This document provides an overview of using Web 2.0 tools to engage students at each level of Bloom's Taxonomy. It discusses how Bloom's Taxonomy has been updated to include higher order thinking skills like creating. Various free Web 2.0 tools are presented that can facilitate remembering, understanding, applying, analyzing, evaluating, and creating for students. The presentation aims to demonstrate how digital tools can help apply Bloom's Taxonomy to learning in a technology-enhanced way.
1. The document discusses Bloom's Taxonomy and its revision.
2. In the original taxonomy, the cognitive levels progressed from knowledge to comprehension to application etc. In the revision, the levels are remember, understand, apply, analyze, evaluate, and create.
3. The revision separates knowledge into its own dimension with categories of factual, conceptual, procedural, and metacognitive knowledge.
The document discusses Revised Bloom's Taxonomy, which is an update to the original Bloom's Taxonomy of learning objectives. It provides details on the history and development of Bloom's Taxonomy, including the original taxonomy from 1956 and revisions made in 2001. The revised version uses verbs to describe six levels of thinking skills (remember, understand, apply, analyze, evaluate, create) and considers knowledge dimensions. Examples are provided of how teachers can incorporate different levels of thinking skills into classroom lessons and assessments using Bloom's Taxonomy.
Bloom's Taxonomy Analysis separates concepts into their component parts to understand their organizational structure. It distinguishes between facts and inferences. Some useful verbs for analysis include analyze, distinguish, examine, compare, contrast, investigate, categorize, and identify. Sample questions ask how events may have occurred differently, how things are similar or different, what other outcomes may have been possible, and what problems exist. Potential analysis activities include designing questionnaires, making flow charts, constructing graphs, and writing reports.
The document discusses Bloom's Taxonomy, which is a classification system used to categorize educational goals and objectives into six cognitive levels of complexity - from lower order thinking skills to higher order thinking skills. It emphasizes that higher order thinking questions are important for all students, not just older students, as they help stimulate learning and brain development. The document provides examples of question stems teachers can use to ask students questions targeting each of the six cognitive levels in Bloom's Taxonomy.
The document provides information about Bloom's Taxonomy, which categorizes different levels of thinking and learning. It presents the six levels from lowest to highest order: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. For each level, it gives examples of related cognitive processes and thinking skills as well as sample verbs that could be used to frame learning objectives or assessment questions targeting that level. It also provides examples applying Bloom's Taxonomy to analyze thinking levels required by tasks and questions related to common stories.
Bloom's Taxonomy is a framework created by Benjamin Bloom that categorizes levels of thinking. It includes six major categories: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. The levels build on each other and involve increasing complexity of thought. Bloom's Taxonomy provides guidance for teachers in designing lessons and assessments that challenge students to progress to higher-order thinking skills beyond simple memorization.
This document discusses the Revised Bloom's Taxonomy and improving student thinking. It provides an overview of Bloom's Taxonomy, noting that the revised version changes the terminology, structure, and emphasis. The goal is to help teachers develop lessons and assessments that engage students in higher-order thinking skills like analysis, evaluation, and creation.
Bloom's Taxonomy is a framework for classifying educational goals and objectives into levels of complexity and specificity. It was originally designed in 1956 and revised in 2001. The taxonomy categorizes learning objectives into three domains: cognitive, affective, and psychomotor. Within the cognitive domain are six categories moving from simple recall or recognition of facts to the more complex levels of analysis, synthesis, and evaluation. The revised taxonomy changes the categories to verbs and rearranges them to reflect more active thinking. It also adds a matrix combining cognitive processes and levels of knowledge to help create learning objectives.
1. The document discusses Bloom's Taxonomy and its revision.
2. In the original taxonomy, the cognitive levels progressed from knowledge to comprehension to application etc. In the revision, the levels are remember, understand, apply, analyze, evaluate, and create.
3. The revision separates knowledge into its own dimension with categories of factual, conceptual, procedural, and metacognitive knowledge.
The document discusses Revised Bloom's Taxonomy, which is an update to the original Bloom's Taxonomy of learning objectives. It provides details on the history and development of Bloom's Taxonomy, including the original taxonomy from 1956 and revisions made in 2001. The revised version uses verbs to describe six levels of thinking skills (remember, understand, apply, analyze, evaluate, create) and considers knowledge dimensions. Examples are provided of how teachers can incorporate different levels of thinking skills into classroom lessons and assessments using Bloom's Taxonomy.
Bloom's Taxonomy Analysis separates concepts into their component parts to understand their organizational structure. It distinguishes between facts and inferences. Some useful verbs for analysis include analyze, distinguish, examine, compare, contrast, investigate, categorize, and identify. Sample questions ask how events may have occurred differently, how things are similar or different, what other outcomes may have been possible, and what problems exist. Potential analysis activities include designing questionnaires, making flow charts, constructing graphs, and writing reports.
The document discusses Bloom's Taxonomy, which is a classification system used to categorize educational goals and objectives into six cognitive levels of complexity - from lower order thinking skills to higher order thinking skills. It emphasizes that higher order thinking questions are important for all students, not just older students, as they help stimulate learning and brain development. The document provides examples of question stems teachers can use to ask students questions targeting each of the six cognitive levels in Bloom's Taxonomy.
The document provides information about Bloom's Taxonomy, which categorizes different levels of thinking and learning. It presents the six levels from lowest to highest order: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. For each level, it gives examples of related cognitive processes and thinking skills as well as sample verbs that could be used to frame learning objectives or assessment questions targeting that level. It also provides examples applying Bloom's Taxonomy to analyze thinking levels required by tasks and questions related to common stories.
Bloom's Taxonomy is a framework created by Benjamin Bloom that categorizes levels of thinking. It includes six major categories: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. The levels build on each other and involve increasing complexity of thought. Bloom's Taxonomy provides guidance for teachers in designing lessons and assessments that challenge students to progress to higher-order thinking skills beyond simple memorization.
This document discusses the Revised Bloom's Taxonomy and improving student thinking. It provides an overview of Bloom's Taxonomy, noting that the revised version changes the terminology, structure, and emphasis. The goal is to help teachers develop lessons and assessments that engage students in higher-order thinking skills like analysis, evaluation, and creation.
Bloom's Taxonomy is a framework for classifying educational goals and objectives into levels of complexity and specificity. It was originally designed in 1956 and revised in 2001. The taxonomy categorizes learning objectives into three domains: cognitive, affective, and psychomotor. Within the cognitive domain are six categories moving from simple recall or recognition of facts to the more complex levels of analysis, synthesis, and evaluation. The revised taxonomy changes the categories to verbs and rearranges them to reflect more active thinking. It also adds a matrix combining cognitive processes and levels of knowledge to help create learning objectives.
This document outlines the key points of an effective training workshop on Bloom's Revised Taxonomy. The workshop aims to teach participants how to: 1) classify verbs and types of learning based on Bloom's dimensions; 2) identify appropriate assessments for each taxonomy level; and 3) apply the taxonomy to analyze standards, objectives, and instructional effectiveness. The document provides examples of developing objectives, aligned instructional methods, and assessments across Bloom's levels. Participants are guided to create meaningful objectives and assessments by considering what learners will do and how they will demonstrate their learning.
Bloom's Taxonomy outlines six levels of cognitive skills moving from lower to higher order thinking skills: knowledge, comprehension, application, analysis, synthesis, and evaluation. Benjamin Bloom and his team created this taxonomy to categorize educational goals and intellectual abilities. The taxonomy provides a framework to ensure educational objectives incorporate higher level tasks that develop critical thinking skills necessary for success in formal assessments.
The document outlines Bloom's Taxonomy of higher order thinking skills, including the six levels from lowest to highest order: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. Examples are provided for how to apply each level of thinking to common stories using prompting questions. Strategies and phrases are also given to help generate higher order thinking questions for different stories.
1) Bloom's Taxonomy is a hierarchical model that classifies thinking into six levels of complexity: remember, understand, apply, analyze, evaluate, and create.
2) Originally developed in the 1950s, Bloom's Taxonomy was revised in the 1990s to change nouns into verbs to illustrate thinking as an active process.
3) The revised taxonomy defines each level using key verbs and provides examples of questions and activities for each level.
Bloom's taxonomy is a classification system used to categorize levels of thinking according to their complexity. It includes six cognitive levels: remember, understand, apply, analyze, evaluate, and create. The original taxonomy has been revised to update terminology and categories. Both versions aim to help teachers develop learning objectives and assessments that promote higher-order thinking skills. While Bloom's taxonomy has strengths and limitations, it provides a useful framework for classifying educational goals and designing assessments to encourage problem solving.
This document discusses lower-order thinking skills (LOTS) and higher-order thinking skills (HOTS) based on Bloom's Taxonomy. LOTS involve basic comprehension skills like recalling facts and details. HOTS involve more complex skills like analysis, evaluation, and synthesis. The document provides examples of lower and higher-order questions for the story of Cinderella. It explains that while critical thinking involves both sides of the brain, HOTS focus more on analysis, synthesis and evaluation. Higher-order questions are best for deep, critical thinking rather than just testing comprehension.
Dalam perlaksanaan PBS , Kementerian Pelajaran telah menerapkan HOTS sebagai suatu penilaian akademik menjelang PMR, PBS pada tahun 2014. Oleh itu para guru perlu membuat persediaan yang mantap bagaimana HOTS ini perlu diserapkan ke dalam minda pelajar.
This document provides an overview of Bloom's Taxonomy, including both the original taxonomy developed in 1956 and the revised taxonomy from 2001. The original taxonomy classified learning objectives according to six cognitive levels, from simplest to most complex: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. Criticisms of the original led to the development of a revised taxonomy that changed the hierarchy to a two-dimensional matrix and renamed some levels and domains.
The document discusses Bloom's Revised Taxonomy, a framework for categorizing levels of thinking skills. It provides an overview of the original taxonomy developed in the 1950s and revisions made in the 1990s. The revisions include changing the categories from nouns to verbs and emphasizing explanation over memorization. The taxonomy helps teachers design lessons and assessments that engage students at different levels of thinking from remembering to creating.
The document summarizes Bloom's Revised Taxonomy, which categorizes educational learning objectives into six levels: Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating. It provides examples of verbs and thinking skills associated with each level, with Creating requiring the highest order of thinking such as generating new ideas and Evaluating requiring justifying decisions. A sample learning unit on space travel is also provided with examples of activities aligned to each of the six levels.
Sternberg’s Successful Intelligence Theory and WICS Model, Problem Solving an...Ida Lyn Azuelo
Facilitating Learning: A Metacognitive Process (3rd Edition) by Maria Rita D. Lucas, Ph.D and Brenda B. Corpuz, Ph.D
Module 17 Sternberg’s Successful Intelligence Theory and WICS Model
Module 18 Problem Solving and Creativity
Module 19 Meaning and Types of Motivation
The document discusses Bloom's Taxonomy, which categorizes different levels of learning. It presents the three domains of cognitive, affective, and psychomotor learning. Within the cognitive domain are knowledge, comprehension, application, analysis, synthesis, and evaluation. These levels progress from basic recall and understanding to more complex analysis, evaluation, and creation of new ideas. The document provides examples of verbs associated with each level of learning and suggests how instructors can incorporate the different taxonomy levels into their teaching practices.
The document discusses higher order thinking skills (HOTS) such as critical thinking, problem solving, and creative thinking. It provides background on HOTS and strategies to develop them, including George Polya's problem solving process and Bloom's Taxonomy of learning domains. The document also discusses encouraging HOTS through questioning techniques, mind mapping, project-based learning, and the need to develop these skills for students to succeed in school and career.
This document discusses Robert Sternberg's theories of intelligence, including his triarchic theory of intelligence and theory of successful intelligence. Sternberg's triarchic theory describes three types of intelligence: practical, creative, and analytical. His theory of successful intelligence involves four components: memory skills, analytical skills, creative skills, and practical skills. The document also discusses Sternberg's WICS model of intelligence, which stands for wisdom, intelligence, creativity, and synthesis. The WICS model views intelligence as a set of abilities to learn from experience and adapt. The document provides examples of how to teach each component of Sternberg's theories.
The document discusses problem solving and creativity. It outlines Edward Torrance's four criteria for creativity: fluency, flexibility, elaboration, and originality. It then provides examples and activities to practice each criterion. The document also discusses Torrance's framework for creative thinking and outlines the six stages of creative problem solving: mess finding, data finding, problem finding, idea finding, solution finding, and acceptance finding. Key aspects of each stage are briefly described.
The document discusses higher order thinking skills (HOTS) versus lower order thinking skills (LOTS) in English language and mathematics. HOTS include skills like critical thinking, problem solving, analyzing, evaluating, and applying concepts. LOTS involve skills like remembering facts, listing, describing, and comprehending. The document also notes that today's employers seek workers who can utilize HOTS and that research shows students today are weak in skills like logical reasoning.
The document discusses the importance of teaching thinking skills to students and taking a whole-school approach. It provides examples of thinking strategies and tools that can be taught at different year levels, including the Six Thinking Hats, Brainstorming, Thinkers Keys, Graphic Organisers, SCAMPER, and Blooms Taxonomy. The whole-school approach aims to develop a thinking culture and empower students with analytical, critical and creative thinking abilities.
Higher order thinking skills (HOTS) involve non-algorithmic problem solving that can have multiple solutions. HOTS are important as they allow students to transfer skills to new situations, apply knowledge productively, and develop deeper understanding. Strategies for enhancing HOTS include explicitly teaching students about different types of thinking, moving between concrete and abstract concepts, and using question-answer relationships.
Proactive Feedback Strategies in Online (and Offline) TeachingDavid Lynn Painter
Are you frustrated or overwhelmed when trying to balance punitive comments, or justifications for point deductions, with constructive criticism, or specific revision suggestions, in your evaluations of student assignments? Is listing the reasons points were deducted from student work the sole function of an effective teacher? How can instructors best manage their time to develop assignments and provide constructive criticism that fosters student learning and growth? If you find any of these questions compelling, please join our discussion on the struggle to balance objective and subjective criteria to develop positive, mentoring roles with your students.
This document outlines the key points of an effective training workshop on Bloom's Revised Taxonomy. The workshop aims to teach participants how to: 1) classify verbs and types of learning based on Bloom's dimensions; 2) identify appropriate assessments for each taxonomy level; and 3) apply the taxonomy to analyze standards, objectives, and instructional effectiveness. The document provides examples of developing objectives, aligned instructional methods, and assessments across Bloom's levels. Participants are guided to create meaningful objectives and assessments by considering what learners will do and how they will demonstrate their learning.
Bloom's Taxonomy outlines six levels of cognitive skills moving from lower to higher order thinking skills: knowledge, comprehension, application, analysis, synthesis, and evaluation. Benjamin Bloom and his team created this taxonomy to categorize educational goals and intellectual abilities. The taxonomy provides a framework to ensure educational objectives incorporate higher level tasks that develop critical thinking skills necessary for success in formal assessments.
The document outlines Bloom's Taxonomy of higher order thinking skills, including the six levels from lowest to highest order: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. Examples are provided for how to apply each level of thinking to common stories using prompting questions. Strategies and phrases are also given to help generate higher order thinking questions for different stories.
1) Bloom's Taxonomy is a hierarchical model that classifies thinking into six levels of complexity: remember, understand, apply, analyze, evaluate, and create.
2) Originally developed in the 1950s, Bloom's Taxonomy was revised in the 1990s to change nouns into verbs to illustrate thinking as an active process.
3) The revised taxonomy defines each level using key verbs and provides examples of questions and activities for each level.
Bloom's taxonomy is a classification system used to categorize levels of thinking according to their complexity. It includes six cognitive levels: remember, understand, apply, analyze, evaluate, and create. The original taxonomy has been revised to update terminology and categories. Both versions aim to help teachers develop learning objectives and assessments that promote higher-order thinking skills. While Bloom's taxonomy has strengths and limitations, it provides a useful framework for classifying educational goals and designing assessments to encourage problem solving.
This document discusses lower-order thinking skills (LOTS) and higher-order thinking skills (HOTS) based on Bloom's Taxonomy. LOTS involve basic comprehension skills like recalling facts and details. HOTS involve more complex skills like analysis, evaluation, and synthesis. The document provides examples of lower and higher-order questions for the story of Cinderella. It explains that while critical thinking involves both sides of the brain, HOTS focus more on analysis, synthesis and evaluation. Higher-order questions are best for deep, critical thinking rather than just testing comprehension.
Dalam perlaksanaan PBS , Kementerian Pelajaran telah menerapkan HOTS sebagai suatu penilaian akademik menjelang PMR, PBS pada tahun 2014. Oleh itu para guru perlu membuat persediaan yang mantap bagaimana HOTS ini perlu diserapkan ke dalam minda pelajar.
This document provides an overview of Bloom's Taxonomy, including both the original taxonomy developed in 1956 and the revised taxonomy from 2001. The original taxonomy classified learning objectives according to six cognitive levels, from simplest to most complex: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. Criticisms of the original led to the development of a revised taxonomy that changed the hierarchy to a two-dimensional matrix and renamed some levels and domains.
The document discusses Bloom's Revised Taxonomy, a framework for categorizing levels of thinking skills. It provides an overview of the original taxonomy developed in the 1950s and revisions made in the 1990s. The revisions include changing the categories from nouns to verbs and emphasizing explanation over memorization. The taxonomy helps teachers design lessons and assessments that engage students at different levels of thinking from remembering to creating.
The document summarizes Bloom's Revised Taxonomy, which categorizes educational learning objectives into six levels: Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating. It provides examples of verbs and thinking skills associated with each level, with Creating requiring the highest order of thinking such as generating new ideas and Evaluating requiring justifying decisions. A sample learning unit on space travel is also provided with examples of activities aligned to each of the six levels.
Sternberg’s Successful Intelligence Theory and WICS Model, Problem Solving an...Ida Lyn Azuelo
Facilitating Learning: A Metacognitive Process (3rd Edition) by Maria Rita D. Lucas, Ph.D and Brenda B. Corpuz, Ph.D
Module 17 Sternberg’s Successful Intelligence Theory and WICS Model
Module 18 Problem Solving and Creativity
Module 19 Meaning and Types of Motivation
The document discusses Bloom's Taxonomy, which categorizes different levels of learning. It presents the three domains of cognitive, affective, and psychomotor learning. Within the cognitive domain are knowledge, comprehension, application, analysis, synthesis, and evaluation. These levels progress from basic recall and understanding to more complex analysis, evaluation, and creation of new ideas. The document provides examples of verbs associated with each level of learning and suggests how instructors can incorporate the different taxonomy levels into their teaching practices.
The document discusses higher order thinking skills (HOTS) such as critical thinking, problem solving, and creative thinking. It provides background on HOTS and strategies to develop them, including George Polya's problem solving process and Bloom's Taxonomy of learning domains. The document also discusses encouraging HOTS through questioning techniques, mind mapping, project-based learning, and the need to develop these skills for students to succeed in school and career.
This document discusses Robert Sternberg's theories of intelligence, including his triarchic theory of intelligence and theory of successful intelligence. Sternberg's triarchic theory describes three types of intelligence: practical, creative, and analytical. His theory of successful intelligence involves four components: memory skills, analytical skills, creative skills, and practical skills. The document also discusses Sternberg's WICS model of intelligence, which stands for wisdom, intelligence, creativity, and synthesis. The WICS model views intelligence as a set of abilities to learn from experience and adapt. The document provides examples of how to teach each component of Sternberg's theories.
The document discusses problem solving and creativity. It outlines Edward Torrance's four criteria for creativity: fluency, flexibility, elaboration, and originality. It then provides examples and activities to practice each criterion. The document also discusses Torrance's framework for creative thinking and outlines the six stages of creative problem solving: mess finding, data finding, problem finding, idea finding, solution finding, and acceptance finding. Key aspects of each stage are briefly described.
The document discusses higher order thinking skills (HOTS) versus lower order thinking skills (LOTS) in English language and mathematics. HOTS include skills like critical thinking, problem solving, analyzing, evaluating, and applying concepts. LOTS involve skills like remembering facts, listing, describing, and comprehending. The document also notes that today's employers seek workers who can utilize HOTS and that research shows students today are weak in skills like logical reasoning.
The document discusses the importance of teaching thinking skills to students and taking a whole-school approach. It provides examples of thinking strategies and tools that can be taught at different year levels, including the Six Thinking Hats, Brainstorming, Thinkers Keys, Graphic Organisers, SCAMPER, and Blooms Taxonomy. The whole-school approach aims to develop a thinking culture and empower students with analytical, critical and creative thinking abilities.
Higher order thinking skills (HOTS) involve non-algorithmic problem solving that can have multiple solutions. HOTS are important as they allow students to transfer skills to new situations, apply knowledge productively, and develop deeper understanding. Strategies for enhancing HOTS include explicitly teaching students about different types of thinking, moving between concrete and abstract concepts, and using question-answer relationships.
Proactive Feedback Strategies in Online (and Offline) TeachingDavid Lynn Painter
Are you frustrated or overwhelmed when trying to balance punitive comments, or justifications for point deductions, with constructive criticism, or specific revision suggestions, in your evaluations of student assignments? Is listing the reasons points were deducted from student work the sole function of an effective teacher? How can instructors best manage their time to develop assignments and provide constructive criticism that fosters student learning and growth? If you find any of these questions compelling, please join our discussion on the struggle to balance objective and subjective criteria to develop positive, mentoring roles with your students.
This document outlines Dr. Robert Shaw's presentation on university teaching methods from a Western perspective. The presentation covers 4 topics: 1) Dr. Shaw's approach to teaching, which focuses on curriculum, evaluation, and pedagogy. 2) Trends in Western university education such as neoliberalism, credentials over wisdom, and distance education. 3) How Dr. Shaw teaches, including course objectives, assessments, lectures, tutorials and online resources. 4) The future of education, including becoming a reflective teacher and the role of teacher development centers.
Clinical legal education aims to teach students negotiation skills needed for their careers. Negotiation is an important communication process for resolving conflicts and securing agreements between parties. It involves interactive dialogue to find solutions while preserving each side's interests. Students must learn techniques like preparing adequately, focusing on mutual gains, and avoiding mistakes like losing temper or talking too much. Negotiation skills and mediation are taught through simulations to resolve problems effectively in and outside of litigation. Mastering these competencies better equips law students for their professional roles in society.
Internship and Externship in Clinical Legal EducationNilendra Kumar
As part of clinical legal education in the field of ADR, the students are encouraged to witness and participate in the actual mediation, conciliation, negotiation and arbitration proceedings. This presentation is an effort to articulate the efforts needed by the faculty in this direction.
This document provides an overview and instructions for using Turnitin, a plagiarism detection software. It describes the different types of assignments that can be created, how to perform an originality check to detect plagiarism, and how to interpret originality reports. It also provides teaching advice on using Turnitin, and explains how to utilize additional features like Grademark for online grading and Peermark for peer review.
This document defines conferences and seminars and provides information about conducting them effectively. It discusses that a conference is a gathering where individuals from different organizations discuss topics to improve relations and share information. Seminars involve a small group of students exchanging ideas under a tutor's guidance. The document outlines various types of conferences and seminars and lists factors like attendees, agenda, budget and venue that need consideration for conducting conferences. It also provides tips for effective videoconferencing, webconferencing and seminars like camera placement, attire, voice modulation and prior preparation. The key learnings are around defining conferences and seminars, their different types and how to conduct them effectively.
This document provides an overview of Turnitin and how it can be used to check assignments for plagiarism. It discusses the different types of assignments in Turnitin, how the originality check works, examples of originality reports and teaching strategies for using Turnitin effectively. Key features of Turnitin like Grademark and Peermark for grading and peer review are also summarized.
Crop residues and by-products from corn, rice, yam, and cassava offer opportunities to support sustainable livestock production in Nigeria. These agricultural wastes are currently underutilized despite being a potentially cheap source of feed. The seminar presentation proposed better utilizing crop residues and processed by-products in Nigerian livestock industry to address rising costs of conventional feeds due to population growth and competition for resources between people and animals. Improving the nutritional value and determining the acceptability of these alternative feeds can help support the livestock sector in a cost-effective manner.
This document provides guidance on how to conduct effective seminars. It defines a seminar as an educational session involving a smaller number of students than a lecture, where students are actively involved through discussion, presentations, or hands-on activities. The purpose of seminars is to expand on material from lectures in more depth and engage students through discussion, debates, group work, and other interactive techniques. The document outlines best practices for conducting seminars, such as preparing a presentation with an introduction and conclusion, providing handouts, listening to a practice run of the presentation, outlining the seminar schedule, and using discussion techniques to promote student engagement.
Agenda:
* Set Your Objectives & Strategies
* Planning The Date, Location, Topic & Time
* Marketing & Sales Coordination
* Marketing Execution: Registration Form & Invitation
* Seminar Presentation
* Day of the Event Logistics
* After the Event Follow-Through
* Resources
The document discusses six common mistakes that retirees make with their finances, including not understanding risks, having the wrong time horizon, failing to understand stocks and fees, and mistakes with RRIFs. It also discusses longevity increasing and aging populations. Later it discusses risks, long term care, and being prepared for the future. Overall it provides information on financial planning issues for retirees.
This document discusses health education methods and materials. It begins by outlining common health education methods such as lectures, group discussions, demonstrations, role-playing, and using traditional media. It then describes different types of information, education and communication (IEC) materials including printed materials like posters, flipcharts and leaflets. The document provides guidance on the content, purpose and proper use of these materials to effectively convey health messages to target audiences.
The laboratory method of teaching utilizes hands-on learning with real objects and data to give students a better understanding of course material. It involves defining a problem, gathering information through observation and experimentation, forming a hypothesis, collecting and analyzing data, and drawing conclusions. The key aspects are learning by doing, using reality instead of symbols, and developing scientific skills like observation, reasoning, and applying the scientific method. Some advantages are that students directly engage with materials, better develop problem-solving abilities, and gain experience that can translate to real-life situations. However, it can be more time-consuming and resource-intensive than other methods of instruction.
This document outlines the goals and procedures for laboratory work in education. It discusses:
- The major goals of laboratory work are to teach observational and manual skills, improve understanding of scientific inquiry, and develop problem-solving abilities.
- Laboratory methods include experimental and demonstration approaches to promote discovery, problem-solving, and mastery of concepts and skills.
- Key steps in the laboratory method are preparation, work periods where students conduct experiments or activities, and culminating activities where results are discussed.
- Benefits are that students learn by doing and develop observation, reasoning, and scientific thinking, while disadvantages include time and cost ineffectiveness.
The document discusses various methods and media used for health education. It describes individual methods like interview and counseling which involve one-on-one communication. Group methods like demonstration, mini-lecture, and role playing are discussed which educate small groups. Mass methods like lectures and exhibitions aim to educate large audiences. Key criteria for selecting appropriate methods include feasibility, nature of the audience, accessibility, beliefs about different media, and the teaching objective. Audio, visual, and audiovisual media are also categorized.
This document discusses various teaching methods and strategies. It outlines four main methods of presenting subject matter: telling, doing, visual, and mental. It then defines teaching strategies as generalized plans for lessons that include structure, objectives, and evaluation tactics. Strategies are distinguished from methods in considering objectives over content presentation. Autocratic and democratic strategies are described as either teacher-centered or student-centered. Specific strategies like storytelling, lecture, demonstration, and discussion methods are then outlined, along with their advantages and suggestions.
This document provides an overview of the project method of teaching. It discusses the basic principles, steps involved, criteria for a good project, the role of the teacher, and merits and demerits. Examples of mathematics projects are also given, such as running a cooperative bank or school store. While the project method encourages active learning and real-world problem solving, it can be time-consuming and uneven in student learning outcomes. Teachers must carefully guide project selection and implementation.
This document provides steps for making a basic PowerPoint presentation:
1) Choose a template and title slide, then insert additional slides using shortcuts or the insert menu.
2) Customize each slide by adding headings, text, and formatting fonts, colors, and bullets.
3) Make the presentation more engaging by inserting clip art, charts, movies, or sound files.
4) Set up the slide show with custom animations, transitions, recordings, and timings.
This document discusses the seminar method of instruction. It defines a seminar as involving a group guided discussion on a theme presented by one or more members. The objectives are to develop higher cognitive abilities like analysis and evaluation, as well as affective objectives like tolerance of other ideas and cooperation. Key roles in a seminar include the organizer, president, speaker, participants, and observers. The seminar method stimulates thinking and develops openness while representing behavioral norms. It is used in higher education to clarify complex topics.
This presentation discusses how Bloom's taxonomy of educational objectives has been adapted to the digital age. The Bloom's Digital Taxonomy Pyramid shows how technology tools can be applied at different levels of thinking. The session will explore using Web 2.0 tools like Google Docs, Twitter, and VoiceThreads to engage students at each level of thinking. The presenter aims to provide faculty with ideas for lessons that incorporate these tools to facilitate student collaboration and learning.
The document discusses Revised Bloom's Taxonomy and how it relates to Common Core and NC Essential Standards. It provides an overview of Bloom's Taxonomy, including the cognitive process dimension with remembering, understanding, applying, analyzing, evaluating, and creating. It explains that the revised taxonomy is two-dimensional, including factual, conceptual, procedural, and metacognitive knowledge. Various verbs are provided as examples for each level. The document encourages teachers to analyze how current activities fit on the taxonomy grid and brainstorm new higher-level projects that align to standards.
The slide deck for the "AI for Learning Design" workshop, hosted at Asia Pacific University, serves as a comprehensive guide to integrating Artificial Intelligence into educational settings. Designed to empower educators and instructional designers, the presentation offers actionable strategies for curriculum integration, insights into personalized learning through AI, and a deep dive into the ethical considerations that accompany AI adoption in education. The deck is structured to facilitate an interactive and engaging workshop experience, featuring real-world examples, hands-on activities, and spaces for thought-provoking discussions. Don't miss this invaluable resource for transforming your teaching practices and enhancing educational impact through AI.
This document provides strategies for teaching children to think, including developing positive dispositions for thinking and learning, generating intellectual rigor and inquiry, combining proven frameworks with practical strategies, and enhancing thinking with technology. It discusses developing curiosity, self-talk, passion-driven inquiries, taxonomies of thinking, problem-solving approaches, and using technology like cellphones and visuals to advance thinking. The document aims to provide teachers with practical yet intellectually rigorous approaches to teaching children higher-order thinking.
The document discusses preparing students to be future ready by addressing their needs through universal design and differentiated instruction. It emphasizes using formative assessment to adjust teaching based on student learning. The three critical questions focus on what students should learn, how to know they learned it, and addressing needs of all learners. Meeting the needs of gifted learners allows them to maximize their potential. RTI is presented as a model to identify and address problems through data-driven problem solving.
This document discusses the revised Bloom's taxonomy, which is a classification of levels of thinking and cognitive skills. It was revised to change noun categories to verbs to better reflect thinking as an active process. The categories were also reorganized, with knowledge changed to remembering and comprehension to understanding. Questioning techniques are discussed for each level of thinking. The revised taxonomy is intended to help with writing learning objectives, planning curriculum, and aligning objectives, activities and assessments. It provides a systematic framework for thinking and learning.
The document discusses strategies for using formative assessment and interim assessment tools to improve instruction and meet the needs of all students, including implementing practices such as universal design for learning, response to intervention, and differentiated instruction for gifted learners. It provides examples of tools and strategies that teachers can use to gather data on student learning, check progress, and diagnose needs in order to adjust instruction. The goal is to better prepare students for future success by addressing the needs of all learners.
Don't Design Websites. Design Web SYSTEMS! (Dallas Drupal Days 2011)Four Kitchens
The document discusses designing websites as dynamic web systems rather than static pages. It recommends that designers first define the site purpose and content, choose a platform like Drupal, and translate designs into the framework's terminology. The presentation provides tips on conceptualizing a site as a set of reusable components that can be adapted over time.
This document outlines an educational session on designing engaging curriculum. The session discusses evaluating one's own design process, exploring student-centered active learning approaches, and technology-enhanced curriculum design. Participants are guided through planning a session by considering learners, outcomes, structure, methods, and assessment. The session promotes designing curriculum that is inclusive, collaborative, and values student learning through a variety of approaches and technologies.
Webinar: "Let's Get Mobile: Changing Your Concept of Mobile Content Design an...Xyleme
This document summarizes a presentation on mobile content design and delivery. It introduces the presenters from Brandon Hall Group and Xyleme and discusses how current mobile learning is not meeting needs. It also covers implications of social learning and consumer-driven markets for mobile design. Participants were polled on their mobile learning offerings and device availability in their organizations. Trends around tablets, smartphones and mobile markets were also reviewed.
Having the skills and strategies to read, learn from, and communicate with the Internet will play a central role in our students’ success in an information age. But how can we best measure these new literacies? This session explores some of the challenges associated with developing valid and reliable measures of the complex literacy strategies and dispositions required to search for, comprehend, and respond to information on the Internet. The presenter will first share task examples and student responses from several assessments developed to measure online reading comprehension and communication skills. Then, conversation will turn to a number of important issues to consider when developing online literacy assessments that are not only psychometrically sound, but also useful to both researchers and classroom teachers. Participants will have an opportunity to share their own thoughts about how we might rethink the ways in which we evaluate the skills, strategies, and dispositions associated with reading and learning online.
Sign In allows users to access personalized information stored on a host site or applications that require authentication. It is used when personal data needs to be stored, when customization is unique to each user, or when the site acts as a repository for user-generated content. Sign In establishes a user's identity and presence on a site.
The document discusses the use of e-learning and various tools for technology-enhanced learning such as i-lectures, online forums, blogs, social bookmarking, podcasts, virtual worlds and open educational resources which can be used to create engaging, interactive and collaborative learning experiences for students.
This document discusses using mobile apps to enhance learning experiences for students. It suggests finding apps that match learning goals and standards, and evaluating them using rubrics. Teachers should use apps to support best practices like gradual release of responsibility from teacher-led to student-led. Students can be consumers of content, collaborators through pair work, and creators of original work. Examples are given of creative apps that combine media like StoryKit, Picasa albums and Popplet Lite for sharing work. The document encourages sharing findings and getting feedback to improve mobile learning lessons.
This document discusses Universal Design for Learning (UDL), which aims to provide multiple means of representation, action and expression, and engagement to account for learner variability. It notes that the brain has three networks - recognition, strategic, and affective - and UDL principles align with these networks. Technology can support UDL through assistive, adaptive, and supportive technologies. UDL aims to help all students understand how they learn best and reach their full potential by providing a safe and productive learning environment.
This document discusses concept maps and their theoretical foundations and uses in teaching and learning. It covers:
1. The key ideas underlying concept maps, including that they are based on theories of knowledge and learning, representing concepts and propositions in a way that shows relationships.
2. The theoretical foundations of concept maps, including Ausubel's assimilation theory of learning and Novak's research applying this to education.
3. Examples of how concept maps can be used for teaching, learning, assessment, and knowledge sharing including capturing expert knowledge and facilitating teamwork.
The document discusses the ADDIE model of instructional design. ADDIE is an acronym that stands for Analyze, Design, Develop, Implement, and Evaluate, which are the five key phases of a common instructional design process. Each phase is described in detail, including needs analysis in Analyze, creating objectives and testing strategies in Design, developing lesson plans and materials in Develop, delivering instruction in Implement, and evaluating effectiveness in Evaluate. The document emphasizes that instructional design considers factors like learning objectives, learner characteristics, and evaluation to create effective instruction.
The document discusses assessing 21st century skills in students. It outlines 6 critical skills and provides indicators and evidence for measuring each skill:
1) Use real-world digital tools to access, evaluate, and apply information. Evidence includes student-created digital products and research tools rubrics.
2) Work independently and collaboratively to solve problems and accomplish goals. Evidence includes collaboration reflections and comments from teachers on student work.
3) Communicate information clearly using various tools in different contexts. Evidence includes student media products and their ability to tailor communication for audiences.
4) Demonstrate originality and inventiveness in work and understand progress in creative skills. Evidence includes student self-reflections and peer
This document discusses balancing the two purposes of e-portfolios - as a process/workspace and as a product/showcase. It notes that e-portfolios can serve learning/process/planning purposes as well as marketing/showcase/employment and assessment/accountability purposes. The document emphasizes finding a balance between these different purposes to allow for student engagement, deep learning, and continuous improvement as well as accountability. It provides examples of tools and strategies that can help achieve this balance, including using separate tools for assessment and student portfolios, incorporating social and reflective elements, and enabling student choice and voice.
Similar a MACUL 2013 Bloom’s Taxonomy is Blooming Technology (20)
Dr. Julia VanderMolen presented on tools for creating audio lectures. She discussed the benefits of audio lectures and provided an overview of popular tools like BrainShark, SlideShare, VoiceThread, and Screencast-O-Matic. She emphasized keeping audio lectures under 15 minutes, chunking longer lectures, and providing scripts or transcripts. Literature presented showed that the majority of students want online lectures and find them helpful for learning course material.
This document discusses infographics and how they can be used in the classroom. It defines infographics as visual representations of information, data or knowledge that help convey complex information quickly and clearly. The document provides learning objectives about how infographics can help with literacy skills and lists several free online tools that can be used to create infographics, such as Easelly, Piktochart and Canva. Examples of different types of infographics are also presented, along with guidance on developing infographics and suggestions for further reading.
Using a flipped classroom teaching method as an integrative learning format is an approach that extends beyond traditional academic boundaries and is an essential learning experience for college students. A flipped classroom learning experience combines traditional practices and e-learning.
This document discusses using Web 2.0 tools to engage students at different levels of Bloom's Taxonomy. It begins with an overview of Bloom's Taxonomy and its digital adaptation. Various Web 2.0 tools are then mapped to each level of Bloom's Taxonomy, from remembering to creating. Examples of tools for lower and higher order thinking skills are provided. The goal is to help educators select appropriate digital tools to facilitate student collaboration and learning.
This document summarizes a presentation about using digital storytelling tools in education. It introduces digital storytelling and some Web 2.0 tools for creating and sharing stories online, such as Storybird, Story Jumper, and Glogster. The presentation objectives are to learn about Web 2.0, digital storytelling, and tools for getting started. Tips are provided about preparing stories, including outlining, gathering assets, and using the tools. Other digital storytelling tools are also listed.
This webinar discusses rubrics, including what they are, their parts, and how to create them in Blackboard. A rubric is a tool that clearly communicates expectations for an assignment and allows for consistent grading. It includes standards of excellence, criteria being assessed, and detailed indicators describing performance levels. Rubrics guide student work, assess learning outcomes, and streamline grading/feedback. The presenters demonstrate how to prepare rubrics, enter them into Blackboard, associate them with assignments, and use them to provide grades and feedback. Attendees are encouraged to use online rubric tools and consider rubrics' benefits for instruction.
This document discusses cyber safety, cyber ethics, and cyber security. It defines each term and provides examples. Cyber safety involves responsible online behaviors to stay safe. Cyber ethics is about positive and ethical online conduct. Cyber security protects information and computer systems from online threats. The document recommends strategies like using antivirus software and not sharing personal information. It provides additional resources from organizations that educate on internet safety.
This document discusses adding audio lectures to online courses. It provides research from a survey of 138 students that found 97% could access audio lectures and 87% found them helpful for learning content. Comments from students noted audio lectures provided structure and a sense of being in a classroom. The document recommends keeping audio lectures under 15 minutes and provides examples of tools to create audio slideshows like BrainShark, Screencast, and VoiceThread. Guidelines discuss keeping lectures concise and providing outlines.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
MACUL 2013 Bloom’s Taxonomy is Blooming Technology
1. Bloom’s Taxonomy is
Blooming Technology
Bloom’s Taxonomy Going Digital
Primary Presenter: Maryly Skallos
Institution: Muskegon Community College
Co Presenter: Julia VanderMolen, Ph.D
Institution: Davenport University
2. Disclosure Statement
• The planner and presenter do not have any
financial arrangements or affiliations with any
commercial entities whose products, services, or
research may be discussed in this activity.
• No commercial funding has been accepted for
this presentation.
3. Session Rules of Etiquette
• Please turn off your cell phone/pager
• If you must leave the session early, please do so
as discreetly as possible
• Please avoid side conversation during the
session
Thank you for your cooperation!
5. Session Objectives
• Describe Bloom’s Taxonomy (old vs new) and
Web 2.0
• Select appropriate Web 2.0 tools to address
the six levels of Bloom’s Taxonomy
• Create one lesson which incorporates a Web
2.0 activity to facilitate student collaboration
and learning
6. What Participants Will Gain
• Participants will gain an understanding how
Web 2.0 tools can be used to address the six
levels of Bloom’s Taxonomy
• Participants will learn a minimum of 3 Web
2.0 tools fo reach of the level of Bloom’s
Taxonomy
• Participants will brainstorm one to two
lessons to integrate into his/her classroom
11. Bloom’s as a Learning Process
Creating
Before weEvaluating
can understand
a concept,Analyzing
we have to
remember Applying
it!
Understand
Remember
12. Bloom’s Taxonomy (updated)
Before we can apply the
Creating
concept, weEvaluating understand it.
must
Analyzing
Apply
Understand
Remembering
13. Bloom’s Taxonomy (updated)
Before we can analyze the concept, we
Creating
must apply it. Evaluating
Analyze
Apply
Understanding
Remembering
14. Bloom’s Taxonomy (updated)
Creating
Evaluate
Analyze
Applying
Before we can evaluate its
Understanding
impact, we must have
analyzed it.
Remembering
16. Bloom’s as a Learning Process
• Before we can understand a concept, we have to
remember it
• Before we can apply the concept, we must
understand it
• Before we analyze it, we must be able to apply it
• Before we can evaluate its impact, we must have
analyzed it
• Before we can create, we must have
remembered, understood, applied, analyzed, and
evaluated
Source: VanderMolen, J. (2012). Blooming with Technology. Michigan State University Educational Technology
Conference, East Lansing, MI. Retrieved from http://www.technteach.info/msubloomingtech.htm
17. What is Bloom’s Digital
Taxonomy?
• It is the application of digital
collaboration tools or Web 2.0 tools to
engage students at each level of Blooms
Taxonomy.
18. Web 2.0 Characteristics
• Web-based applications (“cloud” computing)
• Many are free and easy to use
• Applications are platform independent
• Interactive, social software
• Convergent with ubiquitous mobile
networking
27. Summary
• Bloom’s Taxonomy has been updated
• Many different Web 2.0 tools are available
• Don’t be shy to ask students to help with the
hardware
• Most important: Remember to have FUN!
29. References
• Anderson, L.W. (Ed.), Krathwohl, D.R.(Ed.), Airasian, P.W.,
Cruikshank, K.A., Meyer, R.E., Pintrich, P.R., Raths, J., & Wittock,
M.C. (2002). A taxonomy for learning, teaching, and assessing: A
revision of Bloom’s Taxonomy of Educational Objectives (Complete
edition). New York: Longman.
• Bloom, B.S. (1956). Taxonomy of Educational Objectives: The
Classification of Educational Goals. Handbook 1; Cognitive Domain.
New York: David McKay CO. Inc: pp. 7-8
• Churches, A. (2007). Edorigami, blooms taxonomy and digital
approaches. Retrieved from
http://edorigami.wikispaces.com/Blom%27s+and+ICT+tools
• Kay, R. (2001). Evaluating learning, design, and engagement in
web-based learning tools (WBLTs): The WBLT Evaluation Scale.
Computers in Human Behavior, 27, 1849-1856.
30. References
• Fisher, M. (2009). Digital blooms pyramid. Retrieved from
http://www.digigogy.com
• Meyer, K. (2010). A comparison of Web 2.0 tools in a doctoral course.
Internet and Higher Education, 13, 226-232.
• Rahmat, M., & Saudi, M.M. (2007). E-learning assessment application
based on Bloom taxonomy. The International Journal of Learning, 14(9), 1-
12.
• Tansey, R., Schopierayp, S., Boland, E., Lane, F., & Pruett, S. (2009).
Examining technology-enhanced coursework in rehabilitation counselor
education using Bloom’s taxonomy of learning. Rehabilitation
Education, 23(2), 107-118.
• Vandermolen, J. (2012). Bloom’s taxonomy goes digital.
Notas del editor
Remember: Can the student recall or remember the information? Key Words: define, duplicate, list, memorize, recall, repeat, reproduce stateUnderstand: Can the student explain ideas or concepts? Key words: classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphraseApplying: Can the student use the information in a new way? Key words: choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, writeAnalyze: Can the student distinguish between the different parts? Key words: appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, testEvaluate: Can the student justify a stand or decision? Key words: appraise, argue, defend, judge, select, support, value, evaluateCreate: Can the student create new product or point of view? Key words: assemble, construct, create, design, develop, formulate, writeSource: Overbaugh, R. C. & Schultz, L. (n/a). Bloom’s Taxonomy. Retrieved from http://ww2.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm
Comparing the focus of the two Bloom’s Taxonomy.
How to two taxonomies are similar and dissimilar
Taking Bloom’s Taxonomy to the next level – the digital world!
Web 2.0 Characteristics – some are free; others are not. Look for ones that are commonly known and used within your environment. What may work for one may not be the best fit for another. Variety is the spice of life.
Just one image of many that illustrate how different Web 2.0 tools can be applied to the different levels within Bloom’s Taxonomy. Some are for students and others are for the instructors while others are for both!
Del.ici.ous – keep a record of favorite website that provide opportunities to engage student’s learning.; bookmarking tooliKeepbookmarks.comDiigo – Bookmarking tool along with highlighting and sticky notes; can be used as a repository for your students as well where you can create groups for your class; accessible on most devices include mobile devices such as iPad and androidEvernote – capture anything, remember anything, available almost everywhere
Bubbl.us – great mindmapping tool, easy to useTwitter – great for forcing students to write in short simple phrases to get their point across, similar to elevator pitchLetterPop – great organizational tool to provide students and instructors the opportunity to design newsletters and publications with vast amounts of data. Creations can be published so that anyone case see it or keep it private so only your specific audience can access it.
Voki – create speaking avatars to enhance your learning tools environment. Scribble Maps – an application that easily draws on maps and then share them with friends. Great for kids and GIS professionals. Screencast-o-matic – one click screen capture recordings on Windows or Mac computers with no install for FREE!
Google Docs…using a gmail account, you have access to google docs where documents can be shared in real time, collaboration truly can occurCreate-a-graph or Glogster – create an infograph or graphic poster for teaching and learning purposesRSOE EDIS : Emergency and Disaster Information Service – a look at real time of emergency or disaster centers currently in effect. Great for teaching health or disaster recovery courses for developing appropriate disaster recover plans
Rcampus/iRubric have many different rubrics that are useful for evaluating student work. Many suggestions are included in the program to augment learning and applying the various concepts that is being taught.Tricider is a social voting tool for teams, blogs, education, crowdsourcing. By placing a question on tricider, you can have students respond (outside of your LMS discussion forum) and have outsiders respond to the question as well. This is a great tool to have many different sources impact the discussion.TodaysMeet creates a simple backchannel and connect with the audience in real time. Great for large lecture environments…instead of twitter with all of the extra tweets, here the comments are directed at the room only. The room can be used to make comments and ask questions. Can be completed on the fly.
Glogster – ability to create a PSA on any topic (or even introduce yourself to each other)VoiceThread – an easy and inexpensive way to get students involved in the discussionMakeBeliefComix – a comical way to create intellectually stunning products to share with others.Prezi – an alternative to PowerPoint. Can do all the same things as PowerPoint but with a twist.