La taxonomía de Bloom y sus actualizaciones Recomendamos consultar el siguiente artículo:TAXONOMÍA DE BLOOM PARA LA ERA DIGITAL Han pasado más de cincuenta años y la Taxonomía de Bloom continúa siendo herramienta fundamental para establecer objetivos de aprendizaje. En el 2000 fue revisada por uno de sus discípulos quien, para cada categoría, cambió tanto el uso de sustantivos por verbos, como su secuencia. Recientemente, el doctor Andrew Churches actualizó dicha revisión para ponerla a tono con las nuevas realidades de la era digital. En ella, complementó cada categoría con verbos y herramientas del mundo digital que posibilitan el desarrollo de habilidades para Recordar, Comprender, Aplicar, Analizar, Evaluar y Crear. La idea de establecer un sistema de clasificación de habilidades, comprendido dentro de un marco teórico, surgió en una reunión informal al finalizar la Convención de la Asociación Norteamericana de Psicología, reunida en Boston (USA) en 1948.
How 21st Century Thinking Is Just Different How 21st Century Thinking Is Just Different by Terry Heick This content is proudly sponsored by The Institute for the Habits of Mind, promoting the development of personal thinking habits in 21st century learners.
Our Dream School: A Net-Positive Campus for Today, A Model School for the Future The Academy for Global Citizenship is an innovative Chicago Public Charter School, located on the Southwest side of Chicago, where access to quality public education is scarce. AGC is meeting an urgent demand: serving grades K-5, adding grade level every year, and serving a larger mission to influence the way our society educates future generations. Our approach, which incorporates sustainable living, student-led learning and local and global communities, has fostered dramatic change in our students, our community and in the Chicago Public School System.
85+ Herramientas Web y Móviles clasificadas según la Taxonomía de Bloom Este trabajo es un esfuerzo colectivo de diferentes profesores y educadores que han unificado ideas y herramientas web y móviles para ayudar a los maestros a abordar la taxonomía de Bloom desde las aulas. El documento cuenta con cinco columnas: la primera para el nombre de la aplicación, la segunda especifica los procesos cognitivos relacionados con la taxonomía de Bloom, la siguiente para los enlaces de acceso a las aplicaciones, la cuarta describe las funcionalidades de las aplicaciones y la quinta y última ofrece algunas ideas sobre cómo pueden utilizarse las aplicaciones en el aula. La hoja está en inglés pero es de fácil comprensión. Accede a la hoja desde: AQUÍ Me gusta: Me gusta Cargando...
Are you a 21st century teacher? « Auxiliary Brain I have been wondering about the thousands of complaints I get from my colleagues while I use technology in my classes or wheen I schedule an extra-curricular activity.Many of the complaints I get are about the “you excite the students too much,and they refuse to focus on the lesson”.I would agree that my colleagues’ complaints might be true to a great extent.I accept that the students get hyper-active and too enthusiastic to see what’s coming next even in my classes while using the computer. I would ,however, redirect my colleagues’ questions and complaints to the following: Why do our students get too excited and active during or immediately after a tech-led lesson? Why do they lose focus in other classes, while they become totally engaged when they interact with technology? These are the questions we should ask ourselves instead of blaming technology for causing unrest in our classes.
For Each to Excel:Preparing Students to Learn Without Us Here's what I wonder: Can my 12-year-old son Tucker, a kid who lives for anything having to do with basketball, learn just about every math concept he needs to be successful in life in the context of playing the game he loves? I posed that question on my blog a few months ago, and the post elicited more than 60 responses from readers who connected basketball to the study of bivariate data, complex equations, statistical analysis, slope, variables, predicting outcomes, probability, geometric shapes, mean, median, mode, averages, arc, force, angles, percentages, fractions, linear inequalities, volume, speed, mass, acceleration, and dozens of other concepts that are no doubt part of Tucker's K–12 math curriculum (Richardson, 2010). And when I showed him some of the great ideas that teachers had left on my blog, he lit up.
9 Characteristics Of 21st Century Learning The label of “21st Century learning” is vague, and is an idea that we here at TeachThought like to take a swing at as often as possible, including: –weighing the magic of technology with its incredible cost and complexity –underscoring the potential for well thought-out instructional design –considering the considerable potential of social media platforms against its apparent divergence from academic learning Some educators seek out the ideal of a 21st century learning environment constantly, while others prefer that we lose the phrase altogether, insisting that learning hasn’t changed, and good learning looks the same whether it’s the 12th or 21st century. What is a 21st century teacher? People toss around terms in education and attach the words “21st century” to appear cutting edge or on the front end of trending ideas. As a teacher in the 21st century, I find it amazing to see some of the things that are so-called 21st century and yet are no different from ideas from the 20th or even the 19th century. With that in mind, I reflected on what it takes to be a teacher in the 21st century and what such a teacher looks like. Obviously, a 21st-century teacher should be tall, handsome and have a sweet spot for superheroes.
The 33 Digital Skills Every 21st Century Teacher should Have By EdTech Team Updated on march 2, 2015 : The original list that was created in 2011 comprised 33 skills , after reviewing it we decided to do some merging and finally ended up with the 20 skills below. The 21st century teacher should be able to : The 21st Century Teaching and Learning Skills for Teachers and Students We have just finsihed working on our fourth ebook this year. The 21st Century Skills Teachers and Students Need is inspired by the popular post under the same title here in this blog.Since its publication last year, thousands of people have been reading it and so we decided to make an elaborate ebook where we can provide more information on this topic. As is the habit with each new ebook we publish, here is part of the introduction and you can scroll down to download and read the entire ebook. ......Digital era, information age, knowledge era are new terms that we start hearing recently because of this digital boom. We live in a digital world where computers, tablets and mobile devices are predominant.
The 21st century pedagogy teachers should be aware of Interpersonal learning , personalized learning, second life learning , 3d learning, collaborative learning and virtual learning , these are just some of the few buzz words you would be be reading so often in today’s educational literature. Things have changed , old methods and pedagogies are no longer relevant. The teacher-controlled learning where pre-constructed information is presented in a formal and standardized classroom settings becomes very obsolete. The urgent questions we should , as educators , ask ourselves are : what are the driving factors behind this huge transformation in learning ? and Do we need a new pedagogy to better enhance learning ?
The 21st Century Learning and Teaching Skills You should not Miss Digital media and internet are transforming the way our kids socialize and play; they are even changing the way they learn and participate civically. Many believe that this shift could possibly transform teaching and learning broadening, thus, the focus of literacy to include the digital element. Technology is not only revolutionizing education but it is also reconceptualizing the way this education is delivered. Rethinking Learning: The 21st Century Learner The role of informal learning is often discussed–as it is below–in terms of how it can promote improved formal learning performance. The MacArthur Foundation developed the following video that allows folks from the Digital Media Learning center and other tangent organizations to discuss some about new possibilities in learning and school design, including the role of informal learning with digital technologies. Some of the quotes appear below. Would love to hear your feedback in the comments section below, perhaps starting with a response to the question, “Are public schooling institutions–as they currently function–critical to the progression of education forms as we move deeper into the 21st century?”