The document discusses Blooms Taxonomy level of "Evaluation" which involves making judgments and supporting opinions based on an understanding of values. It lists verbs like judge, select, decide, and recommend that are associated with evaluation. It provides sample evaluation questions that ask students to defend positions, recommend changes, or assess effectiveness. Potential evaluation activities include debates, criteria lists, reports, and cases to present a view with supporting reasons.
Bloom's taxonomy is a classification system used to define and distinguish different levels of human cognition. It was originally developed in 1956 by Benjamin Bloom and was later revised in the 1990s. The revised version exchanges the top two levels - Creating is now the highest level followed by Evaluating, while the lower levels remain Analyzing, Applying, Understanding, and Remembering. The taxonomy provides verbs for each level to describe cognitive processes, with the updated version using verbs rather than nouns.
Bloom's Taxonomy & Technology- AET 541/Team CLaverne Godfrey
油
This document provides an overview of Bloom's Taxonomy, which constructs an effective educational learning environment through explanation of learning methods, instructional guides, and interactive activities. It outlines the six levels of cognitive skills - Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating - and provides examples of verbs and activities for each level. The goal is to encourage higher-order learning and thinking. It also includes links to websites that demonstrate interactive uses of Bloom's Taxonomy.
This document outlines Bloom's Taxonomy of Critical Thinking Skills, which categorizes levels of thinking from lowest to highest order. It describes the six levels - Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation - and provides examples of key words and common questions asked at each level to encourage that type of thinking. The levels progress from remembering and understanding basic information, to applying knowledge, analyzing it and breaking it down, synthesizing new ideas, to the highest order of evaluating information for a given purpose.
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.
This document discusses Moodle and Bloom's Revised Taxonomy. It outlines how different activities in Moodle can be used to target different levels of thinking skills according to Bloom's taxonomy. Low-order thinking skills in Moodle include activities like blogs, journals, and uploading files. High-order thinking skills in Moodle include more complex activities like creating collaborative wikis and mind maps, uploading videos and podcasts, and planning lessons. The document provides examples of how Moodle can be used to engage students at different levels of Bloom's Digital and Revised Taxonomies.
This document outlines a lesson plan for a college-level communication theories class that utilizes a webquest and PowerPoint presentations. Students will be divided into groups, with each group assigned a different communication theory to research and present. They will use provided online resources to complete a PowerPoint summarizing the key aspects of their assigned theory. Each group will then present their PowerPoint to the class. The lesson is designed to actively engage students in constructing their own understanding of communication theories through collaborative research and presentation of content.
21 plus digital tools for 21st Century learners - more web2.0 tools for 2011, using the e5 instructional model (engage, explore, explain, evaluate, elaborate).
Teaching And Learning Models in MOOCs
Dr. Eisa rezaei
PhD in Educational Technology, Assistant Professor, Virtual University Of Medical Sciences, Tehran, Iran
EisaRezaei.ir
Teaching And Learning Models in MOOCs
The pedagogy of the MOOC
cMOOC
Driven by principles of pedagogic innovation within a network, disaggregated mode of social learning.
xMOOC
Institutionally-focused, characterised by a pedagogy short on social contact and based on video-lecture content with automated assessment.
bMOOC
blended MOOCs (bMOOCs) that aim at bringing in-class (i.e. face-to-face) interactions and online learning components together have emerged as an alternative MOOC model of teaching and learning in a higher education context
quasi-MOOCs
Quasi-MOOCs offer web-based tutorials such as those by Khan Academy and MITs OpenCourseware (OCW). They consist of open education resources supporting learning specific tasks that do not offer the social interaction of cMOOCs or the automated grading and tutorial-driven format of xMOOCs
Active learning is an instructional approach that engages students in activities that require analysis, synthesis, and evaluation. This helps develop higher-order thinking skills. Examples of active learning include brainstorming, group problem-solving, debates, role-playing, and case studies. These activities aim to motivate students, encourage independent learning, and foster collaboration. Similarly, flipped learning shifts direct instruction to individual time outside of class, allowing class time to be used for hands-on activities and problem-solving with teacher guidance. The four pillars of flipped learning are flexible environment, learning culture, intentional content, and professional educator. While both approaches have benefits like increased student engagement, they also have disadvantages such as increased workload for teachers.
Preliminary Review on the Use of Moodle to Increase Self-Directed Leaning in ...Frankie Kam
油
This is the Moodle Maths Science 4th International Conference of Science and Mathematics in Education, Penang, Malaysia 2011. Authors: Quah Ju Lee, Frankie Kam Boon Seng. PowerPoint slides by Frankie Kam Boon Seng. Moodle all the way!
This document provides a list of 39 interactive techniques that can be used in classroom lectures to engage students and assess their understanding of course material. Some of the techniques include having students analyze images, discuss questions in think-pair-share activities, fill in outlines, participate in polls and discussions, and connect course concepts to real-world examples. The techniques aim to make lectures more interactive and help students learn more effectively compared to passive listening. Not all techniques will suit every instructor and some depend on class size.
Higher Thinking Skills Through IT-Based Projects26love
油
This document discusses different types of constructivist projects for students, including resource-based projects, guided hypermedia projects, and web-based projects. Resource-based projects involve students finding information to address problems or questions posed by the teacher. Guided hypermedia projects can involve students creating multimedia presentations using various media. Web-based projects allow students to create and post web pages on given topics, though this may be too sophisticated currently for most students. The document emphasizes that the teacher acts as a facilitator, providing tools and guidance for students to conduct self-directed learning through inquiry and discovery.
Collaboration At a Distance in Higher EducationEileen O'Connor
油
The document discusses collaborating and sharing at a distance through virtual and web-mediated approaches. It provides an agenda that includes reasons for collaboration from educational and research perspectives, approaches to distance and e-mediated collaborations, and examples of eTools for collaboration like Diigo, Google Docs, websites/wikis, and virtual worlds. Specific examples are given for using tools like Google Docs and sites to create shared documents and websites, Diigo for bookmarking and sharing resources, videos on YouTube, and virtual spaces like Second Life. The document advocates for using these tools to enhance collaboration, sharing, and extending learning among educational partners separated by distance.
This syllabus provides an overview of an online course titled "Online Teaching for Adult Learners". The course explores theories and practices of online teaching and learning for adult students. Students will learn about online tools, engaging online learners, collaborative learning, and gain experience teaching online. Assignments include weekly discussions, designing tutorials, creating lessons for partners, and collaborating on a final wiki project. The course is graded based on participation, assignments, and the final project. Expectations include completing weekly assignments by deadlines and communicating through online tools.
This document summarizes a workshop on developing students' skills for their final year projects. It introduces an online resource called "The Final Chapter" created at the University of Leeds to help students with dissertation writing. The resource was developed in response to student concerns about critical thinking, project planning, and confidence. It includes videos of staff and students, and was created using existing materials and Articulate Storyline. Feedback from over 500 students showed they found it reassuring and that it helped improve their arguments, planning, and confidence. Suggestions are made to expand the resource.
The document analyzes the technical features and pedagogical affordances of blogging technology. It lists features such as uploading multimedia, email notifications, public/private access settings, commenting functions, and group authorship. Examples are then given of how these features enable various pedagogical strategies, such as maintaining reflective journals, documenting class projects, facilitating communication between schools, and archiving readings. The blogging platform allows for collaborative knowledge-building through networking and sharing content globally.
This document provides an outline for a 6-day technology integration unit plan where middle school students will create mini gardening tutorials using the Educreations interactive whiteboard application. Students will research gardening topics, take photos, write scripts, and develop storyboards before recording their tutorials. They will then share their finished tutorials online and develop quiz questions covering all topics. The unit goals are for students to demonstrate mastery of their gardening topics as well as iPad and Educreations skills.
The document discusses various eLearning strategies and tools that can be used to engage learners, including:
1. Using multimedia like audio, visuals and video to reduce reliance on text and cater to different learning styles.
2. Incorporating learning activities to engage learners in thinking through online material and applying their knowledge.
3. Using techniques like case studies and decision making trees to present realistic scenarios and problems for learners to solve, in order to create a "pull" for the information.
Forces and Materials 2 Teaching Idea J VillisJoanne Villis
油
This document outlines a lesson plan for having students design and build bridges using various materials. It involves having students first investigate the strength of different materials, then design their bridge using their findings. They would build their bridge, test it under a load requirement, and finally evaluate and present their design to the class. The goal is for students to learn about forces, materials properties, and the engineering design process.
Higher Thinking Skills Through IT-Based ProjectsJay Cee
油
This document discusses different types of IT-based projects that can be used to develop higher-order thinking skills. It describes constructivist and resource-based projects, where teachers facilitate learning by providing tools and guiding students to find information to solve problems. It also covers guided hypermedia projects where students create multimedia presentations, and web-based projects where students design web pages on topics. The goal is to move away from traditional teacher-centered models and focus on student-led inquiry, discovery, and learning through varied sources and flexible processes.
This document outlines a lesson plan for a technology-integrated project on clouds for a first grade classroom. It includes sections on analyzing learners, justifying the use of technology, stating objectives, selecting methods and materials, utilizing media, required learner participation, evaluation, and reflection. The lesson involves students completing a webquest individually where they will create a song, story, or work of art describing three cloud characteristics. The teacher will introduce the content, demonstrate the webquest, assist students as they work, and have students present their projects. Students will be evaluated using a rubric and informal assessment of their presentations.
This document provides guidance for developing an instructional design project. It discusses considering learning outcomes, standards, assessment, teaching strategies, and technology integration. Key points include:
1. Define learning outcomes and objectives aligned to standards. Outcomes describe what students will learn while objectives specify steps and learning types.
2. Plan assessment before instruction to determine the purpose and how learning will be measured. Consider placement, diagnostic, formative and summative assessments.
3. Select teaching strategies like direct instruction, projects, discussions to assist students in achieving outcomes. Strategies should align with content and population.
4. Technology can enhance instruction when aligned to teacher and student technology standards. Tools like Discovery Education provide resources
21 plus digital tools for 21st Century learners - more web2.0 tools for 2011, using the e5 instructional model (engage, explore, explain, evaluate, elaborate).
Teaching And Learning Models in MOOCs
Dr. Eisa rezaei
PhD in Educational Technology, Assistant Professor, Virtual University Of Medical Sciences, Tehran, Iran
EisaRezaei.ir
Teaching And Learning Models in MOOCs
The pedagogy of the MOOC
cMOOC
Driven by principles of pedagogic innovation within a network, disaggregated mode of social learning.
xMOOC
Institutionally-focused, characterised by a pedagogy short on social contact and based on video-lecture content with automated assessment.
bMOOC
blended MOOCs (bMOOCs) that aim at bringing in-class (i.e. face-to-face) interactions and online learning components together have emerged as an alternative MOOC model of teaching and learning in a higher education context
quasi-MOOCs
Quasi-MOOCs offer web-based tutorials such as those by Khan Academy and MITs OpenCourseware (OCW). They consist of open education resources supporting learning specific tasks that do not offer the social interaction of cMOOCs or the automated grading and tutorial-driven format of xMOOCs
Active learning is an instructional approach that engages students in activities that require analysis, synthesis, and evaluation. This helps develop higher-order thinking skills. Examples of active learning include brainstorming, group problem-solving, debates, role-playing, and case studies. These activities aim to motivate students, encourage independent learning, and foster collaboration. Similarly, flipped learning shifts direct instruction to individual time outside of class, allowing class time to be used for hands-on activities and problem-solving with teacher guidance. The four pillars of flipped learning are flexible environment, learning culture, intentional content, and professional educator. While both approaches have benefits like increased student engagement, they also have disadvantages such as increased workload for teachers.
Preliminary Review on the Use of Moodle to Increase Self-Directed Leaning in ...Frankie Kam
油
This is the Moodle Maths Science 4th International Conference of Science and Mathematics in Education, Penang, Malaysia 2011. Authors: Quah Ju Lee, Frankie Kam Boon Seng. PowerPoint slides by Frankie Kam Boon Seng. Moodle all the way!
This document provides a list of 39 interactive techniques that can be used in classroom lectures to engage students and assess their understanding of course material. Some of the techniques include having students analyze images, discuss questions in think-pair-share activities, fill in outlines, participate in polls and discussions, and connect course concepts to real-world examples. The techniques aim to make lectures more interactive and help students learn more effectively compared to passive listening. Not all techniques will suit every instructor and some depend on class size.
Higher Thinking Skills Through IT-Based Projects26love
油
This document discusses different types of constructivist projects for students, including resource-based projects, guided hypermedia projects, and web-based projects. Resource-based projects involve students finding information to address problems or questions posed by the teacher. Guided hypermedia projects can involve students creating multimedia presentations using various media. Web-based projects allow students to create and post web pages on given topics, though this may be too sophisticated currently for most students. The document emphasizes that the teacher acts as a facilitator, providing tools and guidance for students to conduct self-directed learning through inquiry and discovery.
Collaboration At a Distance in Higher EducationEileen O'Connor
油
The document discusses collaborating and sharing at a distance through virtual and web-mediated approaches. It provides an agenda that includes reasons for collaboration from educational and research perspectives, approaches to distance and e-mediated collaborations, and examples of eTools for collaboration like Diigo, Google Docs, websites/wikis, and virtual worlds. Specific examples are given for using tools like Google Docs and sites to create shared documents and websites, Diigo for bookmarking and sharing resources, videos on YouTube, and virtual spaces like Second Life. The document advocates for using these tools to enhance collaboration, sharing, and extending learning among educational partners separated by distance.
This syllabus provides an overview of an online course titled "Online Teaching for Adult Learners". The course explores theories and practices of online teaching and learning for adult students. Students will learn about online tools, engaging online learners, collaborative learning, and gain experience teaching online. Assignments include weekly discussions, designing tutorials, creating lessons for partners, and collaborating on a final wiki project. The course is graded based on participation, assignments, and the final project. Expectations include completing weekly assignments by deadlines and communicating through online tools.
This document summarizes a workshop on developing students' skills for their final year projects. It introduces an online resource called "The Final Chapter" created at the University of Leeds to help students with dissertation writing. The resource was developed in response to student concerns about critical thinking, project planning, and confidence. It includes videos of staff and students, and was created using existing materials and Articulate Storyline. Feedback from over 500 students showed they found it reassuring and that it helped improve their arguments, planning, and confidence. Suggestions are made to expand the resource.
The document analyzes the technical features and pedagogical affordances of blogging technology. It lists features such as uploading multimedia, email notifications, public/private access settings, commenting functions, and group authorship. Examples are then given of how these features enable various pedagogical strategies, such as maintaining reflective journals, documenting class projects, facilitating communication between schools, and archiving readings. The blogging platform allows for collaborative knowledge-building through networking and sharing content globally.
This document provides an outline for a 6-day technology integration unit plan where middle school students will create mini gardening tutorials using the Educreations interactive whiteboard application. Students will research gardening topics, take photos, write scripts, and develop storyboards before recording their tutorials. They will then share their finished tutorials online and develop quiz questions covering all topics. The unit goals are for students to demonstrate mastery of their gardening topics as well as iPad and Educreations skills.
The document discusses various eLearning strategies and tools that can be used to engage learners, including:
1. Using multimedia like audio, visuals and video to reduce reliance on text and cater to different learning styles.
2. Incorporating learning activities to engage learners in thinking through online material and applying their knowledge.
3. Using techniques like case studies and decision making trees to present realistic scenarios and problems for learners to solve, in order to create a "pull" for the information.
Forces and Materials 2 Teaching Idea J VillisJoanne Villis
油
This document outlines a lesson plan for having students design and build bridges using various materials. It involves having students first investigate the strength of different materials, then design their bridge using their findings. They would build their bridge, test it under a load requirement, and finally evaluate and present their design to the class. The goal is for students to learn about forces, materials properties, and the engineering design process.
Higher Thinking Skills Through IT-Based ProjectsJay Cee
油
This document discusses different types of IT-based projects that can be used to develop higher-order thinking skills. It describes constructivist and resource-based projects, where teachers facilitate learning by providing tools and guiding students to find information to solve problems. It also covers guided hypermedia projects where students create multimedia presentations, and web-based projects where students design web pages on topics. The goal is to move away from traditional teacher-centered models and focus on student-led inquiry, discovery, and learning through varied sources and flexible processes.
This document outlines a lesson plan for a technology-integrated project on clouds for a first grade classroom. It includes sections on analyzing learners, justifying the use of technology, stating objectives, selecting methods and materials, utilizing media, required learner participation, evaluation, and reflection. The lesson involves students completing a webquest individually where they will create a song, story, or work of art describing three cloud characteristics. The teacher will introduce the content, demonstrate the webquest, assist students as they work, and have students present their projects. Students will be evaluated using a rubric and informal assessment of their presentations.
This document provides guidance for developing an instructional design project. It discusses considering learning outcomes, standards, assessment, teaching strategies, and technology integration. Key points include:
1. Define learning outcomes and objectives aligned to standards. Outcomes describe what students will learn while objectives specify steps and learning types.
2. Plan assessment before instruction to determine the purpose and how learning will be measured. Consider placement, diagnostic, formative and summative assessments.
3. Select teaching strategies like direct instruction, projects, discussions to assist students in achieving outcomes. Strategies should align with content and population.
4. Technology can enhance instruction when aligned to teacher and student technology standards. Tools like Discovery Education provide resources
2. Knowledge Students take
Brainpop the video quiz after viewing
the video and most of the
questions are based on the
video.
Comprehension after
viewing the video, allow the
students to write a
summary about the video
that they just watched or
allow them to explain one
concept that they learned
from the video.
3. Bubbl.us
Comprehension
this can be used to
classify concepts (i.e.
cells eukaryotic and
prokaryotic; cell
division mitosis and
meiosis).
4. Application this is a
TenMarks.com free math site where
teachers can create
classes and individualize
the learning of each
student. In this site
students will be able to
apply the mathematical
concepts and skills
taught in the classroom
setting.
5. Wallwisher
Analysis a free post-
it site where students
can compare, contrast,
criticize, make an
inference, and examine
any issues that a
teacher may post. You
can use this in any
subject.
6. Voki
Synthesis This is a
free educational site
where students can
present their ideas,
explain, summarize,
generate a new
concept using voki.
Students can also
proposed solutions and
present it using this
site.
7. Google Docs
Evaluation
students can use
google docs to make
and defend
judgments based on
internal evidence or
external criteria.
Students can
collaborate using
google docs as well.