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5 Alternatives To Bloom's Taxonomy For Teachers -

5 Alternatives To Bloom's Taxonomy For Teachers -
This post is updated from an article we published in April. At the end of the day, teaching is about learning, and learning is about understanding. And as technology evolves to empower more diverse and flexible assessments forms, constantly improving our sense of what understanding looks like–during mobile learning, during project-based learning, and in a flipped classroom–can not only improve learning outcomes, but just might be the secret to providing personalized learning for every learner. This content begs the question: why does one need alternatives to the established and entrenched Bloom’s? Because Bloom’s isn’t meant to be the alpha and the omega of framing instruction, learning, and assessment. So with apologies to Bloom (whose work we covered recently), we have gathered five alternatives to his legendary, world-beating taxonomy, from the TeachThought Simple Taxonomy, to work from Marzano to Fink, to the crew at Understanding by Design. Six Facets of Understanding with examples

40 Alternative Assessments for Learning When people think of assessment, pencils and bubble sheets may be the first things that come to mind. Assessment does not always have to involve paper and pencil, but can instead be a project, an observation, or a task that shows a student has learned the material. In the end, all we really want to know is that the skill was mastered, right? Many teachers shy away from alternative assessments because they take extra time and effort to create and to grade. The project card and rubric can be run on card stock (one on each side of the page), laminated, and hole punched with other alternative assessment ideas. Here are 40 alternative assessment ideas to get you started! Alternative Reading Assessments 1. Create a bookmark to match the theme of the last book read. 2. Put together a group of 5 things from the story of the week. 3. Students can make a stuffed animal that matches the theme of the story read. 4. Summarize the story by designing a business card (this will be harder than it sounds). 5.

Webinars - Patricia Davis Webinar Archives Common Core State Standards Webinars Teaching to the Rigor of the Common Core State Standards Recorded May 13, 2013 This webinar examines the effect of the Common Core State Standards on instructional rigor. In this session, Davis explains how instructional rigor in the standards isn't about more or harder work but the integration of complex thinking skills. Examples of specific instructional strategies are included as teachers examine the critical practices that they will need to meet the rigor of the standards. Resources Addressing the Role of Text Complexity in the Common Core Recorded April 10, 2013 Are you prepared to teach to the rigors of the Common Core State Standards? This webinar will help prepare teachers to deliver lessons that support the student learning expectations set in the Common Core standards. Participants will Gain an understanding of text-complexity framework (qualitative measures, quantitative measures, and reader and text considerations). Archived Webinars

Differentiation - tools, tips and resources Differentiation is an important aspect of education. Students learn differently, have different needs, different backgrounds, different skills, different ability levels, different interests and more. As educators, we try to create engaging lesson activities that provide a variety of learning experiences and allow students to demonstrate their learning in different ways. Differentiation should occur in both how students learn and gain knowledge and skills, and in how they demonstrate and are assessed on what they have learned. “In the practice of education, differentiation is defined as working to address the abilities, interests, and needs (both perceived and real) of individuals. Differentiation provides students with opportunities to approach curriculum from their strengths, as varied as these might be.” Here are some resources, tips, and tools on differentiation: Digital Differentiation - ideas and tools for differentiating with digital resources

Two Handy Web Tools to Create and Draw on Maps Somebody sent me an email earlier this week asking for web tools to create and draw on maps. Below are two of the tools that I know of but you can also check this collection of map tools I have published a few months ago it also features some other good applications to use while working on maps with your students. 1- Scribble maps Easily draw on maps and then share them with friends, completely for Free! Simple enough to be used by children, but powerful enough to be used by GIS professionals - Scribble Maps is the easiest way to draw and share maps with friends. Watch the video below to learn how to use Scribble maps Quickmaps allows users to draw a quick map.

6 Steps To A Flipped Classroom by Josh Corbat, TeachThought Intern Students today are vastly different from when we were in their shoes. We were brought up on the age-old tradition of lecture, practice, and assessment. Think about it. Self-Directed Learning is the new learning. Students in the age of iPads and Google have been doing this since before they could walk. The Flipped Classroom model (or blended learning model, if that is your cup of tea) is based on very simple, logical principles. My advice to the teacher deciding whether or not to take the leap to the Flipped Classroom is just this: If you decide to go for it, there is no turning back. If you’ve made it this far, I’m guessing you’re truly interested in giving this a try. At any rate, here is one approach to flipping your classroom. Step 1: Decide which technology you will use. Low tech or high tech? The videos themselves are not meant to be worthy of the silver screen. There are so many ways you can flip your lectures. Step 3: Make your videos!

Teaching Critical Thinking I just came across a 2007 article by Daniel T. Willingham “Critical Thinking: Why is it so hard to teach?” Critical thinking is very commonly found in lists of learning outcomes for general education or even at the institution level. In practice, it’s very difficult to even define, let alone teach or assess. The article is a nice survey of the problem. I just came across a 2007 article by Daniel T. The approach I've taken in the past (with the FACS assessment) I've simplified 'critical thinking' into two types of reasoning that are easy to identify: deductive and inductive. For example, solving a complex but familiar physics problem by applying a multi-step algorithm isn’t critical thinking because you are really drawing on memory to solve the problem. Applying a multi-step algorithm is deductive "follow-the-rules" thinking. In the quote above, the creation of a new algorithm exemplifies critical thinking--this is precisely inductive thinking, a kind of inference. A Model for Thinking

Appreciating Hemingway: ELA 9-12 Afternoon Session | NTINotebook The Hemingway classic, “The Short Happy Life of Francis Macomber” was center stage during Tuesday’s 9-12 ELA afternoon session. The story illustrated to teachers, coaches and administrators the greater value involved in the process of close, analytic reading. During discussions, it was said that one or two well-chosen short stories that are read deeply would be sufficient to teach a variety of literary techniques. As a bonus, some joked, they have a newfound appreciation for Hemingway. Further conversations centered around the creation of text-dependent questions (TDQs). background knowledge questionshunt and peckscavenger huntuniversal truth“according to the text”too many “one-offs” Just as important was the guide to creating TDQs (soon to appear on EngageNY.org). Participants practiced this skill on the Hemingway story and came up with TDQs of their own. Like this: Like Loading...

Introduction to Cooperative Learning | An Overview Of Cooperative Learning David W Johnson and Roger T Johnson Without the cooperation of its members society cannot survive, and the society of man has survived because the cooperativeness of its members made survival possible…. It was not an advantageous individual here and there who did so, but the group. In human societies the individuals who are most likely to survive are those who are best enabled to do so by their group. (Ashley Montagu, 1965) How students interact with each another is a neglected aspect of instruction. In the mid-1960s, cooperative learning was relatively unknown and largely ignored by educators. Definition of Cooperative Learning Students’ learning goals may be structured to promote cooperative, competitive, or individualistic efforts. Cooperation is working together to accomplish shared goals. Types Of Cooperative Learning Formal Cooperative Learning 1. 2. 3. 4. Informal Cooperative Learning 1. 2. a. b. c. d. The question may require students to: a. b. c. d.

Aha Moments on the Road to Better Teaching By Myron Dueck Change can be difficult. We find ourselves entrenched in old habits, and, therefore, much of what we do is simply what we have always done. A home-improvement friend of mine suggested that I get someone unfamiliar with my home to point out things that could use a little TLC. He suggested two changes for my home and, after I recovered from the subtle sting of criticism, I appreciated the analysis. Grading Smarter Starts with Awareness For many teachers, what stands in the way of change is not a lack of willingness but a lack of awareness. With that idea in mind, here are a few epiphanies I’ve had throughout my career that have helped me to see the need for change and enact it effectively. Improving Unit Plans I never noticed that my learning targets were hidden from sight and actually quite nebulous should anyone succeed in uncovering them. Based on Rick Stiggins’ work, I highlighted what students needed to know, reason, demonstrate, and produce. Improving Grading

Vitamin HB | My Favorite New Coffee Scrub!!! « huda beauty Vitamin HB | My Favorite New Coffee Scrub!!! Sun, 13 Nov 2011 DAILY DOSE | BODYBy Huda Heidi Kattan I know I loooove coffee scrubs (remember my HudaBeauty party with the little coffee scrub giveaways), but this one kind of takes the cake when it comes to pure awesomeness! Ingredients 1 Orange, Peeled 2 Cups Yogurt 2 Tablespoons Coffee Grounds 2 Tablespoons Honey Blend the yogurt, orange and honey together in a blender. 32 Characteristics Of High-Performing Classrooms 32 Characteristics Of High-Performing Classrooms: Spotting The Holes In Your Teaching by Terry Heick Instructional design is the strategic creation of learning experiences through intentional planning, sequencing, and data-based revision of learning. This process includes both the ways content is accessed, and the learning needs and objectives (and how they are determined) themselves. This puts instructional strategies, literacy strategies, curriculum mapping, standards unpacking, assessment design, digital literacy, and a dozen other facets of education beneath its umbrella. With that in mind, we’ve created the following 32 characteristics of higher-level instructional planning to help you spot the holes in your teaching. Technology Integration Cognitive Demand Lesson Planning Assessments Curriculum Mapping Learner Choice Classroom Management Student Support Image attribution flickr user flickeringbrad; 32 Characteristics Of A High-Performing Classroom

Infor.Text Research Nell K. Duke We should not wait to address this problem until students reach late elementary, middle, and high school, when learning from text is a cornerstone of the curriculum. Four strategies can help teachers improve K-3 students' comprehension of informational text. Teachers should: Increase students' access to informational text. Increase Access Chances are that your personal bookshelves, magazine racks, and Web site bookmarks are replete with informational text. Young students need to learn about the range of purposes that text can serve (Duke, 2003). When teachers include informational text in the classroom, they also expand opportunities for home-school connections that support literacy (Duke & Purcell-Gates, 2003). Increased access to informational text can also better motivate the many students who prefer this kind of text or who have strong interests in the topics addressed in such text (Caswell & Duke, 1998; Jobe & Dayton-Sakari, 2002). Increase Time References Caswell, L.

Reciprocal Teaching: A Reading Comprehension Package The intervention package teaches students to use reading comprehension strategies independently, including text prediction, summarization,question generation, and clarification of unknown or unclear content. For effective-teaching tips to use when introducing this strategy, consult the guidelines presented introducing Academic Strategies to Students: A Direct-Instruction Approach. Materials: Overhead transparencies of practice reading passages, transparency markers Student copies of Be a Careful Reader! Preparation: Prepare overheads of sample passages. Step 1: Set aside at least four successive instructional days to introduce students to each of the following comprehension strategies: Day 1: Prediction,Day 2: Summarization ("list main ideas"),Day 3: Question Generation,Day 4: Clarifying. Step 2: After students have been introduced to the key strategies, the group is now ready to apply all four strategies from the Reciprocal Teaching package to a sample reading passage. Jim's Hints

The Question Game: A Playful Way To Teach Critical Thinking The Question Game by Sophie Wrobel, geist.avesophos.de The Question Game: A Playful Way To Teach Critical Thinking Big idea: Teaching kids to ask smart questions on their own A four-year-old asks on average about 400 questions per day, and an adult hardly asks any. In A More Beautiful Question: The Power of Inquiry to Spark Breakthrough Ideas, Warren Berger suggests that there are three main questions which help in problem solving: Why questions, What If questions, and How questions. Regardless of the question, the question needs to be phrased openly and positively in order to achieve positive results – a closed or negative question only raises bad feelings against each other. Why questions help to find the root of a problemWhat If questions open up the floor for creative solutionsHow questions focus on developing practical solutions Learning Goal: A Pattern Of Critical Thinking Introducing The Question Game Evaluating Learning Progress

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