glue. Now students design the card online and print it out…many would argue that students didn’t gain anything from using the digital tool and may have, in fact, enjoyed the traditional way more.

7. How can students learn the concepts central to this field of study better through the use of technology?"

8. Read Jamie McKenzie’s article called “Beyond edutainment and Technotainment”.

9. Revised Bloom’s Taxonomy These diagrams were taken, with permission, from Andrew Churches’ presentation on Digital Taxonomy.

10. Focus in this unit

12. Bullet pointing Highlighting Bookmarking Social bookmarking Tagging Searching Remembering

13. Bulleting Students create lists of characteristics or attributes; Or steps to a procedure; Or chronology of an events

14. Highlighting Students pick out and find the key words or phrases that are most important to recall. You can utilize Google documents to store documents where students can share what they’ve highlighted. Look at this intro explanation.

15. Bookmarking or saving to favorites Students simply save websites, articles, and resources that they would like to return to in the future. At this cognitive level, they don’t do anything with the bookmark besides find it. Bookmarks are saved to a specific machine and access only through that machine.

16. Social bookmarking Online version of local bookmarking; it’s more advanced because you can use other people’s bookmarks and tags. Social bookmarking allows you to save the link, annotate them with unique or keywords or “tags” to organize them and then share them. You create a community of researchers that are interested in the same things.

17. Tags? Why are they so important? Read this article about Metatags Meta-tags or tags are words a web author uses to describe their page. Tag clouds give an instant illustration of the main topics, giving a very specific and precise orientation of the site’s content Wordlewww.wordle.net using info from www.smashingmagzine.com

18. Advantages of social bookmarking These lists can be shared via RSS. RSS allows people to read and connect with what others read. This method of categorizing information is not dependent on the traditional taxonomy of categorizing information. Instead a new idea called folksonomyis being created Tagging has expanded beyond articles and websites. Now many digital photo sites are allowing tagging. Flickr’s 150 Top Tags on 7.27.09

19. Social bookmarking sites Delicious and Diigo are two of the more well recognized sites Delicious allows you to save, annotate and organize websites. Diigo does everything that Delicious does and it allows you to put highlight sections of the page and to put sticky notes right on the page

20. Searching Keep it at the simplest level Use Google Educators Google Web Search - Classroom Lessons and Resources Bernie Dodge’s Step Zero lesson plan

21. Advanced and Boolean Searching Blog Journaling Categorizing & Tagging Commenting & Annotation Subscribing Understanding

22. Characteristics of learning at this cognitive level Attaching meaning to new learning given what students already know Be able to demonstrate understanding of the processes and knowledge

23. Advanced and Boolean Searching Searching at a higher level than when your learning target is at the Remembering level Students use narrowing strategies, synonyms and words associated with keywords Bernie Dodge’s 4NETS provides good ideas for a lesson plan

24. Blog Journaling Understanding uses blog journaling at its simplest level. Students write about personal experiences or reactions to topics covered in class. post links write summaries about what they’ve read Students collect and post sites relevant to the topic they are studying Important to recruit an authentic audience as students interact with audience they make more “sense” of their new learning Look at how this 8th grade teacher integrated blogs into her class

25. Categorizing and Tagging Similar to Remembering category but asking for more synonyms at students classify each resource they find Technorati is the blogosphere’s search engine Students can explain hierarchy in tag clouds What is this site about? Use Wordle to create tag clouds

26. Commenting & Annotating At this level students move beyond simply adding their comments. They start to respond to others comments, providing critiques and analysis. Teachers must teach this skill before asking students to use it. Too often this teaching step is skipped and students’ comments and posts are meaningless Diigo and Delicious are excellent websites if students are using the web. Google Docs allows you to comment and review others works by sharing documents.

27. Subscribing Students use XML to subscribe to content from web-based sites No longer do students have to visit to find out what’s happened since they last time they visited; now changes come to them as they happen Watch this video clip about Real Simple Syndication or RSS www.flickr.com/photos/jrhode/375671790/

28. To use subscribing You must set up aggregator to collect RSS feeds in order to “read” the updates. Shorthand is to call these “readers” You can use RSS to collect feeds from blogs to you can efficiently know when a student has posted something Create a RSS feed from a Google search. If there’s new content added to the site, you’ll be notified in your reader. Bloglines Google Reader Pageflakes

29. This unit targeted these levels of cognition

30. Assignments and Activities for Unit 4 Read Chapter 7 Post what you learned about using a social networking site on your Moodle blog Complete the Online Discussion about learning targets at the Remembering and Understanding levels As you finalize the learning targets from the Online Discussion, post those to your wiki page. Remember this will become part of your Integrated Technology Unit Project.

31. Elaborating on the Online Discussion Pick at least two learning targets that apply to the Remembering and Understanding cognitive levels from the Integrated Technology Unit Project. You will work on developing activities that incorporate technology into these learning targets. On the Discussion forum, explain how The digital tool is seamlessly used How the activity will be assessed (clearly label assessment as either formative or summative) How the use of technology amplified the learning beyond what would have happened had it been utilized as a traditional learning activity