Change Magazine - September-October 2010 by Cedar Riener and Daniel Willingham There is no credible evidence that learning styles exist. While we will elaborate on this assertion, it is important to counteract the real harm that may be done by equivocating on the matter. In what follows, we will begin by defining “learning styles”; then we will address the claims made by those who believe that they exist, in the process acknowledging what we consider the valid claims of learning-styles theorists. What is a Learning Style? The claim at the center of learning-styles theory is this: Different students have different modes of learning, and their learning could be improved by matching one's teaching with that preferred learning mode. The most popular current conception of learning styles equates style with the preferred bodily sense through which one receives information, whether it be visual, auditory, or kinesthetic (for some reason, no one claims that there are tactile or olfactory learners). Why Should College Educators Care? 1.
Understanding by Design Understanding by Design, or UbD, is a tool utilized for educational planning focused on "teaching for understanding" advocated by Jay McTighe and Grant Wiggins in their Understanding by Design (1998), published by the Association for Supervision and Curriculum Development. The emphasis of UbD is on "backward design", the practice of looking at the outcomes in order to design curriculum units, performance assessments, and classroom instruction. "Understanding by Design" and "UbD" are registered trademarks of the Association for Supervision and Curriculum Development ("ASCD"). According to Wiggins, "The potential of UbD for curricular improvement has struck a chord in American education. Backward design Understanding by Design relies on what Wiggins and McTighe call "backward design" (also known as "backwards planning"). The Backward design approach is developed in three stages. Stage 2 focuses on evidence of learning by assessment. Teaching for understanding
What is UbD™? Understanding by Design® (UbD™) is a framework for improving student achievement. Emphasizing the teacher's critical role as a designer of student learning, UbD™ works within the standards-driven curriculum to help teachers clarify learning goals, devise revealing assessments of student understanding, and craft effective and engaging learning activities. Developed by nationally recognized educators Grant Wiggins and Jay McTighe, and published by the Association for Supervision and Curriculum Development (ASCD), Understanding by Design® is based on the following key ideas: A primary goal of education should be the development and deepening of student understanding. Students reveal their understanding most effectively when they are provided with complex, authentic opportunities to explain, interpret, apply, shift perspective, empathize, and self-assess. In practice, Understanding by Design® offers: The potential of UbD™ for curricular improvement has struck a chord in American education.
Bloomin' Apps This page gathers all of the Bloomin' Apps projects in one place.Each image has clickable hotspots and includes suggestions for iPad, Android, Google and online tools and applications to support each of the levels of Bloom's Revised Taxonomy.I have created a page to allow you to share your favorite online tool, iOS, or Android app with others. Cogs of the Cognitive Processes I began to think about the triangular shape of Bloom's Taxonomy and realized I thought of it a bit differently.Since the cognitive processes are meant to be used when necessary, and any learner goes in and out of the each level as they acquire new content and turn it into knowledge, I created a different type of image that showcased my thoughts about Bloom's more meaningfully.Here is my visual which showcases the interlocking nature of the cognitive processes or, simply, the "Cogs of the Cognitive Processes". IPAD APPS TO SUPPORT BLOOM'S REVISED TAXONOMYassembled by Kathy Schrock Bloom's and SAMR: My thoughts
Language Teaching Methodology | Language Teaching & Learning This is language teaching methodology as modeled by Richards and Rogers (2001). From a language teaching perspective, Richards and Rogers (2001) identified three principles in explaining the concept of methodology. These are: i. Approach ii. Design iii. Approach, according to Richards and Rogers, refers to theories about the nature of language and language learning that serves as the source of practices and principles in language teaching. In view of this, they defined design as: The level of method analysis in which we consider (a) what the objectives of the method are; (b) how language is selected and organized within the method, that is, the syllabus model the method incorporates; (c) the types of learning tasks and teaching activities the method advocates; (d) the roles of learners; (e) the roles of teachers; (f) the role of instructional materials. Like this: Like Loading...
Chia Suan Chong: A trip down the memory lane of methodology Chia Suan Chong: A trip down the memory lane of methodology Submitted by Paul Braddock on 1 September, 2012 - 13:00 Date : 29th November 2012 Time : 8pm UK time ( check what time this is in your country ) Watch a recording of the webinar : click on the link below to watch a recording of Chia's webinar Theme : As we walk down the memory lane of English language teaching, we can see a correlation between the trends in the most popular language acquisition theories of its time, and the application of such assumptions into the language classroom. Since the late 1960's, we've seen Hymes refute the focus on grammatical competence, highlighting instead the importance of communicative competence. About the speaker: Chia Suan Chong is a general and business English teacher and also runs teacher training courses such as the CELTA and the Cert IBET, in addition to cultural training courses. Printer-friendly version
Real Learning is a Creative Process Those who have studied successful skill mastery describe a common process that is followed, one that requires practice, effort, patience, experimentation and deep concentration. This is as true for basketball, chemistry and guitar playing as it is for cooking, painting, karate, engineering, parenting and brain surgery. Take the example of language learning. With a computer you simply transfer the data from one location to another. This is why force-feeding decontextualized “knowledge” and then measuring retention with standardized tests is a dead end approach to education. Tests that focus on memorization of data or a narrow range of skills do not measure deep comprehension and mastery. Human beings are not empty containers or machines into which information can just be downloaded in one direction. Maria Montessori pointed this out decades ago, as have modern researchers and educators such as Mihaly Csikszentmihalyi, Ken Robinson, Carol Dweck and Howard Gardner.
14 Brilliant Bloom's Taxonomy Posters For Teachers | TeachThought 14 Brilliant Bloom’s Taxonomy Posters For Teachers by TeachThought Staff 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. While a handful of the charts below only show aesthetic changes compared to others, most are concept maps of sorts–with graphic design that signifies extended function (power verbs), detail (clear explanations), or features of some sort (Bloom’s Taxonomy tasks by level). The follow simple, student-centered Bloom’s graphics were created by helloliteracy! The following “Bloom’s pinwheel” comes from Kelly Tenkley and ilearntechnology.com:
Shifting From Pedagogy To Heutagogy In Education | TeachThought The Definition Of Heutagogy & Self-Determined Learning by Stewart Hase and Chris Kenyon Ed note: This is part 1 in a series on self-determined learning from Stewart Hase and Chris Kenyon. Stewart’s site, Heutagogy Community of Practice, is a useful resource for reading on Self-Determined Learning. Ed note 2: Hase and Kenyon make distinctions between self-determined and self-directed learning that may be in conflict with our use of the terms (see, for example, our self-directed learning model). Summary This content is meant to do two things. Origins & Influences The power to learn Heutagogy has come a long way since its initial inception over a bottle of wine and notes written on a napkin in a restaurant in 2000 (Hase, 2002, 2009; Hase and Kenyon, 2000, 2003, 2007, 2010; Kenyon and Hase, 2010). The discussion came about as a result of a general dissatisfaction with the way in which education was being conducted in universities. Humanism & Constructivism
The Best Resources For Helping Teachers Use Bloom’s Taxonomy In The Classroom | Larry Ferlazzo's Websites of the Day... Bloom’s & SOLO ‘are not Just Colorful Posters we Hang on the Wall’ is my two-part series at Education Week Teacher. Bloom’s Taxonomy is talked about a lot in educational circles. However, if you believe a recent survey of visits to 23,000 U.S. classrooms, the higher-order thinking skills it’s ideally designed to promote doesn’t get much use. And I can understand why. It’s easy to get caught-up in the day-to-day work involved in teaching a class or multiple classes, and it’s easy to fall into the trap of doing the “usual stuff” and not “think out of the box.” I thought it might be useful to share in a “The Best…” list the resources that help me try to use Bloom’s Taxonomy in my classroom. There may very well be resources out there that do a far better job of explaining the Taxonomy and how to use it. I personally try to use Bloom’s Taxonomy in two ways. In addition, I try to use Bloom’s to help me formulate my own lessons. Bloom’s Revised Taxonomy Memory Understanding Applying and Analyzing