Simcoe County Oct 21 2016 Handout.pdf. EDUC 512 Week 5 APU EdTech. The Machine is Us/ing Us Depth of Knowledge Check out Hess’ Cognitive Rigor Matrix, which correlates Depth of Knowledge with Bloom’s Taxonomy. Bloom’s Revised and Depth of Knowledge working together… Activity: Collaborative Web 2.0 Google Presentation This activity on Webb’s Depth of Knowledge and Web 2.0 tools will have us all working as a group to create a Google Presentation. We will create a Google Presentation highlighting Web 2.0 tools as they correlate to Webb’s Depth of Knowledge. Use our Google+ community to communicate with the other members of the class in informing everyone which Web 2.0 tool you have selected so that 2 or more don’t choose the same tool.
The Google Presentation has already been created. Part One: Each student must create AT LEAST two slides that showcases a Web 2.0 tool and the corresponding level and description of Webb’s Depth of Knowledge (other than Facebook, Twitter, or YouTube) that can be used to support the curriculum. Taking a Screenshot Dipity: Timetoast:
Empowering Student Relationships With Media. Debates over children and media use are nothing new, but the technologies by which children primarily interact with media have changed significantly. Most guidelines related to "screen time" were developed when television was the dominant media, but new technologies are making us question the value of older research. In its most recent report on the subject, the American Academy of Pediatrics makes reference to "important positive and prosocial effects of media use," and a call for expanding media education programs in schools. While more dedicated media education in schools would be great, it is little more than a pipe dream in the current climate of low budgets and high-stake tests.
It is therefore incumbent on individual educators to help students interact with media in ways that are critical and empowering. A New Taxonomy Image Credit: Josh Weisgrau Consume At the lowest level, we have consumption. Curate This is followed by curation, or "Why are you watching this?” Create Critique. A Must Have Chart Featuring Critical Thinking Skills. Critical thinking is an essential skill in our life.It is through thinking critically that we get to sideline our biases(cultural, racial,ethnic...etc) and see the clear picture.Critical thinking is a sort of meta-thinking, that is thinking about thinking.
It is a key to self-reliance : memorize the solution to a particular problem and you may master the solution to that particular problem, but improve your critical thinking and you ll get yourself the tools to create your own effective solutions to a multitude of unfamiliar problems. related : Critical thinking refers to a diverse range of intellectual skills and activities : analyzing, conceptualizing, defining, questioning, inferring, listening, reasoning, synthesizing...etc When you think critically, you are actually engaged in a process of evaluating information and thoughts in a disciplined way. It is a way to refine your thoughts and think and assess information more comprehensively.
Research in Critical Thinking. The Center conducts advanced research and disseminates information on critical thinking. Each year it sponsors an annual International Conference on Critical Thinking and Educational Reform. It has worked with the College Board, the National Education Association, the U.S. Department of Education, as well as numerous colleges, universities, and school districts to facilitate the implementation of critical thinking instruction focused on intellectual standards. The following three studies demonstrate: the fact that, as a rule, critical thinking is not presently being effectively taught at the high school, college and university level, and yet it is possible to do so.
To assess students' understanding of critical thinking, we recommend use of the International Critical Thinking Test as well as the Critical Thinking Interview Profile for College Students. Logic as Theory of Validation: An Essay in Philosophical Logic View Abstract - View Full Dissertation (Adobe Acrobat PDF) by Rush Cosgrove. Critical Thinking. 6 Ways to Honor the Learning Process in Your Classroom. Roughly put, learning is really just a growth in awareness. The transition from not knowing to knowing is part of it, but that's really too simple because it misses all the degrees of knowing and not knowing. One can't ever really, truly understand something any more than a shrub can stay trimmed. There's always growth or decay, changing contexts or conditions.
Understanding is the same way. It's fluid. Yes, this sounds silly and esoteric, but think about it. In fact, so little of the learning process is unchanging. Design, engineering, religion, media, literacy, human rights, geography, technology, science -- all of these have changed both in form and connotation in the last decade, with changes in one (i.e., technology) changing how we think of another (i.e., design). And thus changing how students use this skill or understanding. And thus changing how we, as teachers, "teach it. " The Implications of Awareness The implications of awareness reach even farther than that, however. 1. 2. 3. A Quick Guide to 21st Century Critical Thinking Skills for Educators.
A Taxonomy Tree: A Bloom's Revised Taxonomy Graphic. A Taxonomy Tree: A Bloom’s Revised Taxonomy Graphic by TeachThought Staff If you’re a TeachThought reader, you know that thought is at the core of our content–curiosity, critical thinking, self-direction, and play among other slivers of learning. This is especially true as it relates to teaching, learning, and technology. At the point where teaching, learning, and thinking overlap sits the concept of a learning taxonomy. And at that the center of that overlap is Bloom’s Taxonomy, certainly the most iconic of the thinking frameworks we use today. And somewhere in that center of overlap is this graphic. You’ve probably seen the dozens of posts we’ve done to clarify Bloom’s–at least in form.
If there is one thing teachers can’t get enough of, it’s Bloom’s taxonomy posters. In terms of graphic commentary, it’s a straightforward take on Bloom’s updated taxonomy (Create on top).
Using “Frameworks” to Enhance Teaching and Learning. September 17, 2012 By: Patrice W. Hallock, PhD in Teaching and Learning I want to explain the use of what I call “frameworks” in my college teaching. I have used them during nine years of teaching graduate and undergraduate classes, and my students tell me that they are particularly helpful. The tool I call a “framework” is a visual structure to capture students’ thinking. The frameworks are required work although not graded, and they serve a dual purpose:(1) They provide students with an opportunity to make notes about their reading and course content.
. (2) They provide me with an opportunity to evaluate how students are thinking about course content. Helping students understand what they read I generally assign frameworks on a weekly basis, to be completed with course reading outside of class. After students have had an opportunity to use student-generated frameworks from previous classes, they then have an opportunity to create their own. References Bain, K. (2004). Dr. MAKE STEAM: Giving Maker Education Some Context. As an experiential educator who has fully embraced technology as a means for allowing and facilitating learner voice, creativity, innovation, inventiveness, the Maker Education movement fits into my vision about what a good education entails.
I have been blogging and presenting about Maker Education – see But recent discussions with other educators and administrators made me realize that the idea of maker education is often vague and seems unrealistic in terms of regular classroom instruction. As such, in the future, I am going to associate and discuss Maker Education in the context S.T.E.A.M. – science, technology, engineering, arts (including language arts), math, hopefully, encouraging regular classroom teachers to integrate maker education projects into their classrooms. What follows are some resources and articles I compiled to provide educators as part of this discussion. Like this: Like Loading...