Bloom’s Taxonomy: The 21st Century Version So much have been written about Bloom’s taxonomy; one click in a search engine will flood your page with hundreds of articles all of which revolve around this taxonomy. Only few are those who have tried to customize it to fit in the 21st century educational paradigm. As a fan of Bloom’s pedagogy and being a classroom practitioner, I always look for new ways to improve my learning and teaching, and honestly speaking , if you are a teacher/ educator and still do not understand Bloom’s taxonomy then you are missing out on a great educational resource. The following article is a summary and a fruit of my long painstaking research in the field of Bloom’s taxonomy. Bloom’s taxonomy of learning as Wikipedia has put it is “ a classification of learning objectives within education proposed in 1956 by a committee of educators chaired by Benjamin Bloom ”. 1 – The cognitive : The intellectual or knowledge based domain consisted of 6 levels . Let us now go through the different domains stated here.
8 ways teachers can talk less and get kids talking more If you do fewer teacher-directed activities, that means the kids will naturally do more talking, doesn’t it? Not necessarily. I have often found myself talking almost constantly during group work and student-directed projects because I’m trying to push kids’ thinking, provide feedback, and help them stay on task. Even when the learning has been turned over to the students, it’s still tempting to spend too much time giving directions, repeating important information, and telling students how they did instead of asking them to reflect on their work. Here are 8 ways teachers can talk less and get students talking more: 1. It can be uncomfortable to watch kids struggle to figure out an answer, but they need time and silence to work through it. 2. It’s easy to get in an instructional rut when you stand at the same place near the board all day long. 3. 4. A lot of the talking most of us do throughout the day is related to student behavior, and most of the time, we’re wasting our breath. 5. 6.
This is what standardized tests fail to assess #EdChat #PBLChat Since I made the switch to Project Based Learning, I am always amazed at the different projects I receive from my talented students. These projects manage to show me a depth of understanding that a multiple choice test could never reproduce. Recently, students were asked to create their own project and rubric for The Great Gatsby. I received some really good projects, but this one struck me as something really special. All projects needed to be approved before the students were allowed to start work, but I never expected this when my students asked to write a song for the book. Maddie wrote the music, played the piano and wrote the lyrics for this song. There is no doubt that Maddie could take a test on Gatsby and get an A. Maddie is going to go on and do some amazing things out there. If you liked the song, take a moment and leave Maddie a comment on YouTube or send her a tweet at @MADdy_skillz.
The Differentiator Try Respondo! → ← Back to Byrdseed.com The Differentiator The Differentiator is based on Bloom's Taxonomy, Kaplan and Gould's Depth and Complexity, and David Chung's product menu. Try It In: French Dutch • Tweet It • Like Byrdseed • Pin It Students will judge the ethics of the [click to edit] using a textbook and create an essay in groups of three. Revised Bloom's Taxonomy adapted from "A Taxonomy for Learning,Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives" by Anderson and Krathwohl Depth and Complexity adapted from The Flip Book by Sandra N. Depth Big Idea Unanswered Questions Ethics Patterns Rules Language of the Discipline Essential Details Trends Complexity Multiple Points Of View Change Over Time Across the Disciplines Imperatives Origin Convergence Parallels Paradox Contribution Key Words Consequences Motivations Implications Significance Adapted from David Chung and The Flip Book, Too by Sandra N. Group Size One Two Three Four
У Дубровачкој републици штампарије су биле ћириличне : Култура Дубровчани су у писаним документима и у објављеним књигама свој језик називали: дубровачки, нашки, српски, словински, илирски, хрватски Злата Бојовић (1939), историчар књижевности, професор Филолошког факултета на Катедри за српску књижевност, добитница је Награде града Београда за књижевност. Средишњи део научних интересовања проф. др Злате Бојовић јесте – дубровачка књижевност. Награђена књига „Историја дубровачке књижевности”, коју је „Српска књижевна задруга” објавила у „Колу”, изазвала је бурне реакције у Хрватској. Цео свој радни век посветили сте књижевности ренесансе и барока. Током студија књижевности, које су, укључујући и светску књижевност, обухватале све епохе од најстаријих времена и антике до почетка шесте деценије прошлога века, када сам ја студирала, за мене је највећи део литературе био већ познат. Посебно вас је занимала дубровачка књижевност. На ком језику је писана дубровачка књижевност, и којим писмом?
The Epic Romeo and Juliet Project The Epic Romeo and Juliet Project Update 1 - 3/28/2011 Subtitled: What the hell am I thinking? This is the first update on how the Romeo and Juliet project is going. What have I got myself into? Who in their right mind thinks that a joint production of Romeo and Juliet is an awesome idea? I passed out the assignments and talked about the different roles and I’m scared to death. I need around 20 actors for the production. I have too many students interested in doing the print ad work. This is not going to be an easy project and I’m going to need the support of my Tweeps if I’m going to make it through this. Until next time. - Nick ------------------------------------------------------------------------------------------------------------------ The Epic Romeo and Juliet Project Update 2 - 3/9Subtitled: Heck ya! Subtitled: Game Time!
Search Results » blooms This post is in response to a Newsweek article titled “What if You Could Learn Everything” “Imagine every student has a tireless personal tutor, an artificially intelligent and inexhaustible companion that magically knows everything, knows the student, and helps her learn what she needs to know.” Jose Ferreira, the CEO of Knewton, has made this artificially intelligent companion a reality for k-12 students. Knewton works as you might suspect, it begins with a test to see what a student already knows. When I see technology like Knewton, it astounds me. Don’t get me wrong, there are things that are worth knowing. My bigger problem is that once again, we are introducing a tool into education that intends to personalize the learning experience for the student, and in doing so, strips away their humanity. But students have names. So, while I find the concept behind Knewton fascinating, it isn’t what I want for education. Technology will play a critical role in the evolution of the classroom.
Silent Ball: An Easy, Fun Review Game for Students Last year around this time of year, I wrote a post about a project that I do with my classes that I find academically stimulating for students while simultaneously helping me to avoid teacher burnout. This year, I’ve tweaked the project just a little, and I’m really enjoying the student presentations. I’m also learning great new strategies that students bring in from best practices of other teachers or from their own creativity. Below is a very brief breakdown of the project followed by a great review game that students taught me this year, which can be used for a variety of subjects and levels! The Project: 1. 2. 4. Silent Ball: From this project, I’ve learned a whole host of fun activities that I can use at other times of the year. 1. 2. 3. When the student first explained this game to me, I was skeptical, but in practice it was actually fun and under control the whole time. #fun#game#review#tips
Boosting PBL with the aid of technology Boosting PBL with the aid of technology Project Based Learning (em)powered by technology! Feeling your Project Based Learning approach is stuck in stagnant waters? Making use of learning technology can give a boost to the projects assigned in class and motivate learners. Why use technology?No matter how much most of us dread technology and despite the horror stories we often hear, technology can: 1.Motivate learnersTechnology is part and parcel of their daily routine and the majority of them feel confident using it. 2. Given the recent economic crisis, access to hard copies of reference material is becoming more and more difficult. 3. 4. The outcome can be extremely impressive with web 2.0 tools such as wordclouds. 5. Public speaking can be challenging even for the most experienced teacher – let alone a learner. 6. Most of the above are 21st Century Skills that most of us have been struggling to integrate into our syllabus… Tools to use Text: Ms Word, OneNote, lino.it 2. 3. 4. 5. 2. 3. 4.
21st Century Pedagogy Even if you have a 21st Century classroom(flexible and adaptable); even if you are a 21st Century teacher ; (an adaptor, a communicator, a leader and a learner, a visionary and a model, a collaborator and risk taker) even if your curriculum reflects the new paradigm and you have the facilities and resources that could enable 21st century learning – you will only be a 21st century teacher if how you teach changes as well. Your pedagogy must also change. Definition: pedagogy - noun the profession, science, or theory of teaching. Source: Key features How we teach must reflect how our students learn. Knowledge Knowledge does not specifically appear in the above diagram. We need to teach knowledge or content in context with the tasks and activities the students are undertaking. Thinking skills Thinking Skills are a key area. Collaboration Real World, Inter-disciplinary & project based learning Assessment Fluency What is fluency compared to literacy?