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
Bloom's and ICT tools Many teachers use Bloom's Taxonomy and Bloom's Revised Taxonomy in developing and structuring their teaching & learning experiences. Bloom's Digital taxonomy is an attempt to marry Bloom's revised taxonomy and the key verbs to digital approaches and tools. This is not a replacements to the verbs in the revised taxonomy, rather it suppliments and supports these by including recent developments, processes and tools. This page looks at some specific examples of tools and match them to Bloom's Digital Taxonomy Many of these tools that are FOSS (Free or Open Source Software). These are in italics. Some tools are marked with abbreviations as they cover a variety of tools.Main pageTraditional and Digital approaches Benjamin Bloom developed, in the 1956 while working at the University of Chicago, developed his theory on Educational Objectives. Files Web 2.0 Tutorials Without a doubt one of the best resources on the web for web2.0 Technologies is the commoncraft show.
SpellingCity spaceplay / pause qunload | stop ffullscreen ←→seek . seek to previous 12… 6 seek to 10%, 20% … 60% "VocabularySpellingCity's immediate feedback is one of the keys to my students' success. Ann Godsea, 5th Grade Teacher - Estero, Florida Engaging Word study doesn't have to be boring. Transform any word list into a fun activity! Have you considered flipping your classroom? Convenient Activities available when and where you need them. VocabularySpellingCity is a web-based resource that can be used with any curriculum. Efficient Tired of manually grading spelling and vocabulary tests? Progress monitoring tools help guide instruction. You can even save time by sharing word lists and activities with other teachers! Affordable Everyone loves affordability! Register as a free user to access some activities or purchase Premium Membership now to access all features immediately. Use all 25 licenses for your own class, or share them with another teacher. Request a quote:firstname.lastname@example.org
bloom’s digital taxonomy We know that one of tools sets we can develop in our student are the HOTS – Higher Order Thinking Skills. Teaching HOTS and use of timely, appropriate feedback provide the best learning outcomes for our students. To be able to use Higher Order Thinking Skills we must, MUST, encourage questioning. To facilitate good formative assessment we must encourage questioning. We must develop a classroom environment where asking questions is encouraged and rewarded. source: I am sure all of us have heard the phrase “there’s no such thing as a dumb question” and its true. If we get the same student asking us time and again the “dumb question” then its time for me as an educator, to reflect on my communication. What is their learning style? Our “Dumb question” asking students is often taking a huge risk, they are inviting ridicule and drawing attention to themselves. I suspect that there is a stigma associated with asking questions. So,