The document discusses three models of curriculum development:
1. Ralph Tyler's model emphasizes the planning phase and considers the school's purposes, educational experiences, organization of experiences, and evaluation.
2. Hilda Taba's model takes a grassroots approach, beginning with learner needs and moving through formulation of objectives, selection of content, organization, experiences, and evaluation.
3. Galen Saylor and William Alexander's model involves specifying goals and objectives, designing curriculum, implementing instructional plans, and conducting evaluation to determine if goals were met.
All three models utilize the basic steps of planning, designing, implementing, and evaluating the curriculum.
The document discusses affective assessment and various methods for measuring attitudes and values in the affective domain. It begins by explaining affective assessment and its place within Bloom's Taxonomy, specifically measuring a student's attitudes, interests, and values. It then describes several common methods for measuring the affective domain, including Likert scales, semantic differential scales, Thurstone scales, checklists, and Guttman scales. Examples are provided for each method. The goal of affective assessment is to evaluate aspects of learning beyond just cognitive knowledge, focusing on a student's underlying emotions, feelings, and values.
1. Jerome Bruner was an influential American psychologist who developed theories of cognitive development and learning.
2. Bruner believed that learning is an active process where learners construct new ideas based on existing knowledge through a spiral curriculum.
3. He proposed three stages of cognitive development - enactive (learning by doing), iconic (learning by representing), and symbolic (learning through abstract thinking) - and recommended instruction use a combination of concrete, pictorial, and symbolic representations.
Brain-based learning is an educational approach based on research about how the brain learns best. It emphasizes using strategies that engage the brain in ways that align with its natural processes. Some key principles of brain-based learning include:
1. The brain learns best when information is presented in multiple ways, through diverse senses and experiences. This helps the brain form connections between new and existing knowledge.
2. Emotions strongly influence learning and memory formation. Creating a supportive emotional environment is important for optimal learning.
3. Learning should be contextual and relevant to students' real-life experiences to tap into their natural spatial memory systems. Experiential learning strategies like projects, demonstrations and discussions aid deeper understanding.
Portfolio assessment involves students curating a collection of their work over time to demonstrate their efforts, progress, and achievements in one or more subject areas. It is a form of alternative assessment where students work with teachers to select exemplar pieces based on clear criteria. A portfolio allows students' growth to be measured longitudinally and provides opportunities for student reflection and ownership over their learning. Both teachers and students are involved in the assessment process.
The document discusses the conceptual approach to teaching social studies. It emphasizes using big ideas and concepts to lead students to discover general principles and laws, rather than focusing on isolated topics. The teacher's role is to help students gather data to form their own generalizations, without directly telling them conclusions. Content is organized in a cognitive hierarchy from specific facts to broad conceptual schemes. The goal is for students to integrate information into meaningful conceptual understanding rather than isolated memorization of facts.
Bloom’s Revised Taxonomy of Educational ObjectivesEzr Acelar
This was for EDUC 202 (Facilitating Learning).
Includes the old taxonomy, the revised taxonomy, the differences between the two as well as the two dimensions of the revised taxonomy and practical guide in using the revised taxonomy.
This document discusses principles for selecting and organizing content for teaching. It recommends focusing on content that is valid, significant, balanced, self-sufficient, interesting, useful, and feasible. Facts form the base, but teachers should emphasize conceptual understanding by integrating facts, exploring concepts in depth, and relating ideas to students' experiences. Strategies like authentic activities, dialogue, and teaching others can help develop conceptual understanding. An effective selection and organization of content should integrate cognitive, skill, and affective elements.
The document discusses three models of curriculum development:
1. Ralph Tyler's model emphasizes the planning phase and considers the school's purposes, educational experiences, organization of experiences, and evaluation.
2. Hilda Taba's model takes a grassroots approach, beginning with learner needs and moving through formulation of objectives, selection of content, organization, experiences, and evaluation.
3. Galen Saylor and William Alexander's model involves specifying goals and objectives, designing curriculum, implementing instructional plans, and conducting evaluation to determine if goals were met.
All three models utilize the basic steps of planning, designing, implementing, and evaluating the curriculum.
The document discusses affective assessment and various methods for measuring attitudes and values in the affective domain. It begins by explaining affective assessment and its place within Bloom's Taxonomy, specifically measuring a student's attitudes, interests, and values. It then describes several common methods for measuring the affective domain, including Likert scales, semantic differential scales, Thurstone scales, checklists, and Guttman scales. Examples are provided for each method. The goal of affective assessment is to evaluate aspects of learning beyond just cognitive knowledge, focusing on a student's underlying emotions, feelings, and values.
1. Jerome Bruner was an influential American psychologist who developed theories of cognitive development and learning.
2. Bruner believed that learning is an active process where learners construct new ideas based on existing knowledge through a spiral curriculum.
3. He proposed three stages of cognitive development - enactive (learning by doing), iconic (learning by representing), and symbolic (learning through abstract thinking) - and recommended instruction use a combination of concrete, pictorial, and symbolic representations.
Brain-based learning is an educational approach based on research about how the brain learns best. It emphasizes using strategies that engage the brain in ways that align with its natural processes. Some key principles of brain-based learning include:
1. The brain learns best when information is presented in multiple ways, through diverse senses and experiences. This helps the brain form connections between new and existing knowledge.
2. Emotions strongly influence learning and memory formation. Creating a supportive emotional environment is important for optimal learning.
3. Learning should be contextual and relevant to students' real-life experiences to tap into their natural spatial memory systems. Experiential learning strategies like projects, demonstrations and discussions aid deeper understanding.
Portfolio assessment involves students curating a collection of their work over time to demonstrate their efforts, progress, and achievements in one or more subject areas. It is a form of alternative assessment where students work with teachers to select exemplar pieces based on clear criteria. A portfolio allows students' growth to be measured longitudinally and provides opportunities for student reflection and ownership over their learning. Both teachers and students are involved in the assessment process.
The document discusses the conceptual approach to teaching social studies. It emphasizes using big ideas and concepts to lead students to discover general principles and laws, rather than focusing on isolated topics. The teacher's role is to help students gather data to form their own generalizations, without directly telling them conclusions. Content is organized in a cognitive hierarchy from specific facts to broad conceptual schemes. The goal is for students to integrate information into meaningful conceptual understanding rather than isolated memorization of facts.
Bloom’s Revised Taxonomy of Educational ObjectivesEzr Acelar
This was for EDUC 202 (Facilitating Learning).
Includes the old taxonomy, the revised taxonomy, the differences between the two as well as the two dimensions of the revised taxonomy and practical guide in using the revised taxonomy.
This document discusses principles for selecting and organizing content for teaching. It recommends focusing on content that is valid, significant, balanced, self-sufficient, interesting, useful, and feasible. Facts form the base, but teachers should emphasize conceptual understanding by integrating facts, exploring concepts in depth, and relating ideas to students' experiences. Strategies like authentic activities, dialogue, and teaching others can help develop conceptual understanding. An effective selection and organization of content should integrate cognitive, skill, and affective elements.
Bloom's Digital Taxonomy is an extension of Benjamin Bloom's original taxonomy from 1956 that created a hierarchy of learning objectives. It was developed by Andrew Churches in 2008 to make the model relevant for 21st century, technology-enhanced learning. The digital taxonomy suggests learning objectives to facilitate teaching and practice skills using technology. It begins with lower-order thinking skills like remembering and progresses to higher-order skills like creating. The six levels in the cognitive domain are remembering, understanding, applying, analyzing, evaluating, and creating.
Social reconstructionism aims to "reconstruct" society through education to address social problems brought on by cultural crises. It emphasizes using education to create a better and more democratic society and world. Key figures who developed this theory saw education as a way to prepare students to critically examine institutions and enact social reform through compassion and technology. The purpose of schooling is to teach students to dream of improving society and train them to become agents of change. Curricula should reflect democratic values and civic education while engaging students in studying real social issues. The classroom environment promotes questioning assumptions and examining social issues through cooperative and active learning.
This document discusses assessment of student learning with technology. It describes formative, summative, diagnostic, and authentic assessments. Formative assessments provide feedback during instruction, while summative assessments occur after learning is complete. Diagnostic assessments identify student knowledge and skills, and authentic assessments reflect real-world tasks. Technology helps record and retrieve student information and results for easy teacher feedback. Teachers should consider goals, direct vs indirect methods, and intervals when choosing appropriate assessment tools. Rubrics can assess student performance analytically, by separate criteria, or holistically with an overall judgment.
A portfolio is a collection of a student's work that is selected and organized to show student learning progress over time or showcase a student's best work. A portfolio can contain classwork, assessments, reflections, and other materials. It provides advantages as an assessment tool by allowing students to develop reflective skills and giving teachers documentation of student learning. However, portfolios also have disadvantages such as being time-consuming to create and store. There are different types of portfolios, including working, documentary, and showcase portfolios, that serve different purposes and contain various materials. Effective portfolio assessment involves collaboration between teachers, students, and parents using clear criteria.
The Concerns-Based Adoption Model (CBAM) identifies teachers' concerns about an educational innovation and their level of use of the innovation in the classroom. The CBAM assesses teachers on a stages of concern scale from 0-6 regarding their feelings about the change, and a levels of use scale from non-use to renewal regarding their implementation of the innovation. Applying both the stages of concern and levels of use dimensions can help describe teachers' positions and inform further implementation support activities.
The document outlines 9 principles of high quality assessment:
1. Clarity of learning targets - assessments should clearly define what knowledge, skills, and abilities are being measured.
2. Appropriateness of assessment methods - the right methods like written tests, projects, and observations should be used to match the learning targets.
3. Validity, reliability, fairness, positive consequences, practicality/efficiency, and ethics - assessments should have these key properties to be effective and accurate measures of learning.
This document discusses transformative education, which involves experiencing a deep shift in one's basic premises of thought, feelings, and actions. It describes Mezirow's theory of transformative learning, which involves two kinds of learning: instrumental learning focused on problem-solving and communicative learning regarding relationships. The process of perspective transformation involves critically reflecting on one's assumptions and implementing new ways of defining the world. Reasons to consider transformative learning for students include helping with life transitions, challenging beliefs and assumptions, and aiding personal or social transformation.
The document discusses metacognition, which refers to higher-order thinking involving awareness and control over one's cognitive processes during learning. Metacognition includes metacognitive knowledge about cognitive processes and strategies, as well as metacognitive regulation. It discusses key aspects of metacognitive knowledge like person, task, and strategy variables. While metacognition develops early in children, explicit teaching of metacognitive strategies is important. Expert learners are distinguished from novices by their deeper content knowledge and use of flexible, task-appropriate learning strategies as well as selective processing, monitoring, and control over their learning.
The document discusses the definition and components of curriculum design, including the types of curriculum designs, elements such as objectives, content, and learning experiences. It also examines different philosophies that influence curriculum as well as domains and taxonomies for defining objectives and evaluating learning outcomes.
The cyclical curriculum model views the curriculum process as circular rather than fixed and rigid. It is responsive to ongoing needs and requires constant updating. The model emphasizes situational analysis of environmental factors and sees curriculum elements as interrelated. Nicholls and Nicholls' 1976 model represents the cyclical approach well, with curriculum development as a never-ending process that allows educators to continually refine and improve the curriculum over time based on new information and changes.
This document discusses Jerome Bruner's theory of learning and constructivism. Some key points include:
- Bruner believed learning is an active process where learners construct new ideas based on past knowledge.
- He identified three stages of representation: enactive, iconic, and symbolic.
- Bruner's spiral curriculum involves revisiting topics at increasing levels of complexity tailored to students' development.
- Discovery learning and scaffolding instruction are important principles in Bruner's view of how students learn best.
Placement assessments determine if a student has the prerequisite skills and knowledge to participate in a course at the appropriate level, such as assessing readiness for Algebra I. Diagnostic assessments identify student strengths and weaknesses in specific academic areas in order to diagnose learning difficulties and inform remedial teaching. Examples of diagnostic assessments include pre-tests, self-assessments, discussions, and interviews. The results of diagnostic assessments help teachers better understand student capabilities and plan targeted lessons.
The document discusses key concepts related to student assessment including:
1) It defines terms like assessment, evaluation, measurement, formative assessment, placement assessment, diagnostic assessment, and summative assessment.
2) It differentiates between assessment, testing, measurement, and evaluation.
3) It discusses the purposes of assessment and the roles of assessment in instructional decisions.
4) It compares different types of assessment like diagnostic versus placement, and norm-referenced versus criterion-referenced.
5) It provides details on specific assessment methods like portfolios, performances, and guidelines for effective student assessment.
Basic concepts in assessing student learningKaye Batica
The document discusses concepts related to assessing student learning, including defining measurement, methods of data collection, uses of educational measurement, evaluation, assessment of student learning, and principles of assessment. It provides details on formative, summative and evaluative assessment, as well as alternative assessments including performance assessments and incorporating portfolio assessment into the learning process. The relationship between instruction and assessment is that assessment should effectively measure student learning and provide feedback to improve instruction.
David Ausubel developed the theory of meaningful learning through subsumption. He believed that new information is best learned when incorporated into an individual's existing cognitive framework or schema. Ausubel advocated for the use of advance organizers - instructional materials presented before a lesson that provide context and structure for new concepts. By relating new ideas to what is already known, advance organizers allow individuals to incorporate new information through derivative, correlative, superordinate, or combinatorial subsumption.
This document discusses cyclical models of curriculum development. Cyclical models view elements of curriculum as interrelated and incorporate aspects of both rational and dynamic models. They provide a logical and sequential approach. One example is D.K. Wheeler's model, which suggests five interrelated phases in the curriculum process. Another example is the cyclical approach of Audrey and Howard Nicholls, which briefly but succinctly covers curriculum elements. Strengths of cyclical models include their logical structure, use of situational analysis, and flexibility. A potential weakness is the time required for effective situational analysis.
Tpack as a framework for technology driven teaching anderwin marlon sario
The document discusses the TPACK framework for technology-driven teaching and learning. TPACK combines the teacher's technological knowledge, content knowledge, and pedagogical knowledge. This framework shows how these knowledge areas intersect and integrate technology to make teaching more engaging, relevant, and effective. The document also introduces the SMART model for infusing technology into teaching, which represents different levels of technology integration from substitution to redefinition.
Walker's deliberative approach emphasizes the process of curriculum development. The ways of proceeding were not predetermined but negotiated and documented as stakeholders worked towards completing the task.
The document discusses several curriculum models including subject-centered, learner-centered, and problem-centered models. It describes key aspects of each model, such as the subject-centered model focusing on content divided into subjects. The learner-centered model emphasizes the needs and interests of students, while the problem-centered model organizes curriculum around solving real-world problems. It also covers curriculum development models like Tyler's model and Taba's inductive model.
This document discusses cognitive and metacognitive factors that influence learning. It states that successful learning involves intentionally constructing meaning, creating coherent knowledge representations, and linking new information with existing knowledge in meaningful ways. Developing metacognition, or thinking about thinking, is identified as a powerful predictor of learning. Metacognition allows learners to understand what they know and don't know. The document outlines basic metacognitive strategies like connecting information, selecting thinking strategies, and evaluating thinking processes. It distinguishes cognitive strategies, which are goal-directed and situation-specific, from metacognitive strategies, which involve more universal skills like planning, monitoring, and evaluation. Developing metacognition requires creating an environment where thinking is discussed, planned
Technology buffet for new teachers march 2012Karen Brooks
This document provides information about new teacher training opportunities and classroom technology resources. It discusses a technology proficiency self-assessment, effective habits of 21st century teachers including adapting, communicating, collaborating and leading, and emerging technology trends like smaller mobile devices, self-driving cars, and digital tattoos. Videos are recommended for educators to stay informed on technology integration and innovations impacting K-12 students.
Bloom's Digital Taxonomy adapted using iPads with children on the Autism Spec...Karina Barley - M.Ed.
Bloom's Digital Taxonomy adapted using iPads with children on the Autism Spectrum, using iPad apps to educate students who have autism.
Best iPad Apps to use for Autism Education - http://digitallearningtree2.com/free-teacher-resources/best-ipad-apps-for-autism-education/
My new iPads for Autism Education courses are now available through the University of North Dakota
Autism iPad Techniques to Bridge Learning Gaps
http://educators.und.edu/onlinecourse/?id=DLT.IPAD.ATSM.TCHNQ
Turn Your iPad into a Augmentative Communication Device
http://educators.und.edu/onlinecourse/?id=DLT.IPAD.CMMDVC
iPad Strategies to Engage Students with Autism
http://educators.und.edu/onlinecourse/?id=DLT.IPAD.ATSM.TCHNQ
Bloom's Digital Taxonomy is an extension of Benjamin Bloom's original taxonomy from 1956 that created a hierarchy of learning objectives. It was developed by Andrew Churches in 2008 to make the model relevant for 21st century, technology-enhanced learning. The digital taxonomy suggests learning objectives to facilitate teaching and practice skills using technology. It begins with lower-order thinking skills like remembering and progresses to higher-order skills like creating. The six levels in the cognitive domain are remembering, understanding, applying, analyzing, evaluating, and creating.
Social reconstructionism aims to "reconstruct" society through education to address social problems brought on by cultural crises. It emphasizes using education to create a better and more democratic society and world. Key figures who developed this theory saw education as a way to prepare students to critically examine institutions and enact social reform through compassion and technology. The purpose of schooling is to teach students to dream of improving society and train them to become agents of change. Curricula should reflect democratic values and civic education while engaging students in studying real social issues. The classroom environment promotes questioning assumptions and examining social issues through cooperative and active learning.
This document discusses assessment of student learning with technology. It describes formative, summative, diagnostic, and authentic assessments. Formative assessments provide feedback during instruction, while summative assessments occur after learning is complete. Diagnostic assessments identify student knowledge and skills, and authentic assessments reflect real-world tasks. Technology helps record and retrieve student information and results for easy teacher feedback. Teachers should consider goals, direct vs indirect methods, and intervals when choosing appropriate assessment tools. Rubrics can assess student performance analytically, by separate criteria, or holistically with an overall judgment.
A portfolio is a collection of a student's work that is selected and organized to show student learning progress over time or showcase a student's best work. A portfolio can contain classwork, assessments, reflections, and other materials. It provides advantages as an assessment tool by allowing students to develop reflective skills and giving teachers documentation of student learning. However, portfolios also have disadvantages such as being time-consuming to create and store. There are different types of portfolios, including working, documentary, and showcase portfolios, that serve different purposes and contain various materials. Effective portfolio assessment involves collaboration between teachers, students, and parents using clear criteria.
The Concerns-Based Adoption Model (CBAM) identifies teachers' concerns about an educational innovation and their level of use of the innovation in the classroom. The CBAM assesses teachers on a stages of concern scale from 0-6 regarding their feelings about the change, and a levels of use scale from non-use to renewal regarding their implementation of the innovation. Applying both the stages of concern and levels of use dimensions can help describe teachers' positions and inform further implementation support activities.
The document outlines 9 principles of high quality assessment:
1. Clarity of learning targets - assessments should clearly define what knowledge, skills, and abilities are being measured.
2. Appropriateness of assessment methods - the right methods like written tests, projects, and observations should be used to match the learning targets.
3. Validity, reliability, fairness, positive consequences, practicality/efficiency, and ethics - assessments should have these key properties to be effective and accurate measures of learning.
This document discusses transformative education, which involves experiencing a deep shift in one's basic premises of thought, feelings, and actions. It describes Mezirow's theory of transformative learning, which involves two kinds of learning: instrumental learning focused on problem-solving and communicative learning regarding relationships. The process of perspective transformation involves critically reflecting on one's assumptions and implementing new ways of defining the world. Reasons to consider transformative learning for students include helping with life transitions, challenging beliefs and assumptions, and aiding personal or social transformation.
The document discusses metacognition, which refers to higher-order thinking involving awareness and control over one's cognitive processes during learning. Metacognition includes metacognitive knowledge about cognitive processes and strategies, as well as metacognitive regulation. It discusses key aspects of metacognitive knowledge like person, task, and strategy variables. While metacognition develops early in children, explicit teaching of metacognitive strategies is important. Expert learners are distinguished from novices by their deeper content knowledge and use of flexible, task-appropriate learning strategies as well as selective processing, monitoring, and control over their learning.
The document discusses the definition and components of curriculum design, including the types of curriculum designs, elements such as objectives, content, and learning experiences. It also examines different philosophies that influence curriculum as well as domains and taxonomies for defining objectives and evaluating learning outcomes.
The cyclical curriculum model views the curriculum process as circular rather than fixed and rigid. It is responsive to ongoing needs and requires constant updating. The model emphasizes situational analysis of environmental factors and sees curriculum elements as interrelated. Nicholls and Nicholls' 1976 model represents the cyclical approach well, with curriculum development as a never-ending process that allows educators to continually refine and improve the curriculum over time based on new information and changes.
This document discusses Jerome Bruner's theory of learning and constructivism. Some key points include:
- Bruner believed learning is an active process where learners construct new ideas based on past knowledge.
- He identified three stages of representation: enactive, iconic, and symbolic.
- Bruner's spiral curriculum involves revisiting topics at increasing levels of complexity tailored to students' development.
- Discovery learning and scaffolding instruction are important principles in Bruner's view of how students learn best.
Placement assessments determine if a student has the prerequisite skills and knowledge to participate in a course at the appropriate level, such as assessing readiness for Algebra I. Diagnostic assessments identify student strengths and weaknesses in specific academic areas in order to diagnose learning difficulties and inform remedial teaching. Examples of diagnostic assessments include pre-tests, self-assessments, discussions, and interviews. The results of diagnostic assessments help teachers better understand student capabilities and plan targeted lessons.
The document discusses key concepts related to student assessment including:
1) It defines terms like assessment, evaluation, measurement, formative assessment, placement assessment, diagnostic assessment, and summative assessment.
2) It differentiates between assessment, testing, measurement, and evaluation.
3) It discusses the purposes of assessment and the roles of assessment in instructional decisions.
4) It compares different types of assessment like diagnostic versus placement, and norm-referenced versus criterion-referenced.
5) It provides details on specific assessment methods like portfolios, performances, and guidelines for effective student assessment.
Basic concepts in assessing student learningKaye Batica
The document discusses concepts related to assessing student learning, including defining measurement, methods of data collection, uses of educational measurement, evaluation, assessment of student learning, and principles of assessment. It provides details on formative, summative and evaluative assessment, as well as alternative assessments including performance assessments and incorporating portfolio assessment into the learning process. The relationship between instruction and assessment is that assessment should effectively measure student learning and provide feedback to improve instruction.
David Ausubel developed the theory of meaningful learning through subsumption. He believed that new information is best learned when incorporated into an individual's existing cognitive framework or schema. Ausubel advocated for the use of advance organizers - instructional materials presented before a lesson that provide context and structure for new concepts. By relating new ideas to what is already known, advance organizers allow individuals to incorporate new information through derivative, correlative, superordinate, or combinatorial subsumption.
This document discusses cyclical models of curriculum development. Cyclical models view elements of curriculum as interrelated and incorporate aspects of both rational and dynamic models. They provide a logical and sequential approach. One example is D.K. Wheeler's model, which suggests five interrelated phases in the curriculum process. Another example is the cyclical approach of Audrey and Howard Nicholls, which briefly but succinctly covers curriculum elements. Strengths of cyclical models include their logical structure, use of situational analysis, and flexibility. A potential weakness is the time required for effective situational analysis.
Tpack as a framework for technology driven teaching anderwin marlon sario
The document discusses the TPACK framework for technology-driven teaching and learning. TPACK combines the teacher's technological knowledge, content knowledge, and pedagogical knowledge. This framework shows how these knowledge areas intersect and integrate technology to make teaching more engaging, relevant, and effective. The document also introduces the SMART model for infusing technology into teaching, which represents different levels of technology integration from substitution to redefinition.
Walker's deliberative approach emphasizes the process of curriculum development. The ways of proceeding were not predetermined but negotiated and documented as stakeholders worked towards completing the task.
The document discusses several curriculum models including subject-centered, learner-centered, and problem-centered models. It describes key aspects of each model, such as the subject-centered model focusing on content divided into subjects. The learner-centered model emphasizes the needs and interests of students, while the problem-centered model organizes curriculum around solving real-world problems. It also covers curriculum development models like Tyler's model and Taba's inductive model.
This document discusses cognitive and metacognitive factors that influence learning. It states that successful learning involves intentionally constructing meaning, creating coherent knowledge representations, and linking new information with existing knowledge in meaningful ways. Developing metacognition, or thinking about thinking, is identified as a powerful predictor of learning. Metacognition allows learners to understand what they know and don't know. The document outlines basic metacognitive strategies like connecting information, selecting thinking strategies, and evaluating thinking processes. It distinguishes cognitive strategies, which are goal-directed and situation-specific, from metacognitive strategies, which involve more universal skills like planning, monitoring, and evaluation. Developing metacognition requires creating an environment where thinking is discussed, planned
Technology buffet for new teachers march 2012Karen Brooks
This document provides information about new teacher training opportunities and classroom technology resources. It discusses a technology proficiency self-assessment, effective habits of 21st century teachers including adapting, communicating, collaborating and leading, and emerging technology trends like smaller mobile devices, self-driving cars, and digital tattoos. Videos are recommended for educators to stay informed on technology integration and innovations impacting K-12 students.
Bloom's Digital Taxonomy adapted using iPads with children on the Autism Spec...Karina Barley - M.Ed.
Bloom's Digital Taxonomy adapted using iPads with children on the Autism Spectrum, using iPad apps to educate students who have autism.
Best iPad Apps to use for Autism Education - http://digitallearningtree2.com/free-teacher-resources/best-ipad-apps-for-autism-education/
My new iPads for Autism Education courses are now available through the University of North Dakota
Autism iPad Techniques to Bridge Learning Gaps
http://educators.und.edu/onlinecourse/?id=DLT.IPAD.ATSM.TCHNQ
Turn Your iPad into a Augmentative Communication Device
http://educators.und.edu/onlinecourse/?id=DLT.IPAD.CMMDVC
iPad Strategies to Engage Students with Autism
http://educators.und.edu/onlinecourse/?id=DLT.IPAD.ATSM.TCHNQ
Robert Gagne - 9 Events of Instruction ExplainedMissyKrupp
The document outlines Robert Gagne's 9 Events of Instruction model for developing effective lesson plans. The model includes 9 steps: 1) gaining learner attention, 2) informing learners of objectives, 3) stimulating recall of prior knowledge, 4) presenting content, 5) providing guidance for learning, 6) eliciting performance, 7) providing feedback, 8) assessing performance, and 9) enhancing retention and transfer. Each step is described in detail with examples of strategies that can be used to implement that step in a lesson plan.
Importance of Instructional Design for TeachersMoon Starr
This document discusses the importance of instructional design for teachers. It defines instructional design as the process of analyzing learning needs and systematically developing instructional materials to improve learning. The document notes that effective instructional design can help teachers create dynamic lessons that engage students and promote lifelong learning. It also introduces the ADDIE model as a systematic instructional design process consisting of analysis, design, development, implementation, and evaluation.
The document discusses various theories of instructional design including cognitive, constructivist, and connectivist perspectives. It outlines key principles such as learning occurring within communities of practice and personal learning environments. Different learning environments are also examined, like cognitive apprenticeship and technology-enabled active learning. Motivation theories including ARCS, self-efficacy, attribution, and goal-setting are summarized.
This document provides an overview of Bloom's Taxonomy, which classifies learning objectives into six levels: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. Each level is defined and examples of learning objectives for that level are given. The document also discusses using Bloom's Taxonomy to design classroom lectures and assessments that target different cognitive abilities.
This presentation was used by me to help teachers at our community school to learn about Lesson Plans and Classroom managment. Feel free to download and use it
Ashwin Shah
This document discusses the Revised Bloom's Taxonomy and improving student thinking. It provides an overview of Bloom's Taxonomy, noting that the revised version changes the terminology, structure, and emphasis. The goal is to help teachers develop lessons and assessments that engage students in higher-order thinking skills like analysis, evaluation, and creation.
The document discusses Revised Bloom's Taxonomy, which is an update to the original Bloom's Taxonomy of learning objectives. It provides details on the history and development of Bloom's Taxonomy, including the original taxonomy from 1956 and revisions made in 2001. The revised version uses verbs to describe six levels of thinking skills (remember, understand, apply, analyze, evaluate, create) and considers knowledge dimensions. Examples are provided of how teachers can incorporate different levels of thinking skills into classroom lessons and assessments using Bloom's Taxonomy.
The document discusses Bloom's Revised Taxonomy, which organizes thinking skills into six levels from basic to more complex. It outlines the original and revised terms, with changes made to better reflect active thinking processes. Examples of classroom activities are provided for each of the six levels - Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating.
The document discusses revisions that were made to Bloom's Taxonomy of Learning. The original taxonomy classified learning objectives into six levels from simple to complex. It was revised in 1999 to address criticisms and broaden its applicability. The revised version distinguishes between factual, procedural, conceptual, and metacognitive knowledge. It also changes the names of the categories from nouns to verbs to better reflect thinking as an active process. The revision emphasizes higher-order thinking and has been widely adopted to improve curriculum, instruction, and assessment.
The document summarizes the Revised Bloom's Taxonomy (RBT) and the SAMR model of technology integration. It discusses:
1. The history and changes made to RBT, including changing the categories from nouns to verbs to emphasize thinking as an active process.
2. The six levels of RBT - Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating - and their definitions.
3. How RBT can be used for teaching, learning, and assessment.
4. The four levels of the SAMR model - Substitution, Augmentation, Modification, and Redefinition - and how they represent different types of technology integration, from
Using Bloom's Taxonomy to Foster Critical ThinkingJerold Meadows
This document discusses using Bloom's Taxonomy to foster critical thinking. It provides an overview of Bloom's Taxonomy, including that it was first published in 1956 and revised in 2000. It focuses on the cognitive learning domain. The document then discusses strategies for using Bloom's Taxonomy with undergraduate and graduate learners, including making its use intentional, leveraging principles of andragogy, and providing examples of questions at different levels of Bloom's Taxonomy.
Revised blooms taxonomy for gsce physical educationGREE33
This is a resource used within the classroom either as a starter to assess the knowledge of the pupils prior to starting a topic or as a plenary to assess the knowledge gained. I have ammended so that it included the orginal Blooms taxonomy questioning and the revised Bloom taxonomy questioning and is a resources that can be adapted for any topic and tailored to meet the specific needs of the class.
Dillard University Bloom's Taxonomy and Assessment 2010 Dr. Saundra Yancy Mcg...Dillard University Library
The document provides an overview of Bloom's Taxonomy, which classifies learning objectives into different cognitive levels (Remember, Understand, Apply, Analyze, Evaluate, Create), as well as affective (Valuing, Organizing) and psychomotor (Perception, Set, Guided Response, Mechanism) domains. It discusses how understanding and applying Bloom's Taxonomy can help students learn more effectively by focusing on higher-order thinking skills and metacognition. Several examples are given of writing learning objectives at different cognitive levels.
Bloom's Digital Taxonomy is an extension of the original Bloom's Taxonomy developed in 1956 to classify educational learning objectives. It creates a hierarchy of learning objectives suitable for digital environments. The original taxonomy classified objectives according to cognitive, affective, and psychomotor domains. Bloom's Digital Taxonomy helps educators design activities and assessments that challenge students to develop skills ranging from basic to higher-order thinking. It includes six levels of the cognitive domain: remembering, understanding, applying, analyzing, evaluating, and creating.
Integrating Technology, Higher-Order Thinking, and Student-Centered LearningDoug Adams
This workshop aims to help participants learn how to integrate technology into student-centered learning activities that promote higher-order thinking skills. Participants will explore free web-based tools and learn how to design project-based learning activities that support differentiated instruction. The workshop will cover topics like 21st century skills, essential questions, complex thinking strategies, and authentic assessment and will provide examples of how to enrich lesson plans to engage digital native students.
Here are the key points about the Creative Problem Solving (CPS) process:
- CPS has 6 stages: Mess Finding, Fact Finding, Problem Finding, Idea Finding, Solution Finding, Acceptance Finding
- Mess Finding involves identifying a general challenge or area of opportunity.
- Fact Finding is gathering information about the nature of the problem.
- Problem Finding is defining the specific problem statement.
- Idea Finding uses techniques like brainstorming to generate novel solution ideas.
- Solution Finding evaluates and improves the ideas to find an optimal solution.
- Acceptance Finding plans how to implement the solution and gain approval/acceptance.
The CPS process provides a structured yet flexible framework to
Blooms Taxonomy is a classification system used to define levels of cognition such as thinking, learning, and understanding. Educators use Bloom's Taxonomy to inform curriculum development, assessments, and teaching methods. Originally introduced in 1956 by Benjamin Bloom, it categorizes educational goals from basic recall to higher order thinking skills, including creating. The taxonomy is helpful for ensuring all levels of thinking are addressed and for developing balanced assessments.
Chapter 2: Philosophical Foundation of CurriculumShauna Martin
This presentation highlights information from Chapter 2: Philosophical Foundation of Curriculum from Curriculum: Foundations, Principles, and Issues by Allan C. Ornstein and Francis P. Hunkins. Highlighted here are the different educational philosophies and their unique impacts on education.
Bloom's Taxonomy was created in 1956 by Benjamin Bloom to promote higher-order thinking in education. It consisted of three domains of learning: cognitive, affective, and psychomotor. Bloom's Taxonomy was revised in 2001 by David Krathwohl and Lori Anderson, changing the nouns to verbs and organizing the cognitive domain into six levels: remember, understand, apply, analyze, evaluate, and create. SAMR was created by Dr. Ruben Puentedura to classify how technology can be used in education, from substitution with no functional change to reconstruction allowing for new tasks previously inconceivable without technology. Bloom's Taxonomy and SAMR are frameworks that aim to enhance learning
This document discusses the transition from traditional classrooms to new learning spaces in colleges and universities. It notes that the internet has changed notions of place and time, and new teaching and learning methods have emerged. As a result, the concept of a classroom has expanded beyond just the space for a class. The document provides guidance for institutional leaders on designing learning spaces, emphasizing that spaces should be learner-centered, support different learning activities, enable connections, and be flexible. It also discusses establishing a vision, analyzing needs, designing teams, and assessing spaces. The goal is for spaces to enhance student learning and reflect institutional values.
- Bloom's Taxonomy was developed in 1956 to classify levels of thinking in learning. It originally had six levels from lowest to highest: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation.
- In 1999, Anderson and colleagues revised Bloom's Taxonomy, renaming categories and distinguishing between factual, conceptual, procedural, and metacognitive knowledge, and between lower and higher order thinking skills like remember, understand, apply, analyze, evaluate, and create.
- The revision aimed to make Bloom's Taxonomy more authentic for curriculum planning, instruction, and assessment across school levels.
Designing a constructivist learning environmentMaimoona A-Abri
This document describes the design of a constructivist learning environment (CLE) about global warming using a cognitive flexible hypertext (CFH) model. The CLE is intended for high school seniors and includes learning activities, outcomes, and assessments aligned with CFH principles. Students will explore multiple perspectives on global warming issues through case studies and blog discussions. The goal is for students to actively construct their understanding of this complex, real-world problem by analyzing information presented in a non-linear, interconnected manner using a CFH approach.
This document discusses different types of learning environments, including learner-centered, knowledge-centered, assessment-centered, and community-centered environments. A learner-centered environment focuses on students' prior knowledge and makes lessons relevant to their lives. A knowledge-centered environment focuses on teaching core concepts and organizing lessons to maximize understanding. Assessment-centered environments use formative and summative assessments to improve teaching and measure learning. Community-centered environments foster collaboration and lifelong learning by creating a classroom community.
Bloom's Taxonomy is a framework for classifying educational goals and objectives into levels of complexity and specificity. The original taxonomy had six levels moving from simple recall to evaluation. In recent years, the taxonomy was revised to be two-dimensional, separating cognitive processes from knowledge. The cognitive processes are remember, understand, apply, analyze, evaluate, and create. The knowledge aspects are factual, conceptual, procedural, and metacognitive. This revised framework provides more flexibility and accuracy in assessing student learning outcomes.
BLOOM’S TAXONOMY STRATEGIES FOR CLASS ACTIVITYlsaad750407
Bloom's Taxonomy is a classification system used to define levels of thinking and learning. It categorizes learning objectives from basic recall to higher-order thinking skills. The taxonomy includes Remember, Understand, Apply, Analyze, Evaluate, and Create. It provides a framework to encourage critical thinking and personalized, goal-oriented learning. Applying Bloom's Taxonomy helps teachers set clear objectives and assess student learning at different cognitive levels.
Modeling instruction is a teaching method where students work in small groups to construct core concepts with minimal teacher guidance. They analyze sources to develop visual representations and reach a consensus through discussion. This enhances retention compared to traditional lectures. Modeling can be effective in humanities classes by having students create models of abstract concepts like historical forces or essay structure. The process of discussing and diagramming models makes concepts memorable and applicable to new situations. While humanities models will be more diverse than physics models, the value is in the dialogue and exposure of inaccurate understandings that modeling provides.
Week 2 Discussion Learning Contract· Analyze two learning gaps .docxjessiehampson
Week 2 Discussion: Learning Contract
· Analyze two learning gaps that you have with the concepts of this course.
. Post a brief analysis of your 2 learning gaps to the discussion board.
. Write a brief learning contract addressing how you will address these learning gaps by the end of the course.
Read: Self-Directed Learning: Learning Contracts: https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/tips-students/self-directed-learning/self-directed-learning-learning-contracts
23
Chapter 4
The Andragogical Process Model for Learning
Introduction
The andragogical model is a process model, in contrast to the content models employed by most traditional educators. The difference is this: in traditional education the instructor (teacher or trainer or curriculum committee) decides in advance what knowledge or skill needs to be transmitted, arranges this body of content into logical units, selects the most efficient means for transmitting this content (lectures, readings, laboratory exercises, films, tapes, etc.), and then develops a plan for presenting these content units in some sort of sequence. This is a content model (or design). The andragogical instructor (teacher, facilitator, consultant, change agent) prepares in advance a set of procedures for involving the learners and other relevant parties in a process involving these elements: (1) preparing the learner; (2) establishing a climate conducive to learning; (3) creating a mechanism for mutual planning; (4) diagnosing the needs for learning; (5) formulating program objectives (which is content) that will satisfy these needs; (6) designing a pattern of learning experiences; (7) conducting these learning experiences with suitable techniques and materials; and (8) evaluating the learning outcomes and rediagnosing learning needs. This is a process model. The difference is not that one deals with content and the other does not; the difference is that the content model is concerned with transmitting information and skills, whereas the process model is concerned with providing procedures and resources for helping learners acquire information and skills. A comparison of these two models and their underlying assumptions is presented in Table 4.1 in which the content model is conceived as being pedagogical and the process model as being andragogical.
Table 4.1 Process elements of andragogy
Preparing the Learner
It was not until 1995 (Knowles, 1995) that it became apparent that the preparation of the learner step needed to be added as a separate step to the process model. Previously the process model had consisted of only seven steps, all of which will be discussed in this chapter. It became apparent that an important aspect of program design flowed from the adult educational models that assumed a high degree of responsibility for learning to be taken by the learner. Especially in the andragogical and learning projects models, the entire systems are built around ...
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
Bloom’s Digital
1.
2. Table of Contents
Overview
Foundation
The Taxonomy Broken Down
The Digital Taxonomy Explained
Differences from Bloom’s Taxonomy
Similarities with Bloom’s Taxonomy
Conclusion
Works Cited
3. Overview
A refresher of Bloom’s Revised
Taxonomy (1956)
Examining the six levels of Bloom’s
Digital Taxonomy as defined by Andrew
Churches (2001)
4. Foundation
Original Taxonomy was created by Benjamin S.
Bloom in 1956
Revised in 2001 by Anderson and Krathwohl
The largest difference was replacing the nouns of the
original taxonomy with verbs and a change in their
order
Identified and outlined the cognitive domain which
involves the development of intellectual skills
Each level builds on the previous level
An educator begins with Lower Order Thinking Skills
(LOTS) and works up toward Higher Order Thinking
Skills (HOTS)
Typically viewed as a pyramid with LOTS on the
bottom and HOTS toward the top
6. The Taxonomy Broken
Down
Remembering– memorization and the ability to recall
information
Understanding – the ability to understand the
meaning behind instructions
Applying – applying what was learned to a real world
task
Analyzing– separating information into parts and
making distinctions between hearsay and fact
Evaluating – bringing the parts together to form a
whole with new meaning
Creating – making decisions based on the merits of
an idea
8. The Digital Taxonomy
Explained
Remembering – modern examples include the use of
social bookmarking websites, use of search engines
and social networking
Understanding – blog journaling, commenting on
websites and categorizing items using folders
Applying – playing educational games, editing a wiki
and sharing photos or documents online
Analyzing – creating “mashups” and leveraging
Google Docs
Evaluating – moderating a forum, structured and
reasoned blog responses and software beta-testing
Creating – directing or filming a video or
podcast, programming software
9. Differences from Bloom’s Taxonomy
While the ideas still reverberate with today’s
learners, they must be applied in a different
manner to better engage these students
Using the Digital Taxonomy, educators will be
able to teach HOTS to these younger students
Educators do not necessarily need to begin
their lessons at the bottom of the pyramid
Strong emphasis on collaboration between
learners
Larger integration of multimedia into lesson
plans
10. Similarities with Bloom’s Taxonomy
Both taxonomies maintain the same
verbage and basic principles
Maintain pyramid structure with lower
order thinking skills at the bottom and
gradual increase to higher order thinking
skills
11. Conclusion
Churches’ update to Bloom’s Taxonomy
allows educators to bring it into the
modern classroom and apply it to the
current, quickly changing technological
environment
Bloom’s Taxonomy has been tweaked
for well over 50 years and the Digital
Taxonomy still needs to be better
defined and will grow and adapt as it
ages
12. Works Cited
Anderson, I.W. & Krathwohl. A Taxonomy for
Learning, Teaching, and Assesing: A Revision of Bloom’s
Taxonomy of Educational Objectives. New York:
Longman, 2001.
Michael Fisher. Digigogy: A New Digital Pedagogy. 2009.
http://digigogy.blogspot.net.
Andrew Churches. Bloom’s Taxonomy and Digital
Approaches. 2007. Edorigami.
http://edorigami.wikispaces.com/Bloom%27s+and+ICT+tools