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Celeste Arrieta

Views: To What End? - Inside Higher Ed - 0 views

    • Celeste Arrieta
       
      Learning for life
  • the goals of completion do not make the assumption that our (and their) work is finished when the students receive these initial degrees and certificates
  • be able to make informed decisions and use clear judgmen
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  • develop coping skills, life skills, and team skills so they can create a satisfying philosophy by which to live and by which to contribute to the general welfare
  • General education is a corollary of liberal education
  • “quality of life” issues for these students to help them succeed in fulfilling careers and contribute to the betterment of society
  • they are strategically located in the right places
  • the colleges are still primarily staffed by part-time faculty who instruct a study body that is primarily part-time. These are not the best conditions for taking on a mandate to change the world.
  • When the social order is rumbling with change, when new movements are afoot, when fear stalks the land, when money flows from the heavens — when there is a tectonic shift in the community college zeitgeist — there is great opportunity to change our routine; there is opportunity for significant reform
  • “learning” is the same thing, or at least is deeply reflected, in what we mean by degree and certificate completion
    • Celeste Arrieta
       
      Is it?
  • pendulum
  • balance
  • overall purpose and what we mean by a truly educated person
  • Today we must prepare students for the challenges of changing careers and jobs five or six times in their lives
  • It took years to purge the idea of the “terminal” degree from the community college lexicon and years more to embed the principles of lifelong learning into our programs and practices
  • students need the skills to succeed in an initial job, but they also need the skills to cope with changes in the economy and the culture — skills to transition into their next job
    • Celeste Arrieta
       
      quality education - premier education
Celeste Arrieta

GiftedGlossary (Spanish).pdf (application/pdf Object) - 0 views

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    Education glossary - common terms
Celeste Arrieta

Planificacion.pdf (application/pdf Object) - 0 views

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    Bloom app - sample lesson
Celeste Arrieta

DAMMCQs: Appendix. C: MCQs and Bloom's Taxonomy - 0 views

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    very specific definitions
Celeste Arrieta

Instructional System Design Concept Map - 0 views

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    concept map / mapa conceptual
Celeste Arrieta

Bloom's Taxonomy - 0 views

  • Bloom identified six cognitive levels: knowledge, comprehension, application, analysis, synthesis, and evaluation, with sophistication growing from basic knowledge-recall skills to the highest level, evaluation.
  • Originally developed as a method of classifying educational goals for student performance evaluation,
  • three major domains of learning: cognitive, affective, and psychomotor
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  • the affective domain covered “changes in interest, attitudes, and values, and the development of appreciations and adequate adjustment”;
  • The cognitive domain covered “the recall or recognition of knowledge and the development of intellectual abilities and skills”
  • psychomotor domain encompassed “the manipulative or motor-skill area
  • Bloom
  • applies only to acquiring knowledge in the cognitive domain
  • involves intellectual skill development.
  • The original Bloom’s Taxonomy contained six developmental categories: knowledge, comprehension, application, analysis, synthesis, and evaluation. The first step in the taxonomy focused on knowledge acquisition and at this level, students recall, memorize, list, and repeat information. In the second tier, students classify, describe, discuss, identify, and explain information. Next, students demonstrate, interpret, and write about what they’ve learned and solve problems. In the subsequent step, students compare, contrast, distinguish, and examine what they’ve learned with other information, and they have the opportunity to question and test this knowledge. Then students argue, defend, support, and evaluate their opinion on this information. Finally, in the original model of Bloom’s Taxonomy, students create a new project, product, or point of view
    • Celeste Arrieta
       
      specific activities
    • Celeste Arrieta
       
      definitions - developmental categories
  • factual, conceptual, procedural, and metacognitive.3 This newer taxonomy also moves the evaluation stage down a level and the highest element becomes “creating
  • types of knowledge
  • intellectual skills and behavior important to learning
  • across grade levels and content areas
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    I hope you can see my highlightings
Barbara Lindsey

CPR Home - 0 views

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    a free Web-based program that allows instructors to \nincorporate frequent writing assignments into their courses, regardless of class size, without \nincreasing their grading workload. Students are trained to be competent reviewers and are \nthen given
Barbara Lindsey

flatclassroomproject » Rubrics - 0 views

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    Three great rubrics for the flatclassroom project
Barbara Lindsey

Wes Fryer's Ustreams of his Texas presentations - 0 views

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    Using Web 2.0 for assessment purposes
Barbara Lindsey

Futurelab - From Shetland to South Africa - student voice go - 0 views

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    From Ewan McIntosh's del.icio.us account. Every year an internationally-mixed group of 18 and 19 year-old students visits and evaluates schools around the world.
Barbara Lindsey

Fair isn't always equal - 0 views

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    Rick Wormeli book on differentiated learning and assessment practices
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