Bloom’s Taxonomy

Week 5 TUDYDESK and my EDC 1300 Friend  rachelcostigan.wordpress.com there is lot of information about Bloom’s Taxonomy.

Blooms Taxonomy is a framework that I have believed in my teaching pedagogy for effective classrooms. The framework elaborates by Bloom consists of six major categories and each category contain sub categories all lying in a continuum from simple to complex and concrete to abstract (Armstrong, 2012). According to Forehand (2012), Blooms Taxonomy has also closely linked with multiple intelligence (Noble, cited in Forehand, 2012) problem solving skills, creative and critical thinking and more recently, technology integration.

Below framework shows that student‘s to think from simple stages linking to high order thinking skills.  

Bloom’s Digital Taxonomy

Other thing I have notice is   Bloom’s Digital Taxonomy. i believed that  is very useful for teachers as a guideline to plan lessons for the children which integrate ICT tools. Moreover, the learning that teachers plan for children will start from lower level and moves on to higher level. What children have learnt from the previous level will also bring to the next level to apply their knowledge.

 For example, at REMEMBERING level, children have to do finding by searching for online information. When comes to the next level – UNDERSTANDING, children will learn to compare on the searching they had done and comment about it. Then, it goes on to the next level until the highest level which is the CREATING. Therefore, teachers can use Bloom’s Digital Taxonomy to plan many different ICT lessons for children using different ICT tools.

 For extra information I had found this  link read this and understand more about

What is Bloom’s Taxonomy?

What do the Cognitive and effective Taxonomies involve?

How does Bloom’s Taxonomy apply to Language teaching?

Reference 

Armstrong. F (2012) the center for teaching, Vanderbilt university. Retrieved from http://cft.vanderbilt.edu/teaching-guides/pedagogical/blooms-taxonomy/

Forehand. M (2012) Blooms taxonomy. University of Georgia,  retrieved fromhttp://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy

Bloom’s Digital Taxonomy. [image]. (2014). Retrieved fromhttp://edweb.sdsu.edu/courses/EDTEC470/sp09/5/images/Bloom%27sDigitalTaxonomymap3.gif

little Quiz in Week 5

Week 5 study desk there is little quiz section. I had attempted the quiz which only allowed us to do one time.

There is 3 different questions I got one wrong. The question I did not do correctly was the middle question.

Is the following statement, True or False

0.435 is bigger than 0.76

Select one:

True

False  

Feedback

The correct answer is 'False'.

Is the following statement true or false?

1.80 is greater than 1.8

Select one:

True  

False

Feedback

1.80 is the same number as 1.8

The correct answer is 'False'.

 

How many minutes in 4.25 hours?

Answer:

Feedback

4.25 hours is the same as 4 hours (4 * 60 minutes) + one quarter of one hour (15 minutes). That's 240 minutes + 15 minutes = 255 minutes.

The correct answer is: 255

I love to do quizzes and fill in the blanks kind of activities 

Technological Pedagogical Content Knowledge (TPACK)

My friend Diana's  straightforward and simple post here TPACK. I would like think that model/ acronym has the right to do so. When I first seen that model I have some kind of interest to explore that model. I think it is very useful model for teachers in preschool educations.

TPACK is the short for Technology, Pedagogical and Content Knowledge.

This diagram and below YouTube video is a great representation for the TPACK importantly the blue circle around the outside represents this. The idea that is what is good for one is not likely to be good for another supports this representation. There should be alignment between the content, the pedagogy and technology that you use – they should match and support each other. Not only is the right ICT to be chosen but a tool by itself doesn’t mean that a certain type of learning outcome will be achieved, it is how the tool is used that can have positive implications. I have found this diagram depicting TPACK an extremely useful one.

I am definitely looking forward trying it all during my professional experience.

Curriculum + Assessment

The context of my assignment UoW will focus on Australian curriculum year 1 science and understanding.

The aim of the Australian science curriculum is to provide students with a solid foundation in science knowledge, understanding, skills and values on which further learning and life can be built (ACARA, 2009).From this I understand Science is all about studying, finding out, and making sense of the "hows", "whats", and "whys" of the world that we live in.

 For young children, science mixes well with their natural sense of curiosity. Young children learn through their senses - smelling, tasting, touching, hearing and seeing.

Science uses all of these senses and it is also fun. Science can help children learn how the rocks are made, why do ships float, how the light from the sun helps flowers grow, how water becomes ice, and about other things in their environments.

 More Than Discovering Science has an even more important role for children than just showing them what and how things happen. Science teaches children how to learn. It uses thinking (cognitive) skills, and promotes creativity.

According to fleer and Hardy (2001) suggest that science can be characterized as a:

● body of knowledge

● set of values

● way of knowing the world

● humanising experience

● social institution

● social construction.

The decisions I have made for my unit plan is :-

Learning area : science

Class: year 1

Learning objects :

Science understanding

Light and sound are produced by a range of sources and can be sensed (ACSSU020)

Science as a human endeavor

People use science in their daily lives, including when caring for their environment and living things (ACSHE022)

Assessment

Formative and summative

I believe, every class consists of diverse group of students and each student’s characteristics are classified into cognitive, effective and psychomotor intellectual development (Dawson, 2012). Group task is one way of helping students to enhance their learning in a diverse classroom. Rubin (2008) states, frequent use of group work advocated as the best practice for teaching diverse learning groups.

Self reflection and evaluation

Peer evaluation when the students present their presentation to the class (the students will be assessing how well they present (fluency and creativity used) with teacher’s guidance. (The teacher should brief students on how to assess and clear instructions must be provided before presentation).

For more information about curriculum and assessment click below websites :-

http://www.ncca.ie/en/Curriculum_and_assessment/

http://www.acara.edu.au/default.asp

Reference

Dawson, M. (2012). Assessment principles [PowerPoint Slide]. Retrieved on 27^thJuly,2012,from http://usqstudydesk.usq.edu.au/m2/mod/resource/view.php?id=31211

Rubin, B. C., (2008). Everyday Antiracism. Retrieved on the 27 th August from http://www.tolerance.org/tdsi/asset/grouping-detracked-classrooms

Fleer, M., & Hardy, T. (2001). Science for children: Developing a personal approach.

Frenchs Forest: Prentice Hall.

ACARA. (2009). Shape of the Australian curriculum: Science. Retrieved July 9, 2010, from

http://www.acara.edu.au/verve/_resources/Australian_Curriculum_-_Science.pdf.

5E’s Model

In my earlier post I had mentioned that I will be using the 5E’s model in my unit plan.

The 5E’s is an instructional model based on the constructivist approach to learning .Constructivist teaching is based on the belief that learning occurs as learners are actively involved in a process of meaning and knowledge construction rather than passively receiving information. Learners are the makers of meaning and knowledge. Constructivist teaching fosters critical thinking and creates motivated and independent learners.

I believed constructivist teaching method is good method for teaching divers learners. It’s look at the way a learner learns. Constructivism believed that the learner learns best when he/she is actively engaged. The students are viewed as one who acts on objects and events within his /her environment and in the process gains understanding and derives meaning of those objects and events (Jonassen et al., 1995).

In my teaching practicums i have used teaching constructivist-teaching methods,in my the lessons. Students discover learning from their own experiences using concrete materials, and activities, which help to enhance their learning.

The 5 E's can be used with students of all ages, including adults.

Each of the 5 E's describes a phase of learning, and each phase begins with the letter "E": Engage, Explore, Explain, Elaborate, and Evaluate.

The 5 E's allows students and teachers to experience common activities, to use and build on prior knowledge and experience, to construct meaning, and to continually assess their understanding of a concept. (Mesibov, Flynn, Vermette, & Smith; 2004).

Engage: This phase of the 5 E's starts the process. An "engage" activity should do the following:

ü  Make connections between past and present learning experiences

ü  Anticipate activities and focus students' thinking on the learning outcomes of current activities. Students should become mentally engaged in the concept, process, or skill to be learned.

Explore is to investigate children’s surroundings about objects or phenomenon and have    hand-on activities.

Explain is to provide clear understanding about the activity or the concept.

Elaborate is to extend children’s understanding and skills by giving an extra activity to build on.

Evaluate is to assess children’s skills, knowledge and abilities.

Lastly, you may refer dbroomfi.hubpages.com I believe going through this reading will help you understand more about the 5E’s model.

Reference

Mesibov, D, Flynn, P, Vermette, P, & Smith, R. M. (2004). Applying standards-based constructivism: a two-step guide for motivating middle and         high school students. New York: Eye on Education.

Jonassen, D., Davidson, M., Collins, M., Campbell, and Hagg, B.B. (1995) Constructivism and Computer-Mediated Communication in Distance Education. The American Journal of Distance Education, 9(2), 7-25.

Thinking about assignment 2

Actually I do not feel relaxed after I had done ASSIGMENT 1. Every week we are still required to post at least 3 posts in our blog.

As what I understanding for ASSIGMNET 2 there are 2 parts just like ASSIGNMENT 1.

• Ø  Part A is about the learning journal, same as assignment 1
• Ø  Part B is to think about a unit plan which can use for 3 to 5 weeks than create a task sheet and rubric for  assessment (not more than 8 pages)
• Ø  500 words essay to justify the ICTs selected in unit plan.

I don’t think this is a difficult assignment for us, because for most of my friends this semester is the last semester of this course. In previous courses we were exposed to unit plan and lesson sequencing a lot.

When I read the unit plan template I noticed that we have to write:-

Context, Stage 1 and Stage 2 and stage 3.

Context is about the school, students, special events and staff. I am thinking of choosing Unit Plan on Science subject for Year 1 students.

• Ø  Stage 1 is about what students will learn, the approach, constructing knowledge objectives, and transforming objectives. For approach, I will be using 5E’s Model.
• Ø  Stage 2 is assessment evidence that required us to think of what formative and summative.
• Ø  Stage 3 is learning plan.

Those are the parts I am thinking of using for my Unit Plan. Hope that I’m on the right track.

I hope that I will get a better understanding of assignment 2 and how to do it after attending this Saturday class. also i found lot of new information about assignment 2 in my friend kathleen blog. you may read her blog. 

The following link has a very good article to read and understand about the curriculum. I found this website  Educationscotland.gov.uk on  Kathleen's blog. She mentions that in this website, they said curriculum should be organised so that they will learn and develop through variety of contexts within both the classroom and other aspects of school life. 

Constructing and Transforming Knowledge

When planning a unit of work it is appropriate to use objectives that form both constructing and transforming knowledge. Constructing knowledge is when students learn about concepts, facts or procedures, whilst transforming knowledge is when students apply their constructed knowledge in new situations.

I believe children construct knowledge and acquire skills by actively taking part in the lesson, usually working collaboratively with their peers to solve problems. The students discover learning from their own experiences using concrete materials, and activities, which help to enhance their learning.  (Finger, Russell, Jamieson-Proctor & Russell, 2007). 

Another interesting way is Bloom’s taxonomy. 

Blooms Taxonomy is a framework that I have believed in and used in my teaching pedagogy for effective classrooms. The framework elaborated by Bloom consists of six major categories and each category contains sub categories, all lying in a continuum from simple to complex and concrete to abstract (Armstrong, 2014). According to Forehand (2014), Blooms Taxonomy has also closely linked with multiple intelligence  problem solving skills, creative and critical thinking and more recently, technology integration. This effective framework provides students to think from simple stages linking to high order thinking skills. Find more information

As I understand it both types of knowledge are important but it is our job as teachers to ensure students are developing the ability to transform knowledge as this is what provides them with the skills that are useful across all learning areas and for later life.

I found this website "businessballs"  that explains bloom's taxonomy very useful. Reading from this website and viewing video below, I do believe Bloom’s Taxonomy is a wonderful reference model for all involved in teaching, training, learning, coaching - in the design, delivery and evaluation of these development methods,

Reference

Armstrong. F (2014) the center for teaching, Vanderbilt university. Retrieved from http://cft.vanderbilt.edu/teaching-guides/pedagogical/blooms-taxonomy/

Finger, G., Russell, G., Jamieson-Proctor, R., & Russell, N. (2007) Transforming Learning with ICT making it happen, Pearson, Sydney.