Bloom's Digital Web2.0 This work compiled by:Kathy Beck, Instructional Technology Coordinator andKaren VanVliet, Media Specialist A little bit about Karen and Kathy - two girls who REALLY love exploring and sharing Technology for Educators and Students to integrate into the learning environment! Kathy has a BS in Elementary Ed and Psychology from the University of Pittsburgh and MA in Educational Media and Instructional Technology from Appalachian State University. She taught elementary students, taught in a computer lab, and has been working as an Instructional Technology Coordinator currently serving 7 schools, training Educators and working with teachers and students collaboratively on projects integrating technology. Karen has a Bachelors of Education in English as a Second Language from the University of Hawaii, a MS in Administration from the University of Notre Dame, and a Masters of Education in Educational Media from the University of South Alabama.
7 Myths About Rigor In The Classroom 7 Myths About Rigor In The Classroom by Barbara Blackburn, author of Rigor is not a 4-Letter Word Despite all the research, there are seven myths about rigor that are often heard. Lots of homework is a sign of rigor.Rigor means doing more.Rigor is not for everyone.Providing support means lessening rigor.Resources equal rigor.Standards alone take care of rigor.Rigor is just one more thing to do. 1. For many people the best indicator of rigor is the amount of homework required of students. Realistically, all homework is not equally useful.Some of it is just busywork, assigned by teachers because principals or parents expect it. 2. “Doing more” often means doing more low-level activities, frequently repetitions of things already learned. Rigorous and challenging learning experiences will vary with the student. 3. Often, teachers think the only way to assure success for everyone is to lower standards and lessen rigor. 4. In America, we believe in rugged individualism. 5. 6. 7.
Five routes to more innovative problem solving Rob McEwen had a problem. The chairman and chief executive officer of Canadian mining group Goldcorp knew that its Red Lake site could be a money-spinner—a mine nearby was thriving—but no one could figure out where to find high-grade ore. The terrain was inaccessible, operating costs were high, and the unionized staff had already gone on strike. In short, McEwen was lumbered with a gold mine that wasn’t a gold mine. Then inspiration struck. Attending a conference about recent developments in IT, McEwen was smitten with the open-source revolution. McEwen intuitively understood the value of taking a number of different approaches simultaneously to solving difficult problems. This article presents an approach for doing just that. The flexons approach Finding innovative solutions is hard. Obviously, people do not always have think tanks of PhDs trained in various approaches at their disposal. Networks flexon Imagine a map of all of the people you know, ranked by their influence over you.
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. Lather, rinse, repeat. 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.
Educational Technology and Mobile Learning: Awesome Poster on Bloom's Revised Taxonomy Our Bloom's Taxonomy section here in Educational Technology and Mobile Learning is growing richer in materials and resources. I am so grateful to everyone of you for generously contributing with your ideas and links. I just got this poster from a fellow teacher featuring the 6 thinking skills as outlined in the revised taxonomy. As you probably know, Blooms taxonomy that was first created in the 1950s has been revised by Krathwohl and there are two main changes that appeared in this revised taxonomy: the first one is semantic in that nouns are now being replaced with verbs; and the second change relates to the order of these thinking skills. In the old taxonomy, Bloom highlighted the importance of evaluating and therefore placed it at the top of the thinking continuum, but for Krathwohl Creating is the highest order thinking skill. I will let you have a look at this awesome revised taxonomy poster and looking forward to your comments and feedback.
Bloom's Taxonomy vs. Norman Webb's depth of knowledge Webb's DOK Depth of Knowledge Vs. Bloom's Taxonomy | Common Core PARCC Assessments and Webb's Depth of Knowledge (DOK) | Bloom's Taxonomy and Norman Webb's depth of knowledge PARCC The Common Core Standards are the cornerstones of the Smarter Balanced and PARCC assessments, Webb’s Depth of Knowledge (scale of cognitive demand) and Blooms Revised Taxonomy (levels of intellectual ability) are the framework and the structures that will be used to evaluate students. Assessing curriculum, developing formative assessments, evaluation curriculum, and evaluation of students knowledge at the highest levels is being shared by two progressive cognitive matrices. Depth of knowledge, and complexity of knowledge is the heart of the more rigorous assessments being implemented in 2014. The links below are a great resources of Blooms Taxonomy and Webb’s Depth of Knowledge. Use the fiction passage bellow to test you depth of knowledge. "Let us go into the heart of the pine forest," said Maria lightly. up."
Mary Midgley Current scientific concepts are not adapted to focusing on subjectivity. Indeed, many of them have been carefully adapted to exclude it, much like cameras with a colour filter. [...] Galileo and Descartes saw how badly the study of objects had been distorted by people who treated these objects as subjects, people who credited things like stones with human purpose and striving. So they ruled that physical science must be objective . We know that abstraction made possible three centuries of tremendous scientific advance about physical objects. This has happend most notoriously in quantum mechanics, where physicists have begun to use the idea of an observer quite freely as a casual factor in the events they study. (quoted from Mary Midgley, Science and Poetry , (Routledge) 2001, p.84)
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. Bloom’s Taxonomy & The iPad The iPad – A Device To… Create Despite Steve Jobs having declared the iPad as a device for consuming media, students at Zeeland Public Schools (ZPS) continue to create engaging papers, presentations and multi-media products to demonstrate their deep understanding of the curriculum. Consume Not only are students creating on the iPad, but teachers are generating their own products for their classes to consume. Collaborate & Communicate Collaboration and communication go hand-in-hand, and the 1:1 technology initiative at ZPS fosters these skills. Critical Thinking Metacognition and critical thinking reach new heights as our teachers challenge learners to evaluate their own work, that of their peers, and even that of people in other countries.
Student Self-Assessment and Skills Across Grades One of the great parts of working with lots of smart, dedicated educators on a regular basis is the number of smart ideas and insights you share with us at trainings. Recently, a teacher asked whether we had any self-assessment tools for students, developed from our The Common Core, Clarifying Expectations for Teachers and Students books. Although we haven't created an extensive resource with reproducibles, one of our primary literacy trainers recently developed a few examples self-checklists for a session in Tennessee that I thought you might find informative. The training focuses on diving deeper into the primary writing process and highlighting how skills relate and build between years. I would use these tools on a regular base as students are checking their work, conferring, and discussing progress. Resources & Downloads:
Comparative Philosophy Comparative philosophy—sometimes called “cross-cultural philosophy”—is a subfield of philosophy in which philosophers work on problems by intentionally setting into dialogue sources from across cultural, linguistic, and philosophical streams. The ambition and challenge of comparative philosophy is to include all the philosophies of global humanity in its vision of what is constituted by philosophy. This approach distinguishes comparative philosophy from several other approaches to philosophy. First, comparative philosophy is distinct from both area studies philosophy (in which philosophers investigate topics in particular cultural traditions, for example, Confucianism ) and world philosophy (in which philosophers construct a philosophical system based on the fullness of global traditions of thought). With the unique approach of comparative philosophy also comes unique difficulties and challenges that are not as characteristic of doing philosophy within a particular tradition. 1. 2. 3.
banatoli: Bloom's Taxonomy & Twitter... Bay Village, Rocky River schools among those preparing for Common Core, state learning standards CLEVELAND, Ohio -- Changes due next year in classrooms across Ohio already have arrived on the West Shore. In anticipation of new learning standards scheduled to be in place for the 2014-15 school year, school districts already have partially, or fully, phased in the standards. Those in English language arts and math are the result of a multi-state effort known as the Common Core. Ohio also has new, more rigorous state academic content standards in science and social studies. Bay Village began aligning its curriculum with the new learning standards after they were adopted by the state school board in 2010, said Char Shryock, director of curriculum and instruction for the Bay schools. While the standards have their critics, supporters like Shryock say the aim is to produce students who are able to apply their knowledge to real-world situations, rather than memorizing facts for a test, parroting the answers and forgetting them once the exam is over. Thomas Alva Edison was an inventor.
Space (mathematics) A hierarchy of mathematical spaces: The inner product induces a norm. The norm induces a metric. The metric induces a topology. Modern mathematics treats "space" quite differently compared to classical mathematics. In the ancient mathematics, "space" was a geometric abstraction of the three-dimensional space observed in the everyday life. The relation between the two geometries, Euclidean and projective, shows that mathematical objects are not given to us with their structure. Rather, each mathematical theory describes its objects by some of their properties, precisely those that are put as axioms at the foundations of the theory. Distances and angles are never mentioned in the axioms of the projective geometry and therefore cannot appear in its theorems. A different situation appeared in the 19th century: in some geometries the sum of the three angles of a triangle is well-defined but different from the classical value (180 degrees). real numbers may be treated as a point of the