The document discusses Bloom's Taxonomy, which classifies learning objectives into three domains: cognitive, affective, and psychomotor. The cognitive domain involves mental skills and ranges from basic recall to evaluation. The affective domain involves attitudes, values, and emotions. The psychomotor domain involves physical skills. Verbs are provided as examples for writing learning objectives within each domain and level.
This document outlines steps for systematic instructional planning including:
1) Identifying instructional goals and analyzing learners.
2) Identifying objectives which specify learning outcomes, conditions, and audience. Objectives can be cognitive, affective, or psychomotor.
3) Planning instructional activities such as introducing objectives, presenting content, and providing practice.
4) Choosing appropriate instructional media.
5) Developing assessment tools and implementing a mastery learning approach through presentation, assessment, and revision.
This document provides an overview of Bloom's Taxonomy, which is a classification of learning objectives into different levels of complexity and specificity. It describes the three domains of the taxonomy - cognitive, affective, and psychomotor. The cognitive domain involves knowledge and intellectual skills, ranging from basic recall or recognition to more complex processes like analysis, synthesis and evaluation. The affective domain describes the way attitudes, values and appreciation develop, from basic awareness to internalizing values. The psychomotor domain involves physical skills and ranges from basic perception to highly complex skills that are adapted to new situations.
Children first represent knowledge through actions and senses, then through images and diagrams, and finally symbolically through language and numbers. A spiral curriculum revisits core concepts at higher levels of complexity, allowing students to build on previous knowledge. Discovery learning is an effective teaching strategy that engages students in the active construction of new understandings through hands-on experiences.
This document provides an overview of Bloom's Taxonomy and higher-order thinking. It discusses the original and revised versions of Bloom's Taxonomy, including changes in terms and emphasis. Each of the six levels of thinking in the revised taxonomy - Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating - are defined and example classroom activities are provided. The role of questioning and its importance within the taxonomy framework is also addressed.
The document discusses Benjamin Bloom's Taxonomy of Educational Objectives, which categorizes learning objectives according to their cognitive complexity and provides examples. It outlines three domains - the cognitive, affective, and psychomotor domains. For the cognitive domain, it details Bloom's six levels of complexity from simplest to most complex: knowledge, comprehension, application, analysis, synthesis, and evaluation. It also discusses taxonomies for the affective and psychomotor domains and provides guidelines for writing clear and measurable instructional objectives and matching test items to objectives.
The document discusses several key aspects of lesson planning including:
1. The components of a lesson plan such as objectives, content, learning activities, resources, and evaluation.
2. The purpose of instructional planning which is to guide teaching and maximize student learning and achievement of objectives.
3. Factors to consider when selecting learning activities such as alignment with goals and principles of learning, student motivation, and available facilities.
Jerome Bruner was an American psychologist born in 1915 who received his PhD from Harvard. He is known for developing discovery learning and constructivist learning theories. Some key principles of Bruner's theory include that any subject can be taught effectively in some form to any learner, and that learning should involve active engagement through different modes of representation including enactive, iconic, and symbolic. Bruner believed learning is an active process in which students construct new ideas based upon their current and past knowledge through discovery and interaction.
The document discusses Bloom's Taxonomy, which classifies learning objectives into three domains: cognitive, affective, and psychomotor. The cognitive domain involves mental skills and ranges from basic recall to evaluation. The affective domain involves attitudes, values, and emotions. The psychomotor domain involves physical skills. Verbs are provided as examples for writing learning objectives within each domain and level.
This document outlines steps for systematic instructional planning including:
1) Identifying instructional goals and analyzing learners.
2) Identifying objectives which specify learning outcomes, conditions, and audience. Objectives can be cognitive, affective, or psychomotor.
3) Planning instructional activities such as introducing objectives, presenting content, and providing practice.
4) Choosing appropriate instructional media.
5) Developing assessment tools and implementing a mastery learning approach through presentation, assessment, and revision.
This document provides an overview of Bloom's Taxonomy, which is a classification of learning objectives into different levels of complexity and specificity. It describes the three domains of the taxonomy - cognitive, affective, and psychomotor. The cognitive domain involves knowledge and intellectual skills, ranging from basic recall or recognition to more complex processes like analysis, synthesis and evaluation. The affective domain describes the way attitudes, values and appreciation develop, from basic awareness to internalizing values. The psychomotor domain involves physical skills and ranges from basic perception to highly complex skills that are adapted to new situations.
Children first represent knowledge through actions and senses, then through images and diagrams, and finally symbolically through language and numbers. A spiral curriculum revisits core concepts at higher levels of complexity, allowing students to build on previous knowledge. Discovery learning is an effective teaching strategy that engages students in the active construction of new understandings through hands-on experiences.
This document provides an overview of Bloom's Taxonomy and higher-order thinking. It discusses the original and revised versions of Bloom's Taxonomy, including changes in terms and emphasis. Each of the six levels of thinking in the revised taxonomy - Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating - are defined and example classroom activities are provided. The role of questioning and its importance within the taxonomy framework is also addressed.
The document discusses Benjamin Bloom's Taxonomy of Educational Objectives, which categorizes learning objectives according to their cognitive complexity and provides examples. It outlines three domains - the cognitive, affective, and psychomotor domains. For the cognitive domain, it details Bloom's six levels of complexity from simplest to most complex: knowledge, comprehension, application, analysis, synthesis, and evaluation. It also discusses taxonomies for the affective and psychomotor domains and provides guidelines for writing clear and measurable instructional objectives and matching test items to objectives.
The document discusses several key aspects of lesson planning including:
1. The components of a lesson plan such as objectives, content, learning activities, resources, and evaluation.
2. The purpose of instructional planning which is to guide teaching and maximize student learning and achievement of objectives.
3. Factors to consider when selecting learning activities such as alignment with goals and principles of learning, student motivation, and available facilities.
Jerome Bruner was an American psychologist born in 1915 who received his PhD from Harvard. He is known for developing discovery learning and constructivist learning theories. Some key principles of Bruner's theory include that any subject can be taught effectively in some form to any learner, and that learning should involve active engagement through different modes of representation including enactive, iconic, and symbolic. Bruner believed learning is an active process in which students construct new ideas based upon their current and past knowledge through discovery and interaction.
The document discusses Bloom's Taxonomy of Educational Objectives which organizes learning objectives into three domains: 1) Cognitive objectives involve knowledge and mental skills, ranging from basic recall to evaluation; 2) Affective objectives concern attitudes, interests and values; 3) Psychomotor objectives involve physical skills and movements. Within each domain are levels of complexity, and examples are given of verbs that can be used to formulate objectives at each level.
This document discusses Benjamin Bloom's taxonomy of educational objectives. It describes Bloom's original (1956) and revised (2001) taxonomies, which classify learning objectives into three domains: cognitive, psychomotor, and affective. The cognitive domain involves knowledge and intellectual skills and is further broken down into categories like comprehension, application, and evaluation. The revised taxonomy renamed and reordered some of the categories to better represent cognitive processes.
This document discusses inquiry-based learning and provides findings from research on its effectiveness. It summarizes that inquiry-based learning can be an effective teaching strategy if designed and implemented properly for the specific context. It involves students taking a more active role in the learning process while instructors take more of a guiding role. Inquiry-based learning recognizes that education involves learning both knowledge and practices of a domain to prepare students as lifelong learners. While flexible and on a continuum, it generally involves students investigating authentic, real-world problems through exploration, authentic inquiries, and a research-based approach.
This document outlines different approaches to curriculum design, including subject-centered, discipline, correlation, broad field/interdisciplinary, and learner-centered designs. Subject-centered design focuses on textbook content for specific subjects. Discipline design focuses on academic disciplines. Correlation design links subjects to reduce fragmentation. Broad field design prevents compartmentalization by integrating related contents. Learner-centered designs make the learner the center, including child-centered, experience-centered, and humanistic approaches that focus on the needs, interests, experiences and self-direction of the learner.
Concept formation involves teachers preparing strategies to help students develop concepts in the classroom. Teachers develop lesson plans focused on concept formation and implement activities where students explore examples and non-examples of concepts to help them understand. Students work with teachers to build their understanding of concepts through examples, activities, and discussing their thinking.
Bloom's Taxonomy outlines six levels of cognitive skills moving from lower to higher order thinking skills: knowledge, comprehension, application, analysis, synthesis, and evaluation. Benjamin Bloom and his team created this taxonomy to categorize educational goals and intellectual abilities. The taxonomy provides a framework to ensure educational objectives incorporate higher level tasks that develop critical thinking skills necessary for success in formal assessments.
Cognitive Domain(Bloom Taxonomy) In Curriculum DevelopmentTasneem Ahmad
The document discusses Bloom's taxonomy, which is a classification system used to define educational goals and objectives. It identifies three domains of learning - cognitive, affective, and psychomotor. The cognitive domain involves thinking and knowledge-based skills, and contains six levels: knowledge, comprehension, application, analysis, synthesis, and evaluation. The levels progress from basic recall to more complex thinking skills. The document provides definitions and examples of educational objectives for each of the six levels in the cognitive domain.
This document discusses different theories of curriculum. It begins by explaining the concept of theory in general and debates around the "received view" of scientific theory. It then examines different approaches to curriculum theory, including their functions of description, prediction, explanation and guidance. The document also analyzes different frameworks for classifying curriculum theories, such as focusing on their structure, values, content or processes. Specific theorists are discussed, such as Macdonald who viewed curriculum as a social system, and Apple who analyzed the relationship between society and schools through the concept of hegemony.
Lesson Planning - An Overview of the ImportanceBeth Sockman
This is a basic presentation of the purpose of lesson planning. The Third slides uses the "Jain Story" - Story: A Jain version of the story:
Six blind men were asked to determine what an elephant looked like by feeling different parts of the elephant's body.
The blind man who feels a leg says the elephant is like a pillar; the one who feels the tail says the elephant is like a rope; the one who feels the trunk says the elephant is like a tree branch; the one who feels the ear says the elephant is like a hand fan; the one who feels the belly says the elephant is like a wall; and the one who feels the tusk says the elephant is like a solid pipe.
A wise man explains to them:
"All of you are right. The reason every one of you is telling it differently is because each one of you touched the different part of the elephant. So, actually the elephant has all the features you mentioned."[1]
From: http://en.wikipedia.org/wiki/Blind_men_and_an_elephant
Remember - “lesson planning can be like feeling parts of the elephant. If you do not understand the whole, you only understand the part - the the particular lesson plan…”
The document summarizes the revised Anderson's taxonomy, which is a framework for classifying thinking skills into six levels - remembering, understanding, applying, analyzing, evaluating, and creating. It explains the changes made in the revised taxonomy, including changing categories from nouns to verbs and reorganizing the structure. Examples are provided for question stems teachers can use to target each level of thinking and assess student learning. In summary, the taxonomy is a tool to help plan effective curriculum, instruction, and assessments aligned to standards by categorizing learning objectives according to their cognitive complexity.
Constructivism is a theory of learning that argues students learn by actively constructing knowledge based on their own experiences. Students build on prior knowledge to make sense of new information rather than passively receiving knowledge from teachers. Constructivist teachers foster critical thinking by incorporating real-life situations and interactive activities where students work individually and in groups to construct their own understandings.
This document discusses concepts and definitions of curriculum from both traditional and modern perspectives. It provides several definitions of curriculum from different authors, focusing on curriculum as a structured set of learning outcomes or tasks. The document also discusses curriculum planning, development, and innovation. It outlines factors to consider in curriculum development like the nature of society and needs of learners. Finally, it discusses two predominant schools of thought on curriculum development - the essentialist school which views curriculum as rigid disciplines, and the progressive school which sees curriculum as flexible and learner-centered.
Problem based learning (or PBL) is a student-centered pedagogical theory of classroom learning where small group of students study (and discuss) complex problems, and work together to formulate suitable solutions to cases.
The document discusses curriculum goals, learning objectives, and their importance in education. It defines goals as broad statements about what students should know or be able to do upon graduating. Objectives are more specific and measurable statements about the intended behavioral changes and skills students will exhibit after a learning experience. The document also outlines different types of objectives, such as general vs specific, and taxonomies for classifying objectives, including Bloom's Taxonomy for cognitive objectives, Krathwohl's Taxonomy for affective objectives, and Harrow's Taxonomy for psychomotor objectives. Goals are more general while objectives should be specific, measurable, attainable, relevant and time-bound to guide lesson planning and evaluation.
The document discusses inquiry-based learning, an approach that engages students in investigating topics through questioning, problem-solving, and developing their own understanding. It provides definitions and benefits of inquiry learning, examples of different levels of inquiry from teacher-directed to student-directed, and recommends instructional strategies like simulations, projects, field studies and demonstrations. The goal is to develop lifelong learners who can build knowledge and think critically about the world.
The document discusses key concepts in system theory and its application to instructional design. It provides an overview of systematic, systemic, and cybernetic principles as they relate to instructional systems. An instructional system is viewed as having input, process, and output components that work together interdependently to achieve learning goals. The document then discusses instructional design as a process of systematically analyzing learning conditions to solve instructional problems. It provides examples of using a performance discrepancy diagram to identify causes of gaps between actual and desired performance. Finally, it discusses selecting appropriate instructional methods, media, and materials based on learners and learning objectives.
The document describes four models of curriculum development:
1. The Hilda Taba model involves 8 steps beginning with identifying student needs and ending with evaluating to ensure mastery.
2. The Tyler model has four principles: determining education purposes, selecting learning experiences, organizing experiences effectively, and evaluating if purposes are met.
3. The Saylor, Alexander, and Lewis model starts with setting goals and objectives in four domains, then planning learning opportunities and implementation.
4. The Oliva model is simple, comprehensive, and systematic, involving 12 or 17 specific steps from specifying needs to curriculum evaluation.
Curriculum development involves dynamic changes through systematic processes and models to improve education. It includes curriculum planning to align with a school's vision, curriculum design to select and organize content, curriculum implementation to enact plans in classrooms, and curriculum evaluation to determine if outcomes are achieved. The document outlines the key components of curriculum development as a process intended to continually improve through changes.
Benjamin Bloom developed Bloom's Taxonomy, a classification of learning objectives into six levels - knowledge, comprehension, application, analysis, synthesis, and evaluation. The taxonomy provides a framework to categorize the different cognitive, affective, and psychomotor domains of learning. Bloom believed that all children can learn given the right conditions and sufficient time. His taxonomy is still widely used today and has implications for classroom instruction, such as teachers focusing lessons at different cognitive levels to promote mastery of a subject.
This document provides several strategies and techniques for effectively teaching English Language Learners (ELLs). It discusses that ELL students benefit from building background knowledge, using visual aids, explicit instruction, modeling, social learning environments, and a focus on academic vocabulary. Specific strategies recommended include think-pair-share, graphic organizers, stop and jot, get the picture, attribute webs, four corners vocabulary, and foldables. The document emphasizes building background knowledge, using visuals, and scaffolding instruction to make content comprehensible for ELL students.
The document discusses Bloom's Taxonomy of Educational Objectives which organizes learning objectives into three domains: 1) Cognitive objectives involve knowledge and mental skills, ranging from basic recall to evaluation; 2) Affective objectives concern attitudes, interests and values; 3) Psychomotor objectives involve physical skills and movements. Within each domain are levels of complexity, and examples are given of verbs that can be used to formulate objectives at each level.
This document discusses Benjamin Bloom's taxonomy of educational objectives. It describes Bloom's original (1956) and revised (2001) taxonomies, which classify learning objectives into three domains: cognitive, psychomotor, and affective. The cognitive domain involves knowledge and intellectual skills and is further broken down into categories like comprehension, application, and evaluation. The revised taxonomy renamed and reordered some of the categories to better represent cognitive processes.
This document discusses inquiry-based learning and provides findings from research on its effectiveness. It summarizes that inquiry-based learning can be an effective teaching strategy if designed and implemented properly for the specific context. It involves students taking a more active role in the learning process while instructors take more of a guiding role. Inquiry-based learning recognizes that education involves learning both knowledge and practices of a domain to prepare students as lifelong learners. While flexible and on a continuum, it generally involves students investigating authentic, real-world problems through exploration, authentic inquiries, and a research-based approach.
This document outlines different approaches to curriculum design, including subject-centered, discipline, correlation, broad field/interdisciplinary, and learner-centered designs. Subject-centered design focuses on textbook content for specific subjects. Discipline design focuses on academic disciplines. Correlation design links subjects to reduce fragmentation. Broad field design prevents compartmentalization by integrating related contents. Learner-centered designs make the learner the center, including child-centered, experience-centered, and humanistic approaches that focus on the needs, interests, experiences and self-direction of the learner.
Concept formation involves teachers preparing strategies to help students develop concepts in the classroom. Teachers develop lesson plans focused on concept formation and implement activities where students explore examples and non-examples of concepts to help them understand. Students work with teachers to build their understanding of concepts through examples, activities, and discussing their thinking.
Bloom's Taxonomy outlines six levels of cognitive skills moving from lower to higher order thinking skills: knowledge, comprehension, application, analysis, synthesis, and evaluation. Benjamin Bloom and his team created this taxonomy to categorize educational goals and intellectual abilities. The taxonomy provides a framework to ensure educational objectives incorporate higher level tasks that develop critical thinking skills necessary for success in formal assessments.
Cognitive Domain(Bloom Taxonomy) In Curriculum DevelopmentTasneem Ahmad
The document discusses Bloom's taxonomy, which is a classification system used to define educational goals and objectives. It identifies three domains of learning - cognitive, affective, and psychomotor. The cognitive domain involves thinking and knowledge-based skills, and contains six levels: knowledge, comprehension, application, analysis, synthesis, and evaluation. The levels progress from basic recall to more complex thinking skills. The document provides definitions and examples of educational objectives for each of the six levels in the cognitive domain.
This document discusses different theories of curriculum. It begins by explaining the concept of theory in general and debates around the "received view" of scientific theory. It then examines different approaches to curriculum theory, including their functions of description, prediction, explanation and guidance. The document also analyzes different frameworks for classifying curriculum theories, such as focusing on their structure, values, content or processes. Specific theorists are discussed, such as Macdonald who viewed curriculum as a social system, and Apple who analyzed the relationship between society and schools through the concept of hegemony.
Lesson Planning - An Overview of the ImportanceBeth Sockman
This is a basic presentation of the purpose of lesson planning. The Third slides uses the "Jain Story" - Story: A Jain version of the story:
Six blind men were asked to determine what an elephant looked like by feeling different parts of the elephant's body.
The blind man who feels a leg says the elephant is like a pillar; the one who feels the tail says the elephant is like a rope; the one who feels the trunk says the elephant is like a tree branch; the one who feels the ear says the elephant is like a hand fan; the one who feels the belly says the elephant is like a wall; and the one who feels the tusk says the elephant is like a solid pipe.
A wise man explains to them:
"All of you are right. The reason every one of you is telling it differently is because each one of you touched the different part of the elephant. So, actually the elephant has all the features you mentioned."[1]
From: http://en.wikipedia.org/wiki/Blind_men_and_an_elephant
Remember - “lesson planning can be like feeling parts of the elephant. If you do not understand the whole, you only understand the part - the the particular lesson plan…”
The document summarizes the revised Anderson's taxonomy, which is a framework for classifying thinking skills into six levels - remembering, understanding, applying, analyzing, evaluating, and creating. It explains the changes made in the revised taxonomy, including changing categories from nouns to verbs and reorganizing the structure. Examples are provided for question stems teachers can use to target each level of thinking and assess student learning. In summary, the taxonomy is a tool to help plan effective curriculum, instruction, and assessments aligned to standards by categorizing learning objectives according to their cognitive complexity.
Constructivism is a theory of learning that argues students learn by actively constructing knowledge based on their own experiences. Students build on prior knowledge to make sense of new information rather than passively receiving knowledge from teachers. Constructivist teachers foster critical thinking by incorporating real-life situations and interactive activities where students work individually and in groups to construct their own understandings.
This document discusses concepts and definitions of curriculum from both traditional and modern perspectives. It provides several definitions of curriculum from different authors, focusing on curriculum as a structured set of learning outcomes or tasks. The document also discusses curriculum planning, development, and innovation. It outlines factors to consider in curriculum development like the nature of society and needs of learners. Finally, it discusses two predominant schools of thought on curriculum development - the essentialist school which views curriculum as rigid disciplines, and the progressive school which sees curriculum as flexible and learner-centered.
Problem based learning (or PBL) is a student-centered pedagogical theory of classroom learning where small group of students study (and discuss) complex problems, and work together to formulate suitable solutions to cases.
The document discusses curriculum goals, learning objectives, and their importance in education. It defines goals as broad statements about what students should know or be able to do upon graduating. Objectives are more specific and measurable statements about the intended behavioral changes and skills students will exhibit after a learning experience. The document also outlines different types of objectives, such as general vs specific, and taxonomies for classifying objectives, including Bloom's Taxonomy for cognitive objectives, Krathwohl's Taxonomy for affective objectives, and Harrow's Taxonomy for psychomotor objectives. Goals are more general while objectives should be specific, measurable, attainable, relevant and time-bound to guide lesson planning and evaluation.
The document discusses inquiry-based learning, an approach that engages students in investigating topics through questioning, problem-solving, and developing their own understanding. It provides definitions and benefits of inquiry learning, examples of different levels of inquiry from teacher-directed to student-directed, and recommends instructional strategies like simulations, projects, field studies and demonstrations. The goal is to develop lifelong learners who can build knowledge and think critically about the world.
The document discusses key concepts in system theory and its application to instructional design. It provides an overview of systematic, systemic, and cybernetic principles as they relate to instructional systems. An instructional system is viewed as having input, process, and output components that work together interdependently to achieve learning goals. The document then discusses instructional design as a process of systematically analyzing learning conditions to solve instructional problems. It provides examples of using a performance discrepancy diagram to identify causes of gaps between actual and desired performance. Finally, it discusses selecting appropriate instructional methods, media, and materials based on learners and learning objectives.
The document describes four models of curriculum development:
1. The Hilda Taba model involves 8 steps beginning with identifying student needs and ending with evaluating to ensure mastery.
2. The Tyler model has four principles: determining education purposes, selecting learning experiences, organizing experiences effectively, and evaluating if purposes are met.
3. The Saylor, Alexander, and Lewis model starts with setting goals and objectives in four domains, then planning learning opportunities and implementation.
4. The Oliva model is simple, comprehensive, and systematic, involving 12 or 17 specific steps from specifying needs to curriculum evaluation.
Curriculum development involves dynamic changes through systematic processes and models to improve education. It includes curriculum planning to align with a school's vision, curriculum design to select and organize content, curriculum implementation to enact plans in classrooms, and curriculum evaluation to determine if outcomes are achieved. The document outlines the key components of curriculum development as a process intended to continually improve through changes.
Benjamin Bloom developed Bloom's Taxonomy, a classification of learning objectives into six levels - knowledge, comprehension, application, analysis, synthesis, and evaluation. The taxonomy provides a framework to categorize the different cognitive, affective, and psychomotor domains of learning. Bloom believed that all children can learn given the right conditions and sufficient time. His taxonomy is still widely used today and has implications for classroom instruction, such as teachers focusing lessons at different cognitive levels to promote mastery of a subject.
This document provides several strategies and techniques for effectively teaching English Language Learners (ELLs). It discusses that ELL students benefit from building background knowledge, using visual aids, explicit instruction, modeling, social learning environments, and a focus on academic vocabulary. Specific strategies recommended include think-pair-share, graphic organizers, stop and jot, get the picture, attribute webs, four corners vocabulary, and foldables. The document emphasizes building background knowledge, using visuals, and scaffolding instruction to make content comprehensible for ELL students.
This document outlines an inquiry-based research project for 3rd grade students that can be adapted for other grades. Students will choose their own topics to research and form essential questions. They will learn research skills like taking notes from sources found online, in books, and from interviews. Students will create an Animoto presentation to share what they learned. The teacher plans lessons to introduce inquiry, research skills, and note-taking to support students completing their projects independently with guidance.
LBIS Professional Development Day 21/09/12davidjjenkins
This document provides an overview of a professional development day focused on 21st century education. It discusses using inquiry-based approaches and differentiating instruction to meet diverse student needs. Presenters will cover integrating technology and applying educational theory to practice. Teachers will participate in activities exploring the five senses in education and Bloom's taxonomy. Breakout sessions will address how to design inquiry-based units, assess student learning, and incorporate technology into various subject areas. The goal is to help teachers develop skills for student-centered, technology-rich instruction catering to different learning styles.
Children are not things to be modeled but people to be unfolded (Jess Lair). Discuss the process of children learning and tips and strategies for teachers to facilitate children learning.
Domain 3 of the Framework for Teaching focuses on instruction and student engagement. It describes the work teachers do to bring complex content to life for students. At the heart of Domain 3 is engaging students in learning through clear communication, effective questioning techniques, engaging activities, appropriate assessment, and flexibility. The five components of Domain 3 are communicating with students, using questioning and discussion techniques, engaging students in learning, using assessment in instruction, and demonstrating flexibility and responsiveness.
Active learning and the Internet and Reflections - University of Memphis, Cel...Celia Pruitt
The document discusses various teaching methods and assignments used in a classroom including generative learning, collaborative learning, project based learning, problem based learning, and anchored instruction. Generative learning and collaborative learning are identified as most beneficial as they allow students to organize knowledge and learn from peers. The teacher wants to incorporate more inquiry learning by allowing student groups to observe a subject, record responses, compare answers, and develop questions. Technology could be used more by having students complete online activities and utilizing websites, blogs, and multimedia to present projects and stories.
The document discusses a third grade teacher reflecting on assignments given to students. The teacher sees the assignments mostly involve lower-level thinking. Three learning strategies are highlighted - conversation learning, case-based learning, and collaborative learning. Conversation learning promotes discussion between students and teachers. Case-based learning allows students to apply knowledge to realistic situations. Collaborative learning encourages students to work together in pairs or groups. The teacher believes incorporating these strategies could enrich student learning and better develop their skills.
The document discusses a third grade teacher reflecting on assignments given to students. The teacher sees the assignments mostly involve lower-level thinking. Three learning strategies are highlighted - conversation learning, case-based learning, and collaborative learning. Conversation learning shifts explanation tasks to students and allows open discussion. Case-based learning requires students to apply understanding to realistic scenarios. Collaborative learning takes learning beyond rote memorization through partner and group work. The teacher believes incorporating these strategies could enrich student learning and better develop skills like expanding on responses and working with others.
The document discusses principles and methods for teaching mathematics. It covers:
1) The spiral progression approach which revisits math basics each grade level with increasing depth and breadth.
2) Principles like balancing standard-based and integrated approaches, using problem-solving, and assessment-driven instruction.
3) Bruner's three-tiered learning theory of enactive, iconic, and symbolic representation.
4) Teaching methods like problem-solving, concept attainment strategies, concept formation strategies, direct instruction, and experiential/constructivist approaches.
This document provides biographies of three students - Faith Buscano, Amy Rose Samma, and Christian Mark Cinco. It then covers various topics related to educational technology including definitions, whether technology is a boon or bane, conceptual models of learning, Bloom's taxonomy, Dale's Cone of Experiences, and the roles of educational technology in learning. At the end, the students provide personal reflections on learning educational technology and how it will help them as future teachers.
Faith Ward - Differentiation: Supporting All Learners in the School LibraryFaith Ward
Teacher Librarians fulfill many functions in our schools but their
main role is assisting students on the road to learning. As the
scope of student needs continues to broaden, how can Teacher Librarians build inclusive collections and support all students in research and independent reading quests? This presentation will help you gain a better understanding of differentiation in the library classroom and how to assemble resources that are challenging and accessible to a range of student abilities.
The document describes Melissa Killian's field experience teaching 3rd grade at Woodbury Grammar School, including strategies she used to teach content like Jigsaw reading, GRASP activities, and concept maps. It also provides surveys assessing the effectiveness of different classroom techniques and types of writing assignments across the curriculum.
The document describes an assignment called "Monster Swap" where students create monsters, write descriptive paragraphs about them, and swap paragraphs via email to recreate each other's monsters. An evaluation scores the assignment moderately, noting its strengths include developing writing skills through critique but weaknesses include not directly assessing technology use. The document also discusses how various educational roles like theorists, psychologists, designers, and specialists relate to the assignment and strategies it employs like technology integration, collaborative learning, and differentiated instruction.
The document describes an assignment called "Monster Swap" where students create monsters, write descriptive paragraphs about them, and swap paragraphs via email to recreate each other's monsters. An evaluation scores the assignment moderately, noting its strengths include drawing pictures solely from written descriptions and differentiated instruction, while weaknesses include a lack of assessment on technology use. The document also discusses how various educational roles like theorists, psychologists, designers, and specialists relate to the assignment and strategies it employs like technology integration, collaborative learning, and outcome-based education.
This unit plan aims to teach 5th grade students how to create book trailers using web 2.0 tools to motivate other students to read. Students will learn how to properly cite sources from the internet and avoid plagiarism. They will brainstorm ideas, develop a script, and create a book trailer with correct citations. Formative assessments will check understanding of book trailers and ethical internet use. The performance task requires students to create an original book trailer to share what they have learned. Teachers will provide examples, checklists, and modeling to support students through the project.
1. This document discusses using questioning at different levels of Bloom's Taxonomy as both an instructional and assessment tool to build reading comprehension. It provides examples of pre-reading and post-reading questions for the children's book "Chrysanthemum" at various Bloom's levels.
2. Bloom's Taxonomy comprises six cognitive levels moving from lower to higher order thinking: knowledge, comprehension, application, analysis, synthesis, and evaluation. Questioning students at multiple Bloom's levels before and after reading helps develop critical reading skills.
3. Sample pre-reading questions for "Chrysanthemum" include asking how students felt on their first day of school and making predictions based on pictures. Post
The document summarizes Doni Dorak's lesson on learning theories for other teachers. It introduces three major learning theories: behaviorism, cognitivism, and constructivism. Doni explains that the goal is for teachers to understand the theories, identify them in lesson plans, and adapt lessons to best meet instructional goals and settings. Doni provides examples of how a lesson was designed according to cognitivism and also adapts it for behaviorism and constructivism.
I gave a one hour overview to librarians from NH about assessment. My approach to assessment focuses on collection of performance assessments, mapping session level outcomes to program outcomes, aggregating data by outcome, SHARING what you learn, and contributing to program level assessment. I plan for and organize assessment methods into “tiers” with tier one assessments capturing student development of information literacy from a variety of academic experiences, and tier two assessment methods capturing librarians contribution to students development of information literacy. One librarian asked me after the discussion: where should I begin, especially with limited access to students? My recommendation is always to start with what’s already being done. Where are students already being assessed? Look there and see what you can learn about the challenges students are having. Then create your plan, and “start small, but start” as Deb Gilchrist and other ACRL Immersion faculty always mantra.
https://docs.google.com/presentation/d/1pOxo0s29jsQw9PVr7fp1AA7HKeOL8T_YiupQjyZFpGM/edit?usp=sharing
This document discusses instructional design models for online courses, including the ADDIE and ASSURE models. It outlines the steps in the ASSURE model: analyze learners and context, state learning objectives, select methods and materials, utilize the methods and materials, require learner participation, and evaluate and revise. Each step is described in detail, with tips provided on writing objectives, selecting appropriate technology, facilitating discussions, and evaluating effectiveness. The goal is to explain the process of designing high-quality online instruction.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
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2. Bloom’s Six Levels of Learning
• Knowledge
• Comprehension
• Application
• Analysis
• Synthesis
• Evaluation
3. Benjamin Bloom
(1913 – 1999)
• Benjamin Bloom was an Educational psychologist who researched how students
learn.
• He classified learning into three domains: cognitive, affective and psychomotor.
• Cognitive domain is based on a student’s intelligence and what they know and
how they arrange their thoughts and ideas.
• Affective domain involves student’s emotions, interests, attitude, attention and
awareness.
• Psychomotor domain involves a student’s motor skills and their physical
capabilities.
• Bloom was able to identify from the cognitive domain six levels that are obtained
to gain knowledge on a subject.
• The levels go from easy to most difficult and are used to expand a student’s
knowledge.
4. Bloom’s Taxonomy Revised
• In the 1990’s, Lorin Anderson, a former student of Bloom’s
updated the six steps of learning to make learning for
students and teachers in the 21st century more significant.
• The changes were in three broad categories:
terminology, structure and emphasis.
• Bloom’s categories were changed from noun to verb forms.
• Knowledge being the basic form of learning, was revised to
Remembering, Comprehension to Understanding, and
Synthesis to Creating, as the remaining steps stayed the same.
• The revised Bloom’s Taxonomy provides a powerful means to
fit the needs of teachers today, and is geared towards a much
broader audience.
5. Bloom’s Revised Taxonomy
Remembering: Retaining information
Understanding: To be able to describe facts or ideas
Applying: To utilize facts in the latest manner
Analyzing: To differentiate parts that are not the same
Evaluating: Secure a thought or theory
Creating: Design something new
6. What the Teacher and Students Can Do Under
Bloom’s Taxonomy With and Without
Technology
• Remembering: Recalling the events in order of a particular
story.
• Using technology, the teacher can have the students make a
timeline on Inspiration of the events of the story by using
mind mapping to connect each of the story’s events as they
happened in order.
• Without technology, the teacher can have the students
compile a list of unfamiliar words and their definitions.
• Understanding: Identifying the main idea of the story.
• Using technology, the teacher can have the students write in
their own words on Word, the main idea of the story.
7. What the Teacher and Students Can Do Under
Bloom’s Taxonomy With and Without
Technology (Continued)
• Without technology, the teacher will have the students draw a
picture representing the main idea of the story.
• Applying: Choose what elements of the story need to be
changed.
• Using technology, the teacher will instruct students to use the
digital cameras to take a selection of photographs to
demonstrate a particular point in the story that they feel
needs to be changed.
• Without technology, the teacher will have the students make
a scrapbook that can demonstrate a particular point in the
story that they feel needs to be changed.
8. What the Teacher and Students Can Do Under
Bloom’s Taxonomy With and Without Technology
(Continued)
• Analyzing: Compare and contrast the relationship between
the main character and his/her best friend in the story.
• Using technology, the teacher instructs students on how to
use a movie camera to survey the other students in gathering
information about comparing and contrasting the main
character and their best friend in the story. Take results of the
survey, place the results in a spreadsheet on Excel, and make
a news story from the results.
• Without technology, the teacher instructs students on how
design a questionnaire to gather information from other
students on the relationship between the main character and
his/her best friend.
9. What the Teacher and Students Can Do Under
Bloom’s Taxonomy With and Without
Technology (Continued)
• Evaluating: Do you agree with the actions of the main character?
Do you agree with the outcome of the story?
• Using technology, the teacher will explain to the students that they
will need to defend or disagree with the actions of the main
character. They will also have to defend or dispute the outcome of
the story by writing an opinion on Word about it.
• Without technology, the teacher will explain to the students how
they can support or dispute their feelings with a classroom debate.
• Creating: How can the plot be changed or modified?
• Using technology, the teacher will have the students design a book
cover on Cover Creator with classroom computers and color printer.
• Without technology, the teacher will show students how they can
design and make puppets from paper mache, write a script, and
present a puppet show of the story to the classroom.
10. Final Thought
I believe that Bloom’s Taxonomy will be a very helpful tool in
my own teaching because as a teacher, I will be responsible
to give my students the best possible education that I can. By
following Bloom’s steps, I can get students to dig deeper into
what they are learning and they will be able to retain what
they have learned by using technology to help the learning
process. It is very exciting and very rewarding when a student
shows enthusiasm and pride when they enjoy what they are
doing. Learning with Bloom’s Taxonomy not only helps
increase critical thinking skills and higher order thinking
skills, it helps your brain to grow stronger. I can’t think of
anything better for students, can you?
11. Credits
Forehand, M. (2005). Bloom's taxonomy: Original and revised.. In
M.Orey (Ed.), Emerging perspectives on learning, teaching, and
technology. Retrieved April 11, 2014
, fromhttp://projects.coe.uga.edu/epltt/
Shelly, G. B., Gunter, G. A., & Gunter, R. E. (2013).Special feature:
learning theories and educational research. (Vol. 5, pp. 257-280).
Boston: Cengage Technology. DOI: www.cengage.com/course
technology.
Images:
• http://redie.uabc.mx/contenido/vol6no2/art-104-spa/bloom.png
• http://juliaec.files.wordpress.com/2011/04/blooms_taxonomy.jpg
• http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.ht
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