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Celeste Arrieta

Bloom's Taxonomy - 0 views

www.learnnc.org/4719

education storytelling digital learning students assessment bloom taxonomy

shared by Celeste Arrieta on 18 Mar 10 - Cached
  • 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
  • ...14 more annotations...
  • 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
      Celeste Arrieta on 18 Mar 10
       
      specific activities
    • Celeste Arrieta
      Celeste Arrieta on 18 Mar 10
       
      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
  • interactive activity
  • across grade levels and content areas
  • Celeste Arrieta on 18 Mar 10
     
    I hope you can see my highlightings
Barbara Lindsey

The Electric Educator: Google-Proof Questioning: A New Use for Bloom's Taxonomy - 0 views

electriceducator.blogspot.com/...f-questioning-new-use-for.html

bloom google bloomstaxonomy questions assessment

shared by Barbara Lindsey on 26 Feb 10 - Cached
Barbara Lindsey

Kathy Schrock's - Google Blooms Taxonomy - 0 views

kathyschrock.net/googleblooms

Google Bloom's schrock udi nectfl11 assessmentforlearning

shared by Barbara Lindsey on 26 Sep 11 - No Cached
  • Barbara Lindsey on 26 Sep 11
     
    Clickable Google Tools to support Bloom's revised taxonomy by Kathy Schrock.
Barbara Lindsey

iPad Applications In Bloom's Taxonomy | Upside Learning Blog - 0 views

www.upsidelearning.com/...pplications-in-blooms-taxonomy

bloom taxonomy app iPad bloomstaxonomy

shared by Barbara Lindsey on 30 Sep 11 - No Cached
  • Barbara Lindsey on 30 Sep 11
     
    Thx 2 Lauren Rosen
Barbara Lindsey

Oscar Wilde Special Part II - YouTube - 0 views

www.youtube.com/watch

youtube findingfiltering analytics Deutsch Buchrezension

shared by Barbara Lindsey on 09 Dec 11 - No Cached
Barbara Lindsey

Blooms Taxonomy Resources - 0 views

www.kurwongbss.eq.edu.au/...blooms.htm

blooms taxonomy resources assessment

shared by Barbara Lindsey on 26 Feb 10 - Cached
  • Barbara Lindsey on 26 Feb 10
     
    Posters and planning sheets for use in designing assessments and working with students
Barbara Lindsey

VisualBlooms - home - 0 views

visualblooms.wikispaces.com

Blooms bloomstaxonomy 21stcenturyskills wiki assessment

shared by Barbara Lindsey on 26 Feb 10 - Cached
  • Barbara Lindsey on 26 Feb 10
     
    Nice graphical representation of Bloom's taxonomy with Web 2.0 tools
Celeste Arrieta

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

web.uct.ac.za/...mcqappc.html

education assessment learning students technology taxonomy bloom learning theory BloomsTaxonomy teaching

shared by Celeste Arrieta on 18 Mar 10 - Cached
  • Celeste Arrieta on 18 Mar 10
     
    very specific definitions
Barbara Lindsey

Bill Ferriter | Teacher Leaders Network - 0 views

www.teacherleaders.org/...140

shared by Barbara Lindsey on 30 Aug 08 - Cached
  • Doesn’t Pink talk about this in A Whole New Mind?  Here’s a quote: “While detailed knowledge of a single area once guaranteed success, today the top rewards go to those who can operate with equal aplomb in starkly different realms. I call these people “boundary crossers.” They develop expertise in multiple spheres, they speak in different languages, and they find joy in the rich variety of human experience. They live multi lives—because that’s more interesting, and nowadays more effective.” (Kindle Location 1692)
    • Barbara Lindsey
      Barbara Lindsey on 30 Aug 08
       
      This is where we should shine!
  • Recently, I've tinkered with a system to assess my students' participation in Voicethread conversations.  Essentially mirroring the reflective aspects of Konrad's blogging handouts, I've decided to ask my students the following four questions while we're working with a new Voicethread: Highlight a comment from our Voicethread conversation that closely matches your own thinking.   Why does this comment resonate---or make sense to---you? Highlight a comment from our Voicethread conversation that you respectfully disagree with.  If you were to engage in a conversation with the commenter, what evidence/argument would you use to persuade them to change their point of view? Highlight a comment from our Voicethread conversation that challenged your thinking in a good way and/or made you rethink one of your original ideas.  What about the new comment was challenging?  What are you going to do now that your original belief was challenged?  Will you change yoru mind?  Will you do more researching/thinking/talking with others?
  • The cool part about assessing Voicethread presentations this way is that each question essenitally forces my students to interact with our conversation in a really meaningful way.  To craft careful answers, they must truly consider the comments of others---an essential skill for promoting collaborative versus competitive dialogue---and compare those comments against their own beliefs and preconceived notions.  That's metacognition at its best! What's even better is that when students know that these questions form the basis of our Voicethread assessment from the beginning of a conversation, participation level rise remarkably.  While students are looking for project reflection comments, they often end up highly motivated to share their thinking with peers. 
Barbara Lindsey

Educational Trends « Beyond WebCT: Integrating Social Networking Tools Into L... - 0 views

beyondwebct.wordpress.com/...educational-trends

educational trends comments

shared by Barbara Lindsey on 02 Feb 10 - Cached
  • can one annotate on electronic books
  • “We must rethink ourselves.”
  • there is still a certain hierarchy that needs to be in place or else personal interest will become conflated with the interests of grading (we are still vested with a certain institutional authority, whether or not this is a pedagogical approach)
  • ...9 more annotations...
  • I share your worry about technology becoming a roadblock instead of an open door in teaching.
  • Hopefully, as these approaches become more common and institutionalized, it there will be more opportunities to receive support from colleagues and other educators in their implementation.
  • Online materials are not necessarily peer reviewed, and those which are protected by copyright end up with inflated prices. I am not sure what the answer to this problem might be, but it is something that I would like to examine further in class.
  • Both the teacher AND the students become the LEARNERS.
  • The learners will label, name and design… 2. The learners will paraphrase, explain and illustrate… 3. The learners will demonstrate, prepare and solve… 4. The learners will differentiate, analyze and infer… 5. The learners will devise, revise and integrate… 6. The learners will evaluate, critique and compare…
    • Barbara Lindsey
      Barbara Lindsey on 02 Feb 10
       
      Bloom's taxonomy
  • both assume a business model of competition and profit. Education needs to maintain its sovereignty from what is really a form of hegemony.
  • But that the existence of such technology necessitates a total rethinking of the whole process seems like a power grab by a pervasive form of administration that stems from the business world. It is ridiculous that to be able simply to sit with a book in one’s lap and not be compelled to maintain permanent connectivity has become an act of resistance.
  • And I didn’t really want to hear the opinions of the other students who didn’t know anything more than I did. Or rather, it was nice to have discussions about the professor’s lecture, but without the lecture, there wouldn’t have been anything to discuss. We would have a book club, not a class.
  • By de-emphasizing content and knowledge, we’re turning students into middlemen who will know how to use technology to present a given subject matter, but who will be free to forget it as soon as the next task arrives on their desk.
Celeste Arrieta

Instructional System Design Concept Map - 0 views

www.nwlink.com/...isd.html

education assessment learning students technology taxonomy bloom learning theory

shared by Celeste Arrieta on 18 Mar 10 - Cached
  • Celeste Arrieta on 18 Mar 10
     
    concept map / mapa conceptual
Barbara Lindsey

Google Apps organized under Bloom's Revised Taxonomy - 0 views

dl.dropbox.com/...google_blooms.pdf

bloomstaxonomy googleapps schrock

shared by Barbara Lindsey on 26 Mar 11 - No Cached
  • Barbara Lindsey on 26 Mar 11
     
    From Kathy Schrock
Barbara Lindsey

Learning Reimagined: Participatory, Peer, Global, Online | DMLcentral - 1 views

www.dmlcentral.net/...rticipatory-peer-global-online

learning2.0 cop communitiesofpractice rheingold

shared by Barbara Lindsey on 02 Aug 11 - No Cached
  • I have found that in both my traditional physical classrooms and online environments, the chances of successful outcomes are multiplied when every person in the group makes a commitment to active participation in helping others learn.
  • When a sufficient number of people jump in and start contributing and building on one another's contributions, it becomes clear to all that it's not just about the teacher's performance and the student's ability to complete assignments. It's about our joint effort to make the whole of our encounter more valuable than just the sum of our individual learning.
  • I type roles on the whiteboard and show how to use the whiteboard tools to enter, format and move around elements. Roles include searchers, chat summarizers, session summarizers, mindmap leaders, session bloggers. I ask co-learners to write their own names on the whiteboard next to the roles they want to take, show them how to create break-out rooms to coordinate their collaborations, and ask the summarizers to feed their output to the bloggers, who take responsibility for posting a reflective summary of the session later
    • Barbara Lindsey
      Barbara Lindsey on 25 Sep 11
       
      How about we try this out in our online sessions?
  • ...8 more annotations...
  • It's confusing at first, but it is also flowing.
  • Yes, we're a collective intelligence, which is exhilarating, but we're a toddler collective intelligence, stumbling around learning to walk and trying to figure out where we're going at the same time. A number of new skills are required in short order. Information and communication flow through multiple simultaneous channels. The enterprise is challenging - that's part of the exercise. Taking my direction from George Siemens' ideas about networked learning ("we emphasize that early course experiences tend to be overwhelming and chaotic") I assure co-learners early and often that we can relax, accept and even embrace the chaos, and regard our networked attempts to make sense of it as the scaffold for our co-learning. 
  • Instead of seeking to put every fact in its place in an existing well-ordered taxonomy, why not seek to learn together by asking questions about what puzzles us, then organizing our discussions and mining them for knowledge?
  • Sometimes, I get into predicaments and don't know how to quit a webtour or place people in breakout rooms. So I calmly start exploring possible solutions, talking about it as I try to recover. While doing so, I also talk about the importance of exploring close enough to the edge to fall over it frequently. I model tolerance for error, learning from error, pushing the envelope of tech. Indeed, I've found that the earlier I can break something and fix it in public, the better. We talk about what works and what doesn't, discard what doesn't suit our purposes, push a tool further if it helps us learn together. It requires regular doses of humility to abandon what seemed like a bright idea at the time.
  • The objective is a culture of conversation that troubleshoots practical skills, explores theoretical underpinnings, dissects social implications.
  • Our internal social bookmarks enable us to create a mini-collective-intelligence by gathering resources about our discussion topics, selecting or writing descriptive snippets, assigning tags. The emerging tag-cloud serves as an index to the resources.
  • Wiki-work is about collaborative authoring.
  • In the process of using these tools to try to make sense together, we co-construct our learning. The last week of the course is about re-examining our learning process, reiterating the most important things we've learned, and redesigning the parts of the process that didn't work so well.
  • Barbara Lindsey on 02 Aug 11
     
    fall 2011 syllabus
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