Non certo per ritornare a Bloom, ma per intraprendere in modo consapevole e con qualche strumento in più i sentieri presenti e futuri dell’insegnamento e dell’apprendimento. Spesso ripercorrere la strada fatta è il miglior modo per non perdersi nel cammino che ancora attende, specie quando questo cammino, come è il caso del territorio dell’educazione, più che a un’autostrada somiglia a un labirinto di teorie, vecchie e nuove pratiche, attese escatologiche, mode assillanti, svariate tecnologie educative, acronimi impronunciabili, innumerevoli modi di declinare l’e-learning, articoli di fede, e così via.
Now what apps are you going to use? Here are the apps or app categories that I recommend you test for your school. There are lots of apps, and these are just my opinion based on what I've used with my students or successfully tested. Formative Assessment Socrative: My all-time favorite app for formative assessment runs on everything. Screencasting and Capturing What Happens in Class If you're going to share and interact with your students in the electronic and physical spaces (as you should), you must learn how to screencast. Screencastomatic: This is my go-to app. Content-Sharing Platforms. MLearning by Lucian Duma. 63 Things Every Student Should Know In A Digital World. 63 Things Every Student Should Know In A Digital World by Terry Heick It could be argued—and probably argued well—that what a student fundamentally needs to know today isn’t much different than what Tom Sawyer or Joan of Arc or Alexander the Great needed to know.
Communication. Resourcefulness. Creativity. Persistence. How true this turns out to be depends on how macro you want to get. But in an increasingly connected and digital world, the things a student needs to know are indeed changing—fundamental human needs sometimes drastically redressed for an alien modern world. SAMR App Dice. Have you ever heard of the SAMR Model by Dr.
Ruben Puentedura? The model states: The Substitution Augmentation Modification Redefinition Model offers a method of seeing how computer technology might impact teaching and learning. Bloomin' Apps. This page gathers all of the Bloomin' Apps projects in one place.Each image has clickable hotspots and includes suggestions for iPad, Google, Android, and Web 2.0 applications to support each of the levels of Bloom's Revised Taxonomy.I have created a page to allow you to share your favorite Web 2.0, iOS, or Android app with others.
Cogs of the Cognitive Processes Option 1 I was recently reflecting on the triangular shape the Bloom's taxonomies utilize. Since the cognitive processes are meant to be used when necessary, and any learner goes up and down the categories as they create new knowledge, I was thinking another type of image might be more explanatory.Here is my draft of the idea of the "interlocking of the cognitive processes" or the "Cogs of Cognition". Choosing Your Technology. Assessing students’ prior knowledge and identifying misconceptions before introducing a new subject Prior knowledge is necessary for learning but can be problematic if it is not accurate or sufficient.
It is a good practice for faculty to assess students’ prior knowledge of a subject and identify common misconceptions in order to find an appropriate entry point for introducing a new topic. By using clicker multiple- choice questions, faculty can quickly gauge students’ knowledge level. For instance, in a Fall 2006 Chemistry class at U-M, the professor started each lecture with clicker questions asking students to identify new concepts or distinguish between various new concepts discussed in the assigned readings. Checking students’ understanding of new material. Engage. Bloom's quicksheets. Getting Started with Technology.
The following is an excerpt from Chapter 17 (written by CRLT's Erping Zhu and Matt Kaplan) of McKeachie's Teaching Tips, 14E.
From McKeachie/Svinicki. © 2014 Wadsworth, a part of Cengage Learning, Inc. Reproduced by permission. www.cengage.com/permissions The phrase “teaching with technology” may conjure up a variety of different images depending on our own experiences as instructors, students, or even conference attendees. For some it might mean using PowerPoint or student classroom response systems in lectures; others may think of podcasting lectures; and still others may think of specific disciplinary applications, such as designing Web-based interactive learning modules and simulations to teach skills and concepts. From a systems approach, teaching with technology involves four major components: the course content, the instructor, the students and the technology tools (See Figure 17.1.).
Each of these components is discussed in more detail below. Teaching – CELT. BloomingOrangev1. Bloom's Digital Taxonomy Verbs [Infographic] When using Bloom’s Digital Taxonomy (a revised take on Bloom’s devised by educator Andrew Churches), it helps to have a list of verbs to know what actions define each stage of the taxonomy.
This is useful for lesson planning, rubric making, and any other teacher-oriented task requiring planning and assessment strategies. The Bloom’s Digital Taxonomy verbs in this handy infographic apply specifically to each stage of the taxonomy. They progress from LOTS (lower-order thinking skills) to the HOTS (higher-order thinking skills). According to Churches on his wiki Edorigami, “Bloom’s Revised Taxonomy describes many traditional classroom practices, behaviours and actions, but does not account for the new processes and actions associated with Web 2.0 technologies …” This means the verbs listed below are applicable to facilitating technology use in the modern classrooms.
Glogster EDU - 21st century multimedia tool for educators, teachers and students. Bloom's Digital taxonomy v3.01.