Thinkerskeys.wikispaces. Tony Ryan's Thinkers Keys Classroom Ideas:There are 20 different ‘Thinking Keys’ each designed to unlock different parts of the thinking process.The use of the keys helps to develop flexible problem solving and thinking habits.The thinking keys provide a flexible and dynamic way to engage students in further learning. They are a great way to do informal assessment during the unit for measuring student understanding.The students really enjoy the range of activities that the keys enable them to choose from and subsequently produce interesting and thoughtful work.There are many ways that the thinkers' keys can be integrated into the classroom to enhance the thinking of the students: Warm up Activities - Give the class one of the keys to work on for 5 to 10 minutes to get them thinking creatively before writing or before/after the bell.
For example you could use the:1. Question Key: Give the children an answer and they have to come up with five questions that match the answer.2. Bloom’s Taxonomy: The 21st Century Version. So much have been written about Bloom’s taxonomy; one click in a search engine will flood your page with hundreds of articles all of which revolve around this taxonomy. Only few are those who have tried to customize it to fit in the 21st century educational paradigm.
As a fan of Bloom’s pedagogy and being a classroom practitioner, I always look for new ways to improve my learning and teaching, and honestly speaking , if you are a teacher/ educator and still do not understand Bloom’s taxonomy then you are missing out on a great educational resource. The following article is a summary and a fruit of my long painstaking research in the field of Bloom’s taxonomy. The purpose is to help teachers grow professionally and provide them with a solid informational background on how to better understand and apply Bloom’s taxonomy in classrooms in the light of the new technological advances and innovations. 1 – The cognitive : The intellectual or knowledge based domain consisted of 6 levels . Learning Styles. Autodidacticism. Independent education without the guidance of masters Autodidacticism (also autodidactism) or self-education (also self-learning and self-teaching) is education without the guidance of masters (such as teachers and professors) or institutions (such as schools).
Generally, autodidacts are individuals who choose the subject they will study, their studying material, and the studying rhythm and time. Autodidacts may or may not have formal education, and their study may be either a complement or an alternative to formal education. Many notable contributions have been made by autodidacts. Etymology[edit] The term has its roots in the Ancient Greek words αὐτός (autós, lit.
Terminology[edit] Various terms are used to describe self-education. Modern education[edit] Autodidacticism is sometimes a complement of modern education.[2] As a complement to education, students would be encouraged to do more independent work.[3] The Industrial Revolution created a new situation for self-directed learners. Dr. Bloom's Taxonomy. Bloom's wheel, according to the Bloom's verbs and matching assessment types. The verbs are intended to be feasible and measurable.
Bloom's taxonomy is a classification of learning objectives within education. It is named for Benjamin Bloom, who chaired the committee of educators that devised the taxonomy, and who also edited the first volume of the standard text, Taxonomy of Educational Objectives: The Classification of Educational Goals. Bloom's taxonomy refers to a classification of the different objectives that educators set for students (learning objectives). It divides educational objectives into three "domains": cognitive, affective, and psychomotor (sometimes loosely described as "knowing/head", "feeling/heart" and "doing/hands" respectively). Bloom's taxonomy is considered to be a foundational and essential element within the education community. History[edit] The first volume of the taxonomy, "Handbook I: Cognitive" (Bloom et al. 1956) was published in 1956.
Cognitive[edit] Learning Theories. Integrating Adaptive Educational Content into Different Courses and Curricula. Integrating Adaptive Educational Content into Different Courses and Curricula Charalampos Karagiannidis Informatics and Telematics Institute (I.T.I.) Centre for Research and Technology – Hellas (CE.R.T.H.) 1, Kyvernidou Str., Thessaloniki, GR-54639 Greece Tel.: +30 31 868324, 868785, 868580, internal 105 Fax: +30 31 868324, 868785, 868580, internal 213 karagian@iti.gr Demetrios Sampson Informatics and Telematics Institute (I.T.I.) Centre for Research and Technology – Hellas (CE.R.T.H.) 1, Kyvernidou Str., Thessaloniki, GR-54639 Greece Tel.: +30-31-868324, 868785, 868580, internal 105 Fax: +30-31-868324, 868785, 868580, internal 213 sampson@iti.gr Fabrizio Cardinali GIUNTI Interactive Labs S.r.l. Via al Ponte Calvi 3/15, 16124 Genova, Italy Tel.:+39 010 2465178 Fax: +39 010 2465179 f.cardinali@giuntilabs.it 1. 2. The key objectives of the KOD project can be summarised as follows: 3.
Step 1 Definition of Concept Ontology Figure 1.
Thinking tools. The Future of Education - Charting the Course of Teaching and Learning in a Networked World.