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Donna Angley

The Six Types of Socratic Questions - 0 views

www.engin.umich.edu/...cthinking.htm

Socratic Method questioning Socrates critical thinking

shared by Donna Angley on 22 Jun 11 - No Cached
  • Donna Angley on 22 Jun 11
     
    Critical thinking is the process we use to reflect on, access and judge the assumptions underlying our own and others ideas and actions. Socratic questioning is at the heart of critical thinking and a number of homework problems draw from R.W. Paul's six types of Socratic questions:
sschwartz03

Ten Best Practices for Teaching Online - 2 views

www.designingforlearning.info/...tenbest.html

best practices

shared by sschwartz03 on 28 May 10 - Cached
    • Joy Quah Yien-ling
      Joy Quah Yien-ling on 28 May 10
       
      Very current and relevant readings
  • Best Practice 6: Early in the term -- about week 3, ask for informal feedback on "How is the course going?" and "Do you have any suggestions?" Course evaluations have been called "post mortem" evaluations as they are done after the fact, and nothing can be changed to increase satisfaction or facilitate learning. Early feedback surveys or just informal discussions ask students to provide feedback on what is working well in a course and what might help them have a better course experience. This early feedback is done early in the course so corrections and modifications can be made. It is an easy opening for students who might have comments or suggestions or questions.
    • Francisca Capponi
      Francisca Capponi on 01 Jun 10
       
      very important
  • When faculty actively interact and engage students in a face-to-face classroom, the class develops as a learning community, developing intellectual and personal bonds. The same type of bonding happens in an online setting.
  • ...6 more annotations...
  • A good strategy for developing a supportive online course community is to design a course with a balanced set of dialogues. This means designing a course so that the three dialogues of faculty to student, student to student and student to resource are about equal. In most online courses, the dialogue of faculty to student is provided with (1) mini-lectures in text or video or audio podcasts, (2) weekly coaching and reminder announcements and (3) explanations/interactions with the students.
  • Online learning is just as intensive as learning face-to-face, and time to do the work needs to be scheduled and planned for, just as if one were attending face-to-face classes. Being clear as to how much effort and time will be required on a weekly basis keeps surprises to a minimum.
  • Early feedback surveys or just informal discussions ask students to provide feedback on what is working well in a course and what might help them have a better course experience. This early feedback is done early in the course so corrections and modifications can be made. It is an easy opening for students who might have comments or suggestions or questions.
  • Quick One-Liner Hints Create open-ended questions that learners can explore and apply the concepts that they are learning Model good Socratic-type probing and follow-up questions. Why do you think that? What is your reasoning? Is there an alternative strategy? Ask clarifying questions that encourage students to think about what they know and don't know. Stagger due dates of the responses and consider mid-point summary and /or encouraging comments Provide guidelines and instruction on responding to other students. For example, suggest a two-part response: (1) what you liked or agreed with or what resonated with you, and (2) a follow-up question such as what you are wondering about or curious about, etc.
  • As courses come to a close, it is easy to forget the value of a good closing experience. In the final weeks of a course, students are likely to be stressed and not take the time to do the lists and the planning that can help reduce stress and provide a calming atmosphere. A favorite image of mine is from David Allen of Getting Things Done. Allen notes that making a list helps us to clear the "psychic ram" of our brains and we feel more relaxed and more in control. Once we have made our list and schedule, we don't have to continually remind ourselves of what needs to be done and when. Here are a few hints for closing out a course experience with style and panache. Take time to remind students of what's next and when assignments and readings are due. Announcements of this type provide a "To Do" list and schedule for the learners. And by implication this list provides a helpful "To Do" list and schedule for you. As always, it is good to post reminders and make references to the planning list in your comments. And update as you go. Plan the ending of the course experience. A well-designed ending of a course provides opportunities for reflection and integration of useful knowledge. It is also a time to wrap up positive social and cognitive experiences.
  • How is the learner supporting the community of learners and contributing to the overall growth of the group? We have much to learn about teaching and learning and specifically about teaching online. The good news is that in 2011 we now know much more than what we did in 1990 or even 2000. The list of references that follow are starting points for both general teaching and for teaching online.
  • Melissa Pietricola on 31 May 10
     
    This was a great article; it gave many suggestion that seem obvious, but gave me some good ideas to use in my own site. Really helpful!
Alicia Fernandez

Promoting Critical Thinking through Online Discussion: Developing Questions and Managin... - 1 views

cit.duke.edu/...ILLY_PACKET_2013.148184556.pdf

Socratic questions online discussion critical thinking

shared by Alicia Fernandez on 28 Jun 14 - No Cached
  • Alicia Fernandez on 28 Jun 14
     
    Presentation with samples of Socratic questions for student use in ODB. Also, guidelines for evaluation of potential questions. Note: File only opened in IE.
Anne Gomes

Hofstein et al. (2005). Developing student's ability to ask more and better questions r... - 0 views

stwww.weizmann.ac.il/...questionning.pdf

questions critical thinking experiment

shared by Anne Gomes on 28 Jun 12 - No Cached
  • Anne Gomes on 28 Jun 12
     
    An Experiment testing inquiry and the theory that questions drive thinking.
Gary Bedenharn

Classroom questioning for trainee teachers - 0 views

www.pgce.soton.ac.uk/...Questioning

questioning classroom teachers online FTF

shared by Gary Bedenharn on 03 Jul 12 - No Cached
  • Gary Bedenharn on 03 Jul 12
     
    Reasons and recommendations on questioning in the classroom.
Irene Watts-Politza

Teachers' Invisible Presence in Net-based Distance Education | Hult | The International... - 0 views

www.irrodl.org/...838

distance education teachers university research teacher presence

shared by Irene Watts-Politza on 07 Jun 12 - No Cached
  • The stance taken in this paper, then, is constructivist – that conversation is learning in the making.
  • Any conversation, that is, draws on heteroglossia (Bakhtin’s neologism) – pools of different ideas whose elements, when exchanged, foster learning. According to Bakhtin, every utterance has a double significance. It is an expression of a 'unitary [common] language' used to conduct the conversation and, at the same time, it builds on the 'social and historical' differences embedded in the heteroglossia (1981, p. 272).
    • Irene Watts-Politza
      Irene Watts-Politza on 07 Jun 12
       
      This is what happens in a discussion thread.
  • Yuri Lotman,
  • ...28 more annotations...
  • described conversations as multi-authored texts rather than as multi-voiced heteroglossia (see Bakhtin, 1994,
  • texts “fulfill at least two basic functions:
  • fulfilled best when the codes of the speaker and the listener most completely coincide and, consequently, when the text has the maximum degree of univocality” (1988, p. 34). The generation of new meanings occurs when there are differences between the speaker and the listener. Texts used in educational exchanges cease:
  • online adult education is not the delivery of texts but, rather, the creation and insertion of ‘thinking devices’ into conversation.
  • For this article we have concentrated on teacher and student views of teachers’ role orientations in online courses.
  • our intention has been to identify and clarify teaching ‘saliences’ that have emerged in online adult education in Sweden. In a wider sense, however, our analysis is also a response to the question: ‘Whatever happened to teaching in the learning society?’
  • the posting data support the claim that the teachers adopted an initiating role.
  • Greater activity:
  • Greater influence on topic:
  • Faster response times:
  • When asked about their views, all students felt that teachers played a central role in supporting Net-based learning. Indeed, some of them suggested that moderation in online settings of adult education is more important than in face-to-face settings.
  • Orientations to Teaching
  • Activity Orientation
  • In this perspective, teachers gave students tasks that activated them and, thereby, fostered their understanding of subject matter.
  • offered students tips about articles, books and Internet sites
  • Some students spoke about being activated by stimulating tasks that led them to engage with the Web and libraries, with one of them adding ‘seeking by your self is a pre-condition for learning.’ Active searching also meant that students came into contact with information which extended their learning beyond the task itself.
  • None of the teachers, however, was entirely satisfied with their dialogic or conference practice. Levels of engagement, dialogue, and initiative-taking were not as high as they had hoped. In response, they tried to promote conversation by encouraging students to react to each other’s postings, by organising tasks where cooperation and interaction was needed, or by introducing new aspects and questions when discussion faltered.
  • Further, teachers reported that they also tried to act as models of good behaviour by giving swift replies to student postings and by making their own postings appropriate yet concise.
  • In contrast to the teachers most of the student group were satisfied with the course conversations.
  • A few
  • felt that sharing different aspects of the subject matter with the teacher and fellow students raised fresh questions. It made them reach beyond the book, evoking learning and thinking along new pathways. Even if they thought that well-chosen tasks were the most effective way of fostering dialogue, they also expected the course leader to participate fully, developing new themes if student postings declined, and remaining alert to student proposals that might enhance the interchange of ideas and knowledge.
  • Many students emphasised the importance of teaching that corroborated or validated their learning.
  • None of the teachers, however, spontaneously offered this view as their primary role or orientation. Nevertheless, when asked whether they had any correspondence with students through private mailboxes rather than ‘conferences’ and ‘cafes,’ some of them said that they occasionally responded privately to correct misinterpretations.
  • This task raises many questions about teaching, highlighting the difference, for example, between instructionist and constructionist paradigms for learning (Wilensky, 1991). Would a too well-planned course be instructionist, thus constraining student influence and the pursuit of democracy? In their postings, teachers in this study felt that there was no necessary contradiction – that well-planned courses could, indeed, strengthen student influence. Nevertheless, busy distance education students, according to the teachers, often appreciate instructionist courses with clearly stated activities and tasks, even if the students are left with limited opportunities to ‘construct their own relationships with the objects of knowledge’ (Wilensky, 1991, p. 202).
  • Teacher’s invisible presence is exemplified in taking a stand-by role and/ or being reluctant to intervene. ‘The [teachers’] silence should be deafening,’ one teacher recommended. Although most of the teachers agreed that well-planned courses do not inhibit course dialogue, the fact that in their own online course deliberations they set aside time to discuss this issue may reflect ambivalence in their stance. The question of when and how teachers should intervene remains impossible to resolve, except in practice.
  • three different aspects of teaching,
  • a second conclusion – that the promotion of learning in an open environment requires an animating or steering presence. Such teaching, however, is not a process of instruction. And for this reason the word teacher may no longer be appropriate. In English, the word tutor is commonly used in adult education, because it has connotations of ‘supervision’ and ‘guardianship’ as well as ‘instruction’ (see Oxford English Dictionary). More recently, Salmon has suggested ‘e-moderating,’ but even moderation carries instructionist connotations – to exercise a controlling influence over; to regulate, restrain, control, rule (OED) – that may not be appropriate to all forms of liberal education. In the context of mainland Europe, the word pedagogue may be appropriate since, etymologically, pedagogue denotes someone engaged in 'drawing out.'
  • Intellectual development, however, can be an intra- as well as an inter-personal phenomenon. That is, learning may not come directly from teachers but rather from their absent or invisible presence. Online pedagogues, therefore, can be present in different ways. They may be present in person, participating in learning conversations. They may constitute an absent presence that, nonetheless, is embodied in the learning resources directed towards students (e.g., the selected readings or activities). Or pedagogues may exist merely as inner voices, inherited from the language of others, that (invisibly) steer the desires, self-regulation, and self-direction of learners. Indeed, this last pedagogic position ‘auto-didacticism,’ has always been central to the post-Enlightenment ideals of liberal adult education.
    • Irene Watts-Politza
      Irene Watts-Politza on 07 Jun 12
       
      Here's the money.
  • Irene Watts-Politza on 07 Jun 12
     
    Swedish study of university student and professor attitudes toward satisfaction with and definition of teacher presence in online adult learning. Implications for course design with respect to knowing one's audience.
Kimberly Barss

What does "student-centered" mean to you and . . . - SLN Faculty Online - 0 views

slnfacultyonline.ning.com/...what-does-studentcentered-mean

shared by Kimberly Barss on 18 Jul 11 - No Cached
  • I don't think of my job as student-centered, nor is it teacher- or self-centered, but rather, learnING-centered.  There's a job to do that's shared by the whole class together.
    • Kimberly Barss
      Kimberly Barss on 18 Jul 11
       
      This is extremely interesting! Especially that learning and knowledge creation is a shared responsibility by the entire class.
  • The main thing is to focus the students on the practical value of what they're learning by situating the assignments in real-world tasks, where the purpose is to provide something valuable to real people. 
    • Kimberly Barss
      Kimberly Barss on 18 Jul 11
       
      again here is the notion of authenticity!
  • In my early years teaching, I was confronted by a graduate student who asked a question which I was not sure of the answer or how to answer it.  When asked by my director how I was doing I mentioned the incident to him.  He indicated that I should not be doing any research on this but the student should seek out the answer to his question.  Later in the class the same student asked a question; I wasn't sure of the answer and suggested to him that he research his question and make a presentation to the class on what he found.  I told him where he could research his question, indicated a couple situations in the real world he could look at.  The next week he presented and commented to the class that the assignment I gave him was very interesting and rewarding for him.  I was gratified, regained my feeling of self-worth, and had a student and class that found the results appropo.  This action was "student-centered".
    • Kimberly Barss
      Kimberly Barss on 18 Jul 11
       
      What a great example!! What do you guys think of this? Does anyone use it in their classes now?
Teresa Dobler

Educational Leadership:Giving Students Meaningful Work:Seven Essentials for Project-Bas... - 0 views

www.ascd.org/...or_Project-Based_Learning.aspx

Projectbasedlearning pbl

shared by Teresa Dobler on 17 Aug 14 - Cached
  • personally meaningful
  • educational purpose.
  • "entry event" that engages interest and initiates questioning
  • ...9 more annotations...
  • sets up a scenario
  • sense of purpose and challeng
  • provocative, open-ended, complex, and linked to the core of what you want students to learn.
  • more voice and choice
  • s collaboration, communication, critical thinking, and the use of technology
  • fine-tuned their questions
  • investigated new questions
  • students follow a trail that begins with their own questions, leads to a search for resources and the discovery of answ
  • rs, and often ultimately leads to generating new questions, testing ideas, and drawing their own conclusion
Joan McCabe

The Role of Socratic Questioning in Thinking, Teaching, and Learning - 0 views

ehis.ebscohost.com.libproxy.albany.edu/...detail

Socratic Method questioning thinking learning teaching

shared by Joan McCabe on 26 Jun 12 - No Cached
  • Joan McCabe on 26 Jun 12
     
    I think this is more of the article we had to read for class, but I am citing it here as there is more to it that I want to use. Describes how questions are the driving force of thought. Also describes the Socratic method in depth.
Maria Guadron

Faculty Focus Email - Questioning - 0 views

ebm.facultyfocusemail.com/...doc.html

questions teaching learning

shared by Maria Guadron on 28 Jun 12 - No Cached
  • Maria Guadron on 28 Jun 12
     
    Three ways to ask better questions in the classroom
diane hamilton

Using the Web to Encourage Student-generated Questions in Large-Format Introductory Bio... - 0 views

www.ncbi.nlm.nih.gov/...PMC1854855

generating questions online

shared by diane hamilton on 30 Jun 12 - No Cached
  • diane hamilton on 30 Jun 12
     
    this study looks at web-based student generated questioning as a teaching tool
b malczyk

Teaching Students to Generate Questions: A Review of the Intervention Studies - 0 views

rer.sagepub.com/...181.abstract

questions reading

shared by b malczyk on 08 Jul 12 - Cached
  • b malczyk on 08 Jul 12
     
    a training done to help students learn how to ask questions about what they are reading
Alicia Fernandez

Online Instructional Effort Measured through the Lens of Teaching Presence in the Commu... - 1 views

www.irrodl.org/...1648

Community of Inquiry higher education teaching presence content analysis

shared by Alicia Fernandez on 17 Jun 13 - No Cached
  • The focus of this paper is teaching presence, which has been defined as “the design, facilitation and direction of cognitive and social processes for the purpose of realizing personally meaningful and educationally worthwhile outcomes” (Garrison et al., 2000).
  • Instructor teaching presence is hypothesized to be an indicator of online instructional quality.  Empirical research has supported this view with evidence indicating strong correlations between the quality of teaching presence and student satisfaction and learning (Bangert, 2008; Picciano, 2002; Shea, Pickett, & Pelz, 2003)
  • First, there is a need to revisit two of the original three teaching presence elements.
  • ...10 more annotations...
  • The second limitation relates to design and organization (DE).
  • The third limitation relates to the locus of research investigating teaching presence which has been limited largely to threaded discussions.
  • Lastly, a careful review of the original teaching presence indicators developed by Anderson et al. (2001) reveals that they are largely reliant upon the threaded discussion activities of the instructor and thus fall short in identifying and articulating the full range of online collaborative tasks and effort demonstrated by both instructors and students.
  • If students’ perceptions indicate that they place a premium on instructor interaction (Anderson, 2003; Shea et al., 2006) instructors must actively manage students’ expectations about the nature of online learning and the role of the instructor in this process. Online instructors can accomplish this by taking the time to communicate that online courses are not teacher-centered models of learning and by explaining the rationale behind student-to-student interaction in negotiating shared meaning through discourse.
  • These results suggest that students’ teaching presence may have a “floor” threshold level and when the instructor's participation within the threaded discussion drops to zero students attempt to recreate “instructional equilibrium.”
  • When accounting for instructor teaching presence in all areas of a course, we see that there is a certain ebb and flow to teaching presence.
  • restricting analysis of teaching presence to discussion areas may present too narrow a view of individual instructor’s effort. Some instructors may take a strategic approach by participating in early discussions to model how to formulate probing questions and by providing direct feedback with the goal of withdrawing once this scaffolding is completed
  • These results also document a significant correlation between instructional effort reflected in frequency of teaching presence behaviors and learning outcomes evidence through instructor-assigned grades on closely related assignments. 
  • Where does teaching presence occur in online courses? 2. How do instructors employ communicative functionality within the course to   demonstrate teaching presence? 3. In what ways do students demonstrate teaching presence? 4. Does teaching presence shift over time? 5. Does teaching presence correlate with learning outcomes reflected in instructor-assigned grades?
  • In this study we found that the effectiveness of the instructor did not depend on participation within the threaded discussion per se, but that responsiveness and effective interaction with students was carried out through a variety of forums, including the ask-a-question area, email, and other modes of communication.  We suggest that benchmarks for effective interaction be communicated to instructors and that institutions provide training and support for online faculty around teaching presence. 
  • Alicia Fernandez on 15 Jun 14
     
    With more than 4 million students enrolled in online courses in the US alone (Allen & Seaman, 2010), it is now time to inquire into the nature of instructional effort in online environments. Reflecting the community of inquiry (CoI) framework (Garrison, Anderson, & Archer, 2000) this paper addresses the following questions: How has instructor teaching presence (Anderson, Rourke, Garrison, & Archer, 2001) traditionally been viewed by researchers? What does productive instructor effort look like in an entire course, not just the main threaded discussion? Results suggest that conventional research approaches, based on quantitative content analysis, fail to account for the majority of teaching presence behaviors and thus may significantly under represent productive online instructional effort.
alexandra m. pickett

My thoughts are free - 3 views

2kool4skool2014.edublogs.org

shared by alexandra m. pickett on 28 Jun 14 - No Cached
  • There are just too many posts.
    • alexandra m. pickett
      alexandra m. pickett on 28 Jun 14
       
      6 high quality posts in discussion per module (that is 3 per week) and 2 blog posts per module (one per week). You really think that is too much???
  • if the “essence” of the student can never be felt through a computer?
    • alexandra m. pickett
      alexandra m. pickett on 28 Jun 14
       
      I question your assumptions about "essence" and "attendance" and "asking questions" and "peer acknowledgement" How can you say they are missing from an online class when we have examples of all these things all over the place this class?!
  • These are essentials missing from online courses that can not be seen.
    • alexandra m. pickett
      alexandra m. pickett on 28 Jun 14
       
      REALLY?????!!!
  • ...7 more annotations...
  • can’t be measured.In class,
    • alexandra m. pickett
      alexandra m. pickett on 28 Jun 14
       
      i know every single click you have made in my cousre. I know dates, times, quantity. I have more data on you and your attendance and participation than any f2f teacher does.
  • ask questions and further ideas discussed in class allows the teacher to know if the student is on the right track.
    • alexandra m. pickett
      alexandra m. pickett on 28 Jun 14
       
      This is not only demonstrated in the ask a question area of the course, but in the talk with the professor area, the Bulletin Board, and in the suggestion box area, not to mention the discussion area itself as well as via email. Have you not observed how i keep you on track in this course?
  • Even acknowledging that the student in class is thinking for himself and paying attention is taken into consideration by the teacher. In the classroom, discussion leaders can be acknowledge by the rest of the peers and possibly offer suggestions for them on how to stand firm in opinions and facts
    • alexandra m. pickett
      alexandra m. pickett on 28 Jun 14
       
      Don't you see how we do this with peer evaluations and the interaction and teaching presence demonstrated by students in the course?
  • how could she even know what type of personality her professor has if she has never even seen him in person
    • alexandra m. pickett
      alexandra m. pickett on 28 Jun 14
       
      Don't you have a strong sense of my personality? And what about the personalities of your classmates? Don't you hear their voices in their posts??
  • it’s worth it. I
  • This “cured” my misconception, as this course marked my first course ever taking an online course.
  • I feel amazing
Joan Erickson

Online Teaching Activity Index : Socratic Dialogue - 0 views

www.ion.uillinois.edu/...Socratic.asp

shared by Joan Erickson on 26 Jun 10 - Cached
  • Begin with a question that is concrete and based on concrete experience that the students can all relate to. Students need the prerequisite knowledge for the discussion to begin or the discussion can initially devolve into an explanation of required preknowledge. Through response, students verify their understanding of the question. Students provide possible answers or resolutions to the question. Often the answers should draw on personal experience. Subsidiary questions are explored based upon responses.
  • primary assessment involves the quality of the discussion
  • There is a danger of the instructor dominating the discussion
  • ...1 more annotation...
  • The Socratic method is a highly active learning strategy. Assessment should include participation
  • Joan Erickson on 26 Jun 10
     
    socratic dialogue lesson plan
Joy Quah Yien-ling

Back-Channel Chat with TodaysMeet - 0 views

todaysmeet.com

backchannel web2.0 Tools ideas pedagogy

shared by Joy Quah Yien-ling on 04 Jun 10 - Cached
  • Joy Quah Yien-ling on 04 Jun 10
     
    The blurb says "TodaysMeet helps you embrace the backchannel and connect with your audience in realtime. Encourage the room to use the live stream to make comments, ask questions, and use that feedback to tailor your presentation, sharpen your points, and address audience needs." It explains that the backchannel is "The backchannel is everything going on in the room that isn't coming from the presenter. The backchannel is where people ask each other questions, pass notes, get distracted, and give you the most immediate feedback you'll ever get."
Joan Erickson

Building a Better Teacher - NYTimes.com - 1 views

www.nytimes.com/...07Teachers-t.html

shared by Joan Erickson on 01 Jul 10 - Cached
  • Cook County Normal School, run for years by John Dewey’s precursor Francis Parker
  • progressivism
  • progressivism or its contemporary cousin constructivism: a theory of learning that emphasizes the importance of students’ taking ownership of their own work
  • Joan Erickson on 01 Jul 10
     
    this is about questioning what makes teachers good? Doug Lemov (Albany based) set out to find the answer to the question
alexandra m. pickett

Mike's reflection blog on on-line learning within 2.0. - 1 views

mikefort1.edublogs.org

shared by alexandra m. pickett on 20 Jul 10 - Cached
rileybo liked it
  • I have 222 discussion questions. 
    • alexandra m. pickett
      alexandra m. pickett on 20 Jul 10
       
      if you do all the work, who does all the learning? 222 question?! now wouldn't it be cool if your students came up with even half of those questions themselves?
  • It’s forced me to get out of my comfort area of relating to other music teachers and challenged me to consider music and my teaching of it as it related to other disciplines transposed to the on-line learning environment.
  • I’ve included the student need for teaching presence in my discussion rubric but need to further create ways to be part of their learning.  This might be just sitting on the sidelines and observing until I feel the need to re-set the climate for learning if it’s off track.
  • ...8 more annotations...
  • By doing these activities I have become even more challenged and feel even more uncomfortable.  Now I am dipping my other foot in to the online course world.  I am inserting my knowledge to this new forum.  It’s as if I’m putting my quarter in and watching the wheels turn until they stop on something. What will that something be?  I must have felt that I was in some kind of comfort zone. Then I was understanding and proving myself valuable to the other student’s learning.
  • I am going to have to think very deeply about. That suggestion is to give more freedom to my students. The students in my course can better express their creativity by having to create their own activities!  Wow!  This is going to be hard…
    • alexandra m. pickett
      alexandra m. pickett on 20 Jul 10
       
      sometimes you can only achieve what you are trying to achieve by letting go... trust yourself and trust your students.
    • Mike Fortune
      Mike Fortune on 09 Aug 10
       
      Thanks for the advice Professor!
  • Creating PDFs takes lot of time
    • Joan Erickson
      Joan Erickson on 03 Aug 10
       
      I have been following your posts, I know you finally got it to work and were able to link pdfs successfully!
    • Mike Fortune
      Mike Fortune on 09 Aug 10
       
      Yes thankfully!
  • 222
  • If discussions wane then I can take one of these questions out and use them to stimulate new discussions
    • Joan Erickson
      Joan Erickson on 03 Aug 10
       
      hey that's great and smart idea!
    • Mike Fortune
      Mike Fortune on 09 Aug 10
       
      Thanks. They are not going to be introduced all together. That would be too much.
  • seeismic did not register me properly
    • Joan Erickson
      Joan Erickson on 03 Aug 10
       
      can you try again with a junk email account? I'd love to hear your input
  • Being taught what is effective, seeing it being applied to me and then being involved in reflection of its relation to my instruction is the sequence of events that [helped my learning].  This might seem as a surprising statement considering my own blog entry requirements were so open-ended and free-form, a sincere effort to provide scaffolding, that looking back such an attempt could not result in effective metacognitive resolution.
  • Therefore I will continue exploring what I have learned in this course and consider the possibility that there may have been things going on in this course that I did not learn because I did not internalize them.  (3)
Jarrod McEntarfer

educational-origami » Bloom's Digital Taxonomy - 0 views

edorigami.wikispaces.com/Bloom's+Digital+Taxonomy

shared by Jarrod McEntarfer on 08 Jun 08 - No Cached
  • loom's as a learning process. Bloom's in its various forms represents the process of learning. It has been simplified in some case like the three story intellect (Oliver Wendell Holmes and Art Costa), but it still essentially represents how we learn. Before we can understand a concept we have to remember it Before we can apply the concept we must understand it Before we analyse it we must be able to apply it Before we can evaluate its impact we must have analysed it Before we can create we must have remembered, understood, applied, analysed, and evaluated.
    • Jarrod McEntarfer
      Jarrod McEntarfer on 08 Jun 08
       
      When I did this the first time I tried to have them create analysis questions first, because I had modeled so many analysis questions I though it would be easy for them. It was a mistake not to start at the very bottom at knowledge.
    • Jarrod McEntarfer
      Jarrod McEntarfer on 08 Jun 08
       
      I should say that I was attempting to teach my students how to ask questions using the Blooms Taxonomy
  • I don't think it is. The learning can start at any point, but inherent in that learning is going to be the prior elements and stages.
    • Jarrod McEntarfer
      Jarrod McEntarfer on 08 Jun 08
       
      I don't agree it. It is important to scaffold the questioning process for the students
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