Bloom’s Taxonomy: Bloomin’ Peacock Tomorrow I am doing a training on the Treasures Supplement that I created over the summer. Most of the supplemental suggestions fall into the bottom two tiers of Bloom’s Taxonomy (Remember and Understand). I want to show teachers that just because these activities help students practice basic skills and remember and understand, there are SO many more options that will reach the higher levels of Bloom’s Taxonomy! I created the Bloomin’ Peacock to show teachers the Blooms Taxonomy break down and the Bloomin’ digital Peacock that shows how the digital tools in the supplement break down. Below are the tools listed in my Bloomin’ Digital Peacock Bloomin' Digital Peacock Remember: BBC Skillwise- Spelling City- Starfall- Discovery Streaming- Lexipedia- YouTube- Gamegoo- PBS Kids- Apply:
Bloom's Taxonomy Blooms Digitally 4/1/2008 By: Andrew Churches from Educators' eZine Introduction and Background: Bloom's Taxonomy In the 1950's Benjamin Bloom developed his taxonomy of cognitive objectives, Bloom's Taxonomy. This categorized and ordered thinking skills and objectives. Bloom's Revised Taxonomy In the 1990's, a former student of Bloom, Lorin Anderson, revised Bloom's Taxonomy and published this- Bloom's Revised Taxonomy in 2001.Key to this is the use of verbs rather than nouns for each of the categories and a rearrangement of the sequence within the taxonomy. Bloom's Revised Taxonomy Sub Categories Each of the categories or taxonomic elements has a number of key verbs associated with it Lower Order Thinking Skills (LOTS) Higher Order Thinking Skills (HOTS) The elements cover many of the activities and objectives but they do not address the new objectives presented by the emergence and integration of Information and Communication Technologies into the classroom and the lives of our students. Remembering Applying
Teachers eat their young Teachers eat their young and education systems encourage them to do so. Too often beginning teachers are assigned too many courses with too many students and provided too little support. As a first year teacher, I was assigned five language arts classes at three different grade levels. If teacher preparation colleges mentored and supported beginning teachers for their first year of teaching, beginning teachers would benefit from further support and the teacher colleges could remain relevant and connected with real classrooms and schools. Local school boards, education departments, teachers' unions and teacher colleges need to collaborate in an effort to support and nurture beginning teachers. Some people complain that we have a hard time getting rid of bad teachers. Andy Hargreaves explains: We know that one of the biggest impact factors on student learning achievement in the schools is the quality of teachers.
How to write and evaluate effective questions: Best Practices in Peer Instruction One of the most frequently asked questions among Peer Instruction Network members (PINm) is “How do I write good questions?” This ubiquitous question is posed across the spectrum of Peer Instruction implementations – from expert to novice users, from faculty to instructional designers, among different disciplines, and within varying institutional types. PINms David Vakil an expert Peer Instruction user who teaches Astronomy at El Camino College asks, “How do you write good questions?” When I tried Peer Instruction for the first time in my graduate seminar on educational theory, I had no existing questions to work from. Most of these questions were immediately effective in that I observed some learning gains right away with almost every question (pre-post vote). One of the best tips I got from Eric for developing new questions was to give open-ended prompts in class and then use students’ responses as the answer choices. Still, tips are helpful. faq10 Click to play. Like this: Like Loading...
Motivation Stations I’m currently teaching a B1 Intermediate class, 20 hours a week. As you may have experienced, students at intermediate level have sometimes lost their focus when it comes to learning English: they know that they can get by with the language they have, and it can be difficult to find the motivation to continue studying. My group asked me if we could look at some more meaty discussion topics this week, and while I was searching for some prompts, I came across the excellent Talking Points series of worksheets from tefl.net. One of them was about ‘Learner Motivation‘ and it seemed like exactly the kind of thing I was looking for. At the same time, I remembered a talk from TED.com by Matt Cutts, called ‘Try Something New for 30 Days‘, which is helpfully available with subtitles. I decided to combine these and throw in a few more discussion points, dividing the students into four groups and the tasks into four ‘stations’. [To download, click ‘view on slideshare’. Like this: Like Loading...
Classroom Management: The Mindset To open this classroom management series, I wanted to frame my thoughts in categories that really helped me in my quest to be an increasingly effective teacher: knowledge, skills, and mindset. So often teachers at their wits end do a search for “classroom management” or “behavior management,” and inevitably they retrieve list upon list of techniques or quick tips that promise results the next day. A pivotal aspect of effective classroom management is often completely overlooked – having the right mindset. I would categorize these quick tips as skills or background knowledge that can definitely work, but to build a classroom with positive culture, respectful citizens, and real relationships, teachers cannot rely on stand-alone strategies. Thus, before I offer anything skills or knowledge related, here are 4 things that can help educators cultivate happier kids, happier selves, and happier classrooms! 1. 2. 3. 4.
experiential learning - foundations @ the informal education homepage A well-known way of describing experiential learning takes the form of a circle. Experiential learning (after Lewin and Kolb) The process begins with a person carrying out an action and then seeing the effect of the action on and in the situation. Following this, a second step is to understand these effects in the situation . This is so that if the same action were taken in similar circumstances it would be possible to anticipate what would follow from the action. We can see that the stages in this model link to the various elements we have already discussed. If we apply this to, say, some work we may be doing with a group around their relationships with their carer(s) or parent(s) - we can see how it fits together. References Kurt Lewin (1948) Resolving Social Conflicts, New York: Harper & Row, page 206. For a more detailed discusion: experiential learning. © Tony Jeffs and Mark K.
e-Learning Models desk study Background/Context The study is being undertaken by a consortium led by University of Essex. It aims to address the question of improving effective practice by increasing our understanding of the models, tools and methods that inform the good design and evaluation of current and future e-learning activities in the HE, FE and ACL sectors. Aims and Objectives The overall aim of the project is to support practitioners, evaluators and designers in the creation, assessment and application of effective e-learning solutions. To achieve the above aim requires the study to: Understand what is meant by ‘effective practice’ from both a conceptual and practitioner perspective. Project Methodology An iterative approach to the desk study is being adopted. Implications/ Deliverables/ Stakeholders The project is addressing the needs of a wide range of stakeholders active in the practice and theory associated with e-learning solutions. The project will deliver the following: Project Staff Project Manager
Supporting Beginning Teachers:The Don'ts and Don'ts of Teaching One piece of advice that I've seen in numerous books about teaching is to always phrase classroom rules positively. Instead of phrasing a rule as "no talking," for instance, teachers should phrase it as "talk in turn." The theory, I suppose, is that when students are told not to do one thing without being told what they should do instead, they may not know their options. I don't buy this. The same books that suggest this positive approach to rule making often take a similar approach to the rules they suggest new teachers should abide by. As a product of the second-ever Teach for America institute back in the summer of 1991, I was taught the essentials of teaching in this indecisive way. I made all the mistakes I describe here in my first year of teaching. Sherlock Holmes always maintained, "Eliminate all other factors, and the one which remains must be the truth." 1. This is an easy mistake to make because it's intertwined with another rule for new teachers: Have high expectations. 2.