Revised blooms
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The document discusses revising Bloom's Taxonomy for 21st century learners and pairing higher level thinking skills with educational technologies. It suggests that higher level thinking doesn't stop at evaluation and explores how tools like Google, iPads, and Web 2.0 can support creating, analyzing, and other advanced cognitive processes. Educators are encouraged to think smarter about how they prepare students for an unknown future by teaching self-directed learning using these technologies.
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The document discusses revisions to Bloom's Taxonomy and how it can be applied in the classroom using technology. The revised taxonomy adds higher-order thinking levels of creating and evaluating above analysis, understanding, and remembering. It provides examples of how different technologies can be used to teach and assess students at each level of the revised taxonomy, from remembering with word processing to creating with video editing or programming software. The goal is to use technology to support higher-level critical thinking in students and prepare them for an uncertain future.
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This document outlines an education workshop about developing learning outcomes. The workshop aims to help participants understand learning outcomes, their advantages, and how to design them using Bloom's Taxonomy. By the end of the workshop, participants should be able to describe learning outcomes, discuss their benefits, relate them to Bloom's Taxonomy, apply the taxonomy to create outcomes, and understand that "understand" is not an appropriate verb for an outcome. The workshop involves reviewing theory, practical application through group work developing outcomes, and sharing results.
Learning Objectives (Taxonomy)
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A Power Point Presentation of the Topic ''The PRINCIPLES of LEARNING'' on the subject '' The Principles of Teaching 1''
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with Pictures to be easily understand, or for to you ask share their insight about the given principles, Quotation related to the topic and also a special video.
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The document outlines principles of learning that were observed being applied in a Grade 9 mathematics classroom. It summarizes the teacher's adherence to 9 principles of learning through her teaching behaviors and the learning behaviors of her students. These include allowing students to actively participate in learning, discovering personal meaning, using hands-on activities, collaborative work, gradual instruction from simple to complex concepts, and addressing varied learning styles. The observer agreed that the teacher generally applied the principles well, though some were less evident. Overall, observing the classroom application of learning principles provided lessons about creating an organized, orderly lesson to achieve goals and maximize student learning.
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The document summarizes a student's observation of an English lesson at Holy Cross College. It describes the teacher's objectives, which were to prepare students for finals and ensure mastery of parts of speech. It notes the learning activities like discussion, recitation, and drills, as well as assessment tools like quizzes. The student observed active student participation. They analyzed how the activities helped achieve objectives and allowed different learning styles. If they were the teacher, the student would use a variety of techniques to engage students and address weaknesses. Overall, the experience highlighted qualities of effective teachers and importance of reflection.
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The document describes Marian B. Tiempo's observations of teaching and learning processes during field study experiences. It outlines 4 steps to the observation process: 1) observe classes and identify teaching principles; 2) observe teaching strategies and learner behaviors; 3) identify lesson objectives, activities, materials, and assessment; and 4) reflect on experiences. Marian documents observations of classes focusing on grammar and identifies principles like "practice makes perfect" and strategies like group work. Insights include the importance of teacher engagement and motivation to avoid boredom. Overall, the document outlines Marian's process of observing classroom instruction and reflecting on effective teaching.
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This document contains a student's evaluation form for their field study performance in organizing content for meaningful learning. It includes categories for observation/documentation, analysis, reflection, portfolio, and submission. The student will receive a score and rating in each category, which will be totaled for an overall score. The overall score will then be converted to a grade based on a provided transmutation scale. The document also includes the student's tools - an observation sheet where they documented their observation of a resource teacher, an analysis of how the teacher taught the content meaningfully, a reflection on teaching subjects interestingly, and their lesson plan portfolio integrating a value into a cognitive or skill lesson.
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A Power Point Presentation of the Topic ''The PRINCIPLES of LEARNING'' on the subject '' The Principles of Teaching 1''
Contains the following:
-9 Principles of Learning by Horne and Pine
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with Pictures to be easily understand, or for to you ask share their insight about the given principles, Quotation related to the topic and also a special video.
Hope it will help you, thank you~
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Cognitive learning theory explains how the brain processes and interprets information during learning. Key cognitive learning models include:
- Gestalt model which views thinking as proceeding from the whole to parts.
- Ausubel model which focuses on verbal learning and meaning-making.
- Gagne model which identifies 5 types of learning and 9 levels of instruction.
- Bruner model which sees learning progressing from physical actions to images to symbolic thought.
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This document outlines the performance evaluation criteria for a field study completed by a Bachelor of Secondary Education student on effective questioning and reacting techniques. It includes the student's self-assessment rubric, examples of their observation and analysis of the cooperating teacher's use of questioning behaviors and reacting techniques, reflections on how to encourage interaction, and examples of higher-order thinking questions and favorable remarks to promote interaction. The overall goal is to evaluate the student's mastery of questioning and reacting skills to encourage teacher-student engagement.
Field Study 2 Episode 2 Lesson Objectives As My Guiding Star
The student observed an English class taught by their resource teacher, Mrs. Rowena Magdayao. After observing the lesson, the student deduced that the teacher's objectives were for the students to define paraphrasing, restate ideas from a text, and analyze the original and paraphrased texts. When the student asked the teacher for the actual objectives, they matched what the student had deduced. The lesson objectives covered both the cognitive domain of understanding paraphrasing as well as the affective domain of relating the topic to personal experiences. The student learned that clearly defining objectives that span multiple domains can guide an effective lesson.
Field Study 2: FS2 Experiencing the Teaching- Learning Process
This portfolio documents a field study experience where a group of students observed teaching practices at Sagay National High School. Over multiple visits, the students observed classroom lessons, noted teaching strategies and materials used, and described student participation. They reflected on teaching principles and how to consider learner characteristics. The portfolio includes journal entries, documentation of activities, and a reflection on gaining experience with the teaching-learning process.
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Principles of Teaching:Different Methods and Approaches
The document discusses different approaches and methods for teaching. It defines key concepts like teaching approach, strategy, method, and technique. It also provides examples of different teaching approaches that range from teacher-centered to learner-centered. Direct instruction/lecture and demonstration are two methods discussed in more detail. For direct instruction, steps include demonstrating skills or concepts and providing guided and independent practice. Formative assessment is used during the process. Demonstration involves a teacher or student showing a process while others observe, and guidelines are provided for effective demonstrations.
Field Study 2 Episode 1 Principles of Learning
The document discusses the principles of learning that were observed being applied in classroom teaching. It provides 9 examples of how the cooperating teacher demonstrated different principles of learning in their classroom instruction and activities. The student observer analyzed how the teacher's application of the principles impacted learning and engaged students. The key principles observed being applied were that learning is cooperative/collaborative and that it is an evolutionary process. The observer agreed that the principles guided effective teaching and learning.
Destacado (17)
Selection & use of teaching strategies & different approaches
Selection & use of teaching strategies & different approaches
The PRINCIPLES of LEARNING (Principles of Teaching 1)
The PRINCIPLES of LEARNING (Principles of Teaching 1)
Field Study 2 Episode 2 Lesson Objectives As My Guiding Star
Field Study 2 Episode 2 Lesson Objectives As My Guiding Star
Field Study 2: FS2 Experiencing the Teaching- Learning Process
Field Study 2: FS2 Experiencing the Teaching- Learning Process
Principles of Teaching:Different Methods and Approaches
Principles of Teaching:Different Methods and Approaches
Similar a Revised blooms
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Ela look fors
This document provides information for effective instructional leadership and supporting school improvement. It discusses using observations and walkthroughs to improve instructional quality by focusing on student and teacher behaviors, tasks, and alignment to standards. Specific look-fors are outlined related to domains from the Danielson framework including communicating objectives, using questioning techniques, engaging students, using assessments, and demonstrating flexibility. Suggestions are provided for establishing routines, examining tasks and interactions, and incorporating best practices like Marzano's strategies and explicit instruction.
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The document provides guidance on developing an effective lesson plan. It instructs the reader to identify the group of students they will be teaching. It then discusses key elements of an effective lesson such as learning objectives, outcomes, hook, main content, and plenary. The document emphasizes varying activities, differentiation, challenge, and improvisation. It provides examples of how to structure different parts of the lesson and engage students. The overall goal is to help the reader design a lesson to meet the specific needs of their group of learners.
Developing-a-Lesson-Plan.pptx
The document provides guidance on developing an effective lesson plan. It instructs the reader to identify the group of students they will be teaching. It then discusses key elements of an effective lesson such as learning objectives, outcomes, hook, main content, and plenary. The document emphasizes varying activities, differentiation, challenge, and improvisation. It provides examples of how to structure different parts of the lesson and engage students. The overall goal is to help the reader design a lesson to meet the specific needs of their group of learners.
visible-learning.ppt
This document discusses principles of effective teaching based on research evidence from John Hattie's work. It advocates using visible learning strategies where teachers see learning through students' eyes and students see teaching as key to their ongoing learning. Some strategies discussed include setting challenging goals for students, providing effective feedback that helps students close gaps in understanding, and teaching metacognition and reciprocal reading techniques in first year courses. The document questions common assumptions around what activities best engage students versus support learning, and argues schools should cultivate students' curiosity, courage, imagination and reflection. Overall it promotes applying science-based teaching approaches informed by educational research literature.
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Blended Reading Using Collaborative Online Annotation
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This document provides an overview of the Weebly website building tool and how to use it. It discusses why Weebly is a good option for educators, how to get started building a website, choosing a theme, adding pages and elements, publishing the site, and managing students. Key features of Weebly highlighted are the drag and drop interface, free accounts, multimedia integration, and secure environment for student sites.
OS X Lion resources
This document provides an overview and introduction to basic Mac functions including:
1. The Finder interface which allows navigation, organization and opening of files and folders.
2. Common parts of the Finder window like the Dock, Sidebar, Spotlight search.
3. How to take screenshots using keyboard shortcuts to capture the screen or portions of it.
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Creating digital portfolios
Information on creating portfolios for students or teachers highlighting several Web 2.0 tools. This provides steps, ideas and purpose of a digital portfolio.
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Updated - Google forms tutorial
Creating forms in Google Drive allows you to choose a title and theme, set form settings like the response destination, and add different types of questions like text, multiple choice, checkboxes, and scales. The form results are stored in a spreadsheet that can be viewed and edited from the form menu options. Bonus tips include choosing to save responses to a separate spreadsheet if the form will be used repeatedly.
Tools of a TIS
This presentation is a small sample of my favorite tools. Watch this, my favorite changes frequently! Some tools highlighted include Edmodo, Google Hangout, and Symbaloo.
BPS - Purchasing iPad apps Guidelines
1. Teachers can use gift cards from parents or organizations to purchase individual iPad apps. District purchasing cards cannot be used to purchase gift cards. Individual apps can be purchased with district purchasing cards.
2. To purchase apps for a lab of 20 or more iPads, email Karen Palmer the app name, company, cost, budget code, and lab/iPads. The apps will be available to install via the Self Service app.
3. The Self Service app is used to install apps purchased for labs in volume. Once the final copy is downloaded, the app will no longer be available via Self Service.
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This document outlines the steps for installing a wall or ceiling mounted projector in a classroom which includes: 1) locating the projector placement; 2) determining if longer cables are needed for VGA, network or USB connections; 3) submitting a work order for facilities to complete electrical and carpentry work; and 4) submitting a helpdesk ticket for projector installation once facilities work is done. It also provides contacts for consulting prior to the installation process.
Creating Digital Portfolios
Creating Digital Portfolios
The document discusses creating digital portfolios for both students and teachers. It defines a digital portfolio as a collection of work, ideas and artifacts that can be used to assess student learning and guide instruction. The document outlines a five stage process for creating digital portfolios, including defining the context and audience, gathering content, adding reflections, linking items, and publishing the portfolio online. It provides examples of tools like Evernote, Weebly, Google Docs, YouTube and SoundCloud that can be used to embed multimedia content into the portfolio.
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The document provides an overview of using Chromebooks in education. It discusses the key features of Chromebooks like their instant-on capability, all-day battery life, and ability to access files from any device. It explains that Chromebooks store all user files and data in the cloud so backups are not needed. The document also outlines how Chromebooks are used in Billings Public Schools, including for reading, research, creating documents and presentations, and supplementing math and reading curriculum. Teachers in the district discuss how Chromebooks motivate students and support differentiated learning.
Whats on my iPad
This is a handout I created after being asked to share what I have on my iPad too many times. Although not all the apps I have are here, this does help teachers decide what apps to start with.
Mimio vote quick start
MimioVote allows teachers to create assessments and activities using MimioStudio Notebook. Teachers can add students to the Gradebook manually or by importing a list. Questions are created using objects from the Questions folder and inserted into Notebook pages. Teachers can then administer assessments using MimioVote units assigned to each student, displaying questions and polling for answers which are saved to the Gradebook. Teachers can also insert results graphs and use Quick Vote during a Teacher-Led activity.
Applying Digital Tools to CCSS
This document discusses how teachers can apply digital tools to help students meet Common Core standards. It provides lists of specific digital tools for finding, creating, using, and understanding information online. These tools include websites, apps, and platforms for conducting research, writing and publishing content, collaborating with others, and building vocabulary. The document emphasizes that strategic use of digital media can enhance student presentations and demonstrate sufficient keyboarding skills, as required by the Common Core.
Ipads for teaching and learning
Talk to Siri to practice speaking and listening skills
ABC Mouse: Educational games for early learners
Endless Alphabet: Interactive alphabet app
Starfall ABCs: Learn letters and sounds through games and activities
LeapFrog Phonics: Learn phonics through interactive games
Sago Mini: Early learning games for numbers, letters, art, music
Toddler Learning Games: Fun games for colors, shapes, numbers
Kids A-Z: Learn letters, sounds, sight words through games and activities
PBS Kids: Games and videos from your favorite PBS shows
Sesame Street: Games and videos from Sesame Street
Apps for 2-3
Symbaloo
Symbaloo is a social bookmarking tool that allows users to collect websites into categories called webmixes. Each website is represented as a tile that can be dragged and dropped into different webmixes. The tutorial explains how to create an account, use the bookmarker extension to save websites, add tiles to webmixes, organize webmixes, share webmixes publicly or privately, and access webmixes on an iPad app.
Blogger the new_look
Creating a classroom blog involves choosing a template, title, and URL when first setting up the blog. Key aspects of using the blog include making posts, setting post settings and publishing posts. Additional features allow adding pages, commenting on posts, and customizing the blog's appearance through templates and settings. Settings allow control over permissions, comments, stats and other options. Content can be embedded from sites like YouTube and Prezi.
Learning About Google Drive
Google Docs allows users to create, edit, and collaborate on documents online for free. It includes word processing, spreadsheet, presentation, drawing, and forms tools that are integrated with other Google services. Google Drive is a place to store and manage all of a user's files, including Google Docs. Files can be accessed from any device and shared with others. Users can create and edit documents online in Google Docs and store them in their Google Drive for access from any internet connected device. Google Docs allows for real-time collaboration on documents.
Other google tools
Google provides a variety of tools that can make life easier. These include Google Search, which allows narrowing search results using tools and filters; Google Bookmarks for saving and organizing bookmarks across devices; Google News for personalized news feeds; Google Books for previewing and searching the full text of millions of books; and Google Play for storing and accessing purchased media from any device with internet access. Additional tools include Google Chrome browser, Google Plus for social networking, and Google Dashboard for centralized account access and settings.
Gmail
Gmail provides a suite of communication and collaboration tools including email, chat, video chat, contacts, and calendar integrated into one system. Key features include conversation view that groups related emails, labels that allow messages to have multiple categories, and archiving that moves messages out of the inbox while keeping them searchable. The interface is customizable through options like themes, filters, and gadgets to organize email and integrate other Google apps.
Creating & Using PLNs in Education
Professional learning networks allow teachers to connect with other educators, share resources and activities, and contribute to discussions. They operate through sites that establish member profiles and connections, and allow viewing and sharing of activities and resources. Popular professional learning networks mentioned include Ning, Google+, Twitter, Edmodo, and Schoolology. The document encourages teachers to join one of these networks, get other teachers involved, and read related books to further their connected learning.
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described clinical examination all orthopeadic conditions .
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This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
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it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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Healing can occur in two ways: Regeneration and Repair
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Revised blooms
- 1. Bloom’s 2.0 Are you applying it to your classroom?
- 2. Reviewing Bloom’s • Individually: • Using your sticky notes (placed at your table) as a label; try and recall the six levels of Bloom's Taxonomy. • With a Partner: • Compare with your partner to come up with the answers. • Put them in order
- 4. What is our Goal? • Does higher level thinking really stop at evaluation? • How can technology play a role in higher level thinking? • What is our role as educators? Has it changed?
- 6. Actions At Each Level • See if you can list at least 3 actions for each level. • Compare your list with others to get more actions
- 7. Understanding the Revised Blooms
- 8. 21st Century Learners • Perhaps the best thing we can teach our children now is how to teach themselves. • Teachers do not need to work harder...but work smarter. • For the first time in history, we are preparing our students for a future that we can’t clearly describe.
- 9. Bloom’s 2.0 Pairing Tools with the Actions
- 10. Bloom’s & Web 2.0
- 11. Bloom’s & Google
- 12. Bloom’s & iPad
- 13. Resources •Find more on del.icio.us/caskeyd under the blooms tag • http://www.schrockguide.net/ • http://coe.sdsu.edu/eet/Articles/bloomrev/ • http://www.ops.org/reading/blooms_taxonomy.html • http://teachingacademy.wisc.edu/archive/Assistance/course/blooms2.htm • http://www.techlearning.com/showArticle.php?articleID=196605124 • http://edorigami.wikispaces.com/Bloom%27s+Digital+Taxonomy