The 10-Minute Guide To Bloom's Taxonomy Bloom’s Taxonomy is one of the most cited theoretical constructions within education and e-learning. This is well earned since, after its first publication in 1956, the taxonomy has quickly become an important milestone within educational theory. However there are many professionals within the educational and e-learning fields that have only a vague idea of what the Taxonomy is all about, or that have only met the taxonomy (or some revisited version of these findings) for the Cognitive domain only, leaving the Affective and Psychomotor domains at the margins, if not completely out of the picture. The aim of this video is to provide a 10-minute overview of the Taxonomy for all the 3 domains: Cognitive, Affective, and Psychomotor. There is much more to explore about Bloom’s taxonomy, this video should be seen as the starting point for a journey into finding a way to organize learning objectives in a meaningful and useful way, by using the brilliant work of Bloom and his colleagues.
5 Powerful Questions Teachers Can Ask Students My first year teaching a literacy coach came to observe my classroom. After the students left, she commented on how I asked the whole class a question, would wait just a few seconds, and then answer it myself. "It's cute," she added. So that day, I learned about wait/think time. Many would agree that for inquiry to be alive and well in a classroom that, amongst other things, the teacher needs to be expert at asking strategic questions, and not only asking well-designed ones, but ones that will also lead students to questions of their own. Keeping It Simple I also learned over the years that asking straightforward, simply-worded questions can be just as effective as those intricate ones. #1. This question interrupts us from telling too much. #2. After students share what they think, this follow-up question pushes them to provide reasoning for their thinking. #3. #4. This question can inspire students to extend their thinking and share further evidence for their ideas. #5.
How To Use Bloom’s Taxonomy To Write Learning Outcomes By: Scott Davis Business Analyst, Pearson It is often quite difficult to relate inputs to outcomes in the world of education. Traditionally, much work has been done to develop and provide inputs into the process of education. These inputs, such as a textbook, an assessment, a learning technology or platform, a course, a qualification, a high-stakes test or professional development for teachers are put into the hands of an educational leader, a skillful teacher, or an eager student. And, for all of the investment, expertise, and care that go into their creation, that has typically been where the involvement ends. If we are going to really understand how we might be impacting student learning we must do two things. It may be difficult to know where to start in writing a student learning outcome. The committee identified three domains of educational activities or learning (Bloom, 1956): The domains are further subdivided, starting from the simplest behavior to the most complex. Bloom, B.
Interview with Photographer Gregory Crewdson Gregory Crewdson, an American artist renowned for his elaborately devised photographs of small-town life, digs into the commonplace and familiar to find images that are haunting, surreal and—most agree—profoundly unnerving. (Though Crewdson himself, we discovered, finds his work essentially “optimistic.”) With production teams and set budgets that rival those of entire films, Crewdson chronicles moments of disconnect—downcast eyes, faces turned away—in expansive portraits of people lost in thought, isolated and inaccessible, both to each other and to the viewer. His images are rich in detail, and there is not a thing in the frame—not a stain, not a lampshade—that he does not carefully select. The effect of this combination of visual detail and narrative restraint is that there are as many narratives possible for each of his images as there are viewers of it: each person comes to the image with their own anxieties and desires, which they project onto the scene. A selection of Mr.
A Powerful App For Every Level Of Bloom's Taxonomy Bloom’s Taxonomy has been steadily increasing its presence in my everyday reads lately. The revised version is really speaking to a lot of educators who are using it – often in concert with a variety of technologies – to address the different levels of educational objectives. (Note: If you need a quick refresher on the basics of Bloom’s Taxonomy, check out this post). Using Apps There are a ton of apps out there that address different ideas in the Bloom’s Taxonomy hierarchy. Remembering Apps that fit into the ‘remembering’ bucket include those that improve a student’s ability to identify and recall facts, define terms and concepts, and locate information. Screen Chomp is a free app that is a basic doodling board with markers. Understanding The ‘understanding’ bucket should be filled with apps that allow students to explain concepts and ideas that they have come to understand. Applying SimpleMind is mind mapping app that students (and teachers!) Analyzing Evaluating Creating
Questioning Techniques: Research-Based Strategies for Teachers — Energy and the Polar Environment Questioning techniques are a heavily used, and thus widely researched, teaching strategy. Research indicates that asking questions is second only to lecturing. Teachers typically spend anywhere from 35 to 50 percent of their instructional time asking questions. But are these questions effective in raising student achievement? How can teachers ask better questions of their students? Teachers ask questions for a variety of purposes, including: To actively involve students in the lessonTo increase motivation or interestTo evaluate students’ preparationTo check on completion of workTo develop critical thinking skillsTo review previous lessonsTo nurture insightsTo assess achievement or mastery of goals and objectivesTo stimulate independent learning A teacher may vary his or her purpose in asking questions during a single lesson, or a single question may have more than one purpose. Some researchers have simplified classification of questions into lower and higher cognitive questions.
Multilingual Competences for Professional and Social Success The conference on „Multilingual competences for professional and social success in Europe” organized within the framework of Polish Presidency of the EU Council was held on 28-29 September 2011 in Warsaw, Poland. The conference was organized by the Ministry of National Education in Poland and Foundation for the Development of the Education System (FRSE) in cooperation with the Representation of the European Commission in Poland, Warsaw University, Warsaw City Hall and Centre for the Development of Education (ORE). Conference was officially opened by the Minister of National Education of Poland, Mrs Katarzyna Hall, who said that "Good knowledge of foreign languages is the key kompetence providing the social and professional success in a modern world." During the conference, Polish European Language Label laureates were awarded. Please download the Final Declaration of the conference on „Multilingual competences for professional and social success in Europe”.
London Riots 1381: Blood-soaked Peasants' Revolt that changed England forever By Professor John Gillingham Updated: 11:10 GMT, 30 September 2011 They make for a rag-tag army. One of them is an elderly shepherd armed with nothing more deadly than his crook, another is a young boy who clings for protection to the drum with which he has bravely set the pace of their advance. Nearby, a fierce-looking youth is spattered with blood from the severed head he carries on top of a long pole. Others brandish the flaming torches with which they have set London ablaze, and in front of them stands a thick-set brute, his face glistening with sweat from the battles recently won and his sword drawn ready for those that lie ahead. Rag-tag army: The Peasants' Revolt of 1381 was the uprising that saw tens of thousands of England's poorest countrymen come close to overthrowing the establishment It is this man, Wat Tyler, whose name will go down in history. Until now, we have had only the illustrations in history books to help us picture their struggle.
Does Bloom’s Taxonomy still have a role to play in e-learning? Mayes and de Freitas (2004) state that the use of technology can be used to achieve better learning outcomes, more effective assessments or a more cost effective way of bringing learning environments to students; and that reforming practice requires transformation of the understanding of the principles. So what are the pedagogical principles behind “e” learning? The definitions of e-learning are numerous and varied but one excepted definition is "learning facilitated and supported through the use of information and communications technology", (JISC, 2003). In their report (2004) Mayes and de Freitas go on to surmise that in this framework (ie e-learning) there are no models for e-learning per se, only e-enhancements of models of learning in general. Blooms Taxonomy (1956) was developed to classify the complexity of questions asked in assessments, ultimately becoming a system for classifying learning outcomes. References Birmingham, U., 2002. Church, A., 2010. Rollins, M., 2010.
Questioning Toolkit Essential Questions These are questions which touch our hearts and souls. They are central to our lives. They help to define what it means to be human. Most important thought during our lives will center on such essential questions. What does it mean to be a good friend? If we were to draw a cluster diagram of the Questioning Toolkit, Essential Questions would be at the center of all the other types of questions. All the other questions and questioning skills serve the purpose of "casting light upon" or illuminating Essential Questions. Most Essential Questions are interdisciplinary in nature. Essential Questions probe the deepest issues confronting us . . . complex and baffling matters which elude simple answers: Life - Death - Marriage - Identity - Purpose - Betrayal - Honor - Integrity - Courage - Temptation - Faith - Leadership - Addiction - Invention - Inspiration. Essential Questions are at the heart of the search for Truth. Essential Questions offer the organizing focus for a unit.
Creative Teaching and Applied Imagination by The online blogosphere provides teachers with the opportunity to reflect online and use one another to bounce-back dialogue. This reciprocal-feedback is an integral component that defines us as teachers within the profession. I would never have thought such an opportunity existed when I first started out in the classroom in 1993! In this blog, I present the process of creativity and how this may be applied to suit any given context. Context: It appears that Rachel Jones (@rlj1981) tends to get my blog-mojo working and this is a second re-buff (bounce-back) to her blog. Regarding creativity, Rachel says that: “… creativity in the classroom has been much derided by those who fail to see its potential impact.” Her response was in addition to David Didau’s blog on ‘The dark art of creativity‘, where @LearningSpy writes; “without clear knowledge of forms and ‘rules’, creativity is inevitably stifled.” As David concludes: Creative history: Creativity in teaching today? What the research says? Related
gaze | The Chicago School of Media Theory “If thou gaze long into an abyss, the abyss will also gaze into thee” — Nietzsche, Beyond Good and Evil The range of meaning of the verb “to see” is so vast that a typical thesaurus contains a list of fifty-odd synonyms, among them “to look, glimpse, eye, notice, stare, etc.” While each word involves the act of perception per se, all have slightly different shades of connotation: for example, “behold” has religious undertones, “scrutinize” involves some sort of intellect, and “gape” indicates an element of surprise. From this long list of synonyms, however, “gaze” has almost been singled out for use in discussions about art. Critics rarely theorize about simply “looking,” similarly one hardly “glares” or “peeks” at a painting. A possible explanation lies in the growing awareness/concern in the twentieth century with the implications of the gaze and its role in understanding the function of art. Jennifer Reinhardt 1 Oxford English Dictionary Online(30 January 2008). 3 Fried, 23. ——. 1973.