TIM-Obervation Tool The TIM-O is a flexible tool for observing face-to-face or virtual lessons. It can be used for formative feedback, peer coaching, grant evaluation, or professional development planning. The TIM-O is a web-based system that works on any device and requires no software installation. It is especially convenient to use on a tablet computer or smart phone if you are observing a face-to-face lesson. The TIM Observation Tool is designed to guide principals, teachers, and others through the process of evaluating the level of technology integration within a particular lesson. When completed, the tool produces a profile for the observed lesson in terms of the Technology Integration Matrix. The TIM-O provides a branching series of questions that helps to provide consistent results regardless of observer familiarity with technology integration. This lesson observation tool is based on the Technology Integration Matrix (TIM) developed by FCIT. Lesson Plan Review Tool (TIM-LP) Reflection Tool (TIM-R)
Bloom’s Taxonomy Background Information | The Original Taxonomy | The Revised Taxonomy | Why Use Bloom’s Taxonomy? | Further Information The above graphic is released under a Creative Commons Attribution license. Background Information In 1956, Benjamin Bloom with collaborators Max Englehart, Edward Furst, Walter Hill, and David Krathwohl published a framework for categorizing educational goals: Taxonomy of Educational Objectives. The framework elaborated by Bloom and his collaborators consisted of six major categories: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. While each category contained subcategories, all lying along a continuum from simple to complex and concrete to abstract, the taxonomy is popularly remembered according to the six main categories. The Original Taxonomy (1956) Here are the authors’ brief explanations of these main categories in from the appendix of Taxonomy of Educational Objectives (Handbook One, pp. 201-207): The Revised Taxonomy (2001) Remember Apply
249 Bloom's Taxonomy Verbs For Critical Thinking 100+ Bloom’s Taxonomy Verbs For Critical Thinking by TeachThought Staff Ed note: This post was first published in 2013 and updated in December of 2019 Bloom’s Taxonomy’s verbs–also know as power verbs or thinking verbs–are extraordinarily powerful instructional planning tools. In fact, in addition to concepts like backward-design and power standards, they are one of the most useful tools a teacher-as-learning-designer has access to. They can be used for curriculum mapping, assessment design, lesson planning, personalizing and differentiating learning, and almost any other ‘thing’ a teacher–or student–has to do. For example, if a standard asks students to infer and demonstrate an author’s position using evidence from the text, there’s a lot built into that kind of task. Though the chart below reads left to right, it’s ideal to imagine it as a kind of incline, with Knowledge at the bottom, and Create at the top. 100+ Bloom’s Taxonomy Verbs For Critical Thinking
14 Bloom's Taxonomy Posters For Teachers 14 Brilliant Bloom’s Taxonomy Posters For Teachers by TeachThought Staff You can get a ready-for-the-classroom version of Bloom’s Digital Taxonomy for $6.95! Bloom’s Taxonomy is a useful tool for assessment design, but using it only for that function is like using a race car to go to the grocery–a huge waste of potential. In an upcoming post we’re going to look at better use of Bloom’s taxonomy in the classroom, but during research for that post it became interesting how many variations there are of the original work. See also 10 Team-Building Games That Promote Critical Thinking The follow simple, student-centered Bloom’s graphics were created by helloliteracy! The following “Bloom’s pinwheel” comes from Kelly Tenkley and ilearntechnology.com:
Brain scan study links social anxiety to an empathy "imbalance" We all know the feeling: You are in a group of people, and suddenly, someone messes up big time. You cringe, wince, and look away — if it were you, you would be mortified. You are embarrassed for them. It's one of the most relatable aspects of social anxiety — and a new study points to the neurobiology that governs it. More than one in ten American adults will experience social anxiety disorder over the course of their lives‚ feeling waves of distress pinned to social interaction. But some suffer from a specific kind of social anxiety — one that flips the usual feelings of embarrassment on their head. Dubbed taijin-kyofusho, the word describes the sensation when people fear making others uncomfortable through physical or behavioral responses to humiliating situations — blushing during another's flubbed speech, for example, or inappropriately gazing at a bad karaoke singer caterwaul their way through 'Bohemian Rhapsody.' Glimpsing the brain Targets for improvement
Action Research using TIM As teachers increase integration of technology in their classrooms, they begin to take more responsibility for ensuring its effective use with students. The ARTI tool provides a framework for teachers to design and conduct their own action research projects. ARTI guides teachers through the five basic steps of an action research project including: identification of a question, description of the context, data collection, analysis, and the creation of findings. In each step, ARTI guides teachers in recording the necessary details that are then saved to a central database for each instance of TIM-Tools. 1. 2. 3. 4. 5.
SAMR-modellen SAMR-modellen (SAMR efter de engelska begreppen substitution, augmentation, modification och redefinition) är en pedagogisk metod. Den används att synliggöra hur och varför man omdefinierar uppdraget i en undervisningssituation med hjälp av ny digital teknik. SAMR-modellen är uppbyggd i fyra olika steg och stegen är fördelade på två nivåer. Modellen är skapad och namngiven av den amerikanske skolkonsulten Ruben R. Bakgrund[redigera | redigera wikitext] Puentedura[redigera | redigera wikitext] SAMR-metoden är skapad av Ruben R. Metoden[redigera | redigera wikitext] Skolinspektionen har i sin undersökning "IT i undervisningen", bland annat kommit fram till att IT-satsningen inte har följts upp med aktivt arbete och stöd på skolorna.[3] Mot bakgrunden att fler skolor utrustas med digital teknik, där eleverna får en personlig dator, är SAMR-modellen ett av förhållningssätten att arbeta utifrån.[4] Beskrivning av de olika nivåerna i SAMR[redigera | redigera wikitext]
8 Wonderful Blooms Taxonomy Posters for Teachers Today's selection features some of the most popular Blooms Taxonomy visuals I have shared this year. None of these visuals is my own creation so make sure you contact their own owners for re-use. Enjoy 1- Bloom's Revised Taxonomy of Learning from Anethicalisland 2- This one is from iLearntechnology 4- Another Bloom's Taxonomy wheel but this time from Electric Educator 5- This one here is from iLearntechnology 6- Another beautiful visual from iLearntechnology 7- Another one from iLearntechnology 50 Ways To Use Bloom's Taxonomy In The Classroom - by Terry Heick Bloom’s Taxonomy is a powerful teaching and learning tool that can help you shape nearly everything that happens in your classroom. Why you would want to do this is another conversation, though I will say that, in brief, Bloom’s places the focus on student thinking and observable outcomes, and that is useful in formal learning contexts. That said, Bloom’s Taxonomy is simply one way to think about thinking and learning and so no, it shouldn’t ‘shape everything you do.’ How To Use Bloom’s Taxonomy In The Classroom So then, how should you use Bloom’s Taxonomy in the classroom? As I explained in What Is Bloom’s Taxonomy? Below, I’ve listed 50 ways to use Bloom’s Taxonomy in the classroom. 50 Ways To Use Bloom’s Taxonomy in The Classroom 1. 2. 3. 4. 5. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 44. 45. 46. 47. 48. 49. 50. 50 Ways To Use Bloom’s Taxonomy in The Classroom
How Strengthening Relationships with Boys Can Help Them Learn To support boys in our classrooms, Reichert points to one robust, consistent finding from his 30 years of research: boys are relational learners. They learn best in the context of strong, supportive relationships. In one study, Reichert and his team gathered data from 2,500 teachers and students in six different countries. He asked the boys and their teachers one simple question: “What’s worked?” For teachers, what has worked to help you reach boys? For boys, what have teachers done that has worked to support your learning and engagement? First, effective teachers used strategies to capture boys’ attention and then carried that energy into the lesson. But another dominant theme came from the boys themselves. “We, the adults who design the structures and pedagogy they experience —we were missing something. If relationships are central to engaging boys in academics, then teachers need tools for healing inevitable “relational breakdowns.” “Here’s the rub,” says Reichert. Why?
SAMR: A Powerful Model for Understanding Good Tech Integration The biggest obstacle to teaching online probably isn’t the technology. Teachers seek out educational technology, in fact, because it “can have considerable positive impacts on student performance,” according to a 2016 study—improving test scores and allowing teachers to assess student achievement more efficiently. The big problem is how to integrate it: Beyond the sheer number of tech tools available, the same researchers identified “inadequate professional development and training” as the primary obstacle to using technology productively in classrooms. Understandably, the emergence of the coronavirus has dramatically accelerated the process of integrating edtech, as educators around the country race to get online as fast as they can. But as many of our teachers have noted, the current state of K-12 online learning is more like triage—a form of crisis management—and not at all like skillfully managed distance education. A Hierarchy of Tech Uses Creative Commons Substitution Augmentation
Five Educational Learning Theories Cognitive learning theory looks at the way people think. Mental processes are an important part in understanding how we learn. The cognitive theory understands that learners can be influenced by both internal and external elements. Plato and Descartes are two of the first philosophers that focused on cognition and how we as human beings think. Cognitive theory has developed over time, breaking off into sub-theories that focus on unique elements of learning and understanding. Cognitive learning theory impacts students because their understanding of their thought process can help them learn. Blooming Orange: Bloom's Taxonomy Helpful Verbs Poster Here’s another poster to help get you thinking about how you can apply Bloom’s higher-order thinking skills with your children. This poster shows the segments of an orange with each segment relating to a thinking skill and some helpful verbs to serve as prompts. While there are many more verbs that we could have added, we felt that including just seven in each segment would make them easier to remember (For more information, see Miller’s paper “The Magical Number Seven, Plus or Minus Two: Some Limits on Our Capacity for Processing Information.” We thought it would be interesting to depict the verbs in a circular form as opposed to a hierarchical list, given that these skills don’t often occur in isolation and are interconnected. For those of you who prefer it, we’ve also created a grayscale version of the poster. Let us know what you think – you know we’re always listening! Download the pdf’s here:
6 Strategies For Teaching With Bloom's Taxonomy 6 Strategies For Teaching With Bloom’s Taxonomy by TeachThought Staff Bloom’s Taxonomy can be a powerful tool to transform teaching and learning. By design, it focuses attention away from content and instruction, and instead emphasizes the ‘cognitive events’ in the mind of a child. For decades, education reform has been focused on curriculum, assessment, instruction, and more recently standards, and data, with these efforts only bleeding over into how students think briefly, and by chance. This stands in contrast to the characteristics of the early 21st-century, which include persistent connectivity, dynamic media forms, information-rich (digital and non-digital) environments, and an emphasis on visibility for pretty much everything. 1. There is nothing wrong with lower levels of Bloom’s taxonomy. Memorization is much-maligned as a waste of time that dumbs down student learning, and sure-fire evidence that teachers aren’t doing their jobs. 2. 3. Advertisements 4. 5. 6. Conclusion