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Bloom's Taxonomy Blooms Digitally, Andrew Churches

Bloom's Taxonomy Blooms Digitally, Andrew Churches
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

How many objects can you hold in mind simultaneously? Neuroscientists at MIT’s Picower Institute for Learning and Memory have found that cognitive capacity limitations (the ability to hold about four things in our minds at once) reflect a dual model of working memory. The researchers investigated the neural basis of this capacity limitation in two monkeys performing the same test used to explore working memory in humans. First, the researchers displayed an array of two to five colored squares, then a blank screen, and then the same array in which one of the squares changed color. The task was to detect this change and look at the changed square.

12 Powerful New Ideas For 21st Century Learning How we learn is changing in response to a changing environment, from fluid digital environments to constant access to information, incredible peer networks to learning simulations, 21st century learning is teeming with possible learning pathways. So it seemed appropriate to take a look at a handful of these new approaches–not so much formal learning approaches such as project-based learning or mobile learning, but rather some of the platforms and tools themselves. The immediate benefit is to take inventory in what’s available now. But picture, we can kind of trace a line through these emerging approaches to get an idea of where learning is headed, and what we might expect in the next 3-5 years as the blistering pace of changes continue–and how the “crowd” will be a part of it all. 1. Google Search

Why children watch multi-screens Researchers at the University of Bristol and Loughborough University have examined the relationship children have with electronic viewing devices and their habits of interacting with more than one at a time. Questioning 10–11 year olds, the researchers found that the children enjoyed looking at more than one screen at a time. They used a second device to fill in breaks during their entertainment, often talking or texting their friends during commercials or while they were waiting for computer games to load.

The 8 Elements Project-Based Learning Must Have If you’re contemplating using Project-Based Learning or are already trying out the latest craze to hit the modern classroom, you should know about this checklist. It details if you’re actually doing it correctly. For example, does your project focus on significant content, develop 21st century skills, and engage students in in-depth inquirty (just to name a few)? If not, you might want to reconsider your PBL approach. See Also: What Is Project-Based Learning? How to learn things automatically Automatic neurofeedback learning (credit: Boston University) OK, this one’s right out of The Matrix and The Manchurian Candidate. Imagine watching a computer screen while lying down in a brain imaging machine and automatically learning how to play the guitar or lay up hoops like Shaq O’Neal, or even how to recuperate from a disease — without any conscious knowledge.

8 Characteristics Of Education 3.0 Something “point-oh” has entered the modern vernacular as a response to our digital world. Unlike physical “stuff,” digital stuff is more fluid–constantly iterating and evolving at often breakneck speed. It’d be difficult to suggest that public education is doing much of anything at breakneck speed, but the idea behind this presentation is to clarify how it has changed, and where it could be headed. Facebook helps, hinders high school reunions Facebook has revolutionized the way we communicate—and class reunions have changed because of it, too. Paula Sokol and some classmates tried a few times to arrange a 30-year reunion this year for their Sacred Heart High School Class of 1981, yet their attempts fell through. On one planned date, only a handful of people showed up. Sokol, 47, of Morningside, Pa., said she felt disappointed by the lack of her classmates’ enthusiasm for a reunion.

Introduction to Inquiry Based Learning At the Calgary Science School we focus on inquiry-based learning, technology-intergration and outdoor/environmental education. We believe these three pillars come together to provide students with opportunities for authentic, meaningful and relevant learning. At the core of our program is inquiry - an approach to learning and teaching (including teacher learning) that is the foundation of all we do. Our thinking around inquiry is that it is more than just 'doing projects' but is rather nurturing a dispostion toward critical thinking, reflection and idea improvement in all learners in our building. In creating and sharing these projects, we are thankful to the Galileo Educational Network for their role in shaping much of our thinking about inquiry.

5 Content Troubleshooting Tips for Instructional Designers - eLearning Brothers Do you ever feel stuck as Instructional Designers with content you can’t work with? Do you feel uninspired as to how to make something active? Do you feel like you’re doing the same thing over and over again? How People Learn: Brain, Mind, Experience, and School: Expanded Edition Below are the first 10 and last 10 pages of uncorrected machine-read text (when available) of this chapter, followed by the top 30 algorithmically extracted key phrases from the chapter as a whole.Intended to provide our own search engines and external engines with highly rich, chapter-representative searchable text on the opening pages of each chapter. Because it is UNCORRECTED material, please consider the following text as a useful but insufficient proxy for the authoritative book pages. Do not use for reproduction, copying, pasting, or reading; exclusively for search engines.

Turn your Lesson plan into a Lesson using a Learning map I already wrote about the importance of well-prepared lesson plan in order to conduct a successful lesson in my previous post. In this post I will show you an example of converting a content of a lesson plan into a Learning map with Edynco tool. All the magic is that you gather all the instructional material together and merge it in one place in a form of a Learning map with these guidelines in mind. The example of my lesson plan in pdf: LESSON PLAN

I immediately see the verbs animating, blogging, publishing, wiki-ing, commenting, MODERATING, collaborating, networking, and tagging from the higher end. Now, to carry it one step further...what products do you think of for each of the key terms? by intel_engage Apr 24

Looking at the Bloom's digital taxonomy map which verbs do you use more often when creating/implementing digital stories in your classroom? by intel_engage Apr 24