2020. 2. 10. 06:46ㆍ카테고리 없음
Too often flipped learning is defined as video at home and homework at school. Though there is some truth in this, it is an incomplete picture.
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In March of 2014, the Flipped Learning Network™ – a non-profit organization I co-founded – released a definition of flipped learning. It is as follows: Flipped Learning is a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter. Learning objectives are at the very core of the instructional design process, and rightly so; without them, how would we know what content and activities to include in our courses?
Unfortunately, more often than not, the learning objectives are not clearly defined, making it hard to determine whether they have been met. Enter: Bloom’s Taxonomy! This classification system was specifically designed to help instructors, and instructional designers, clearly define learning objectives—and in turn create courses that meet learners’ needs. Let’s take a closer look at how this instructional design principle applies to e-learning. Having devices in your classroom for students to use, whether you have carts of computers, iPads, or Chromebooks; a 1:1 program; or a BYOD initiative, can be exciting and overwhelming at the same time. Using these devices to provide content support and differentiation for each student is not hard to do. You have long been supplying material for your students at all levels to both remediate and expand their knowledge base.
But what about designing formative and summative assessments that use technology and target higher-order thinking skills? Teachers should ask themselves this question, as well as how to develop tasks that transform what goes on in the classroom.
If I were to suggest an addition to Bloom’s Taxonomy, I would include sharing/collaborating as a Key Term. Although several of the digital tools and uses in the digital taxonomy imply sharing, they do not explicitly say so. Sharing and collaborating with others requires some forethought.
How many times have we experienced making those decisions to share our digital posts with everyone or a select group? That takes higher order thinking skills to determine when and with whom to share our final products.
We are currently in the midst of teaching a Career Research Paper to our 10th grade students. After reviewing several outdated components, this year we made some revisions to the process of producing this paper. One of the easiest revisions to make was to drop the pencil-paper notecards for resources students used to complete. Since few of us complete research in that manner anymore, we opted for a digital note-taking task.
This change employs the revised Bloom’s taxonomy because this procedural knowledge is something students will have to learn to complete. It also incorporates the digital taxonomy because the higher order thinking involved in creating such a document requires some analysis of the sources students are selecting to use. As students evaluate their resources, they then select the most appropriate material to post to their notes.
'Questions can be extraordinary learning tools. A good question can open minds, shift paradigms, and force the uncomfortable but transformational cognitive dissonance that can help create thinkers. In education, we tend to value a student’s ability to answer our questions. But what might be more important is their ability to ask their own great questions–and more critically, their willingness to do so.' TeachThought Learning Taxonomy 2.
Socratic Discussion 3. Paideia Seminar 4. The Question Game 5. The Question Game 6.
Bloom’s Taxonomy 7. Question Formation Technique 8. Universal Question Stems Via. How do you teach your learners to ask good questions? This post shares many resources to help you learn new skills that will assist you in teaching others.
The post begins with a visual, the Teach Thought Learning Taxonomy, which is a template for critical thinking that looks at cognition across six categories. This is described in depth. Additional tools shared include:.
Socratic Discussionwhich includes a video from Tch (the Teaching Channel). Paideia Seminar - 'an integrated literacy event built around formal whole class dialogue. The purpose for doing Paideia Seminar is to support students’ ability to think conceptually and communicate collaboratively.' There is also a video. The Question Game (which was shared previously on this Scoop.it). Bloom's Taxonomy. Question Formation Technique - See the visual at the top, or check out their website at.
If this is of interest to you they are presenting a workshop in Boston in July. Information on this is available at their website. Universal Question Stems and Basic Question Stem Examples This is actually part 2 of a two part post. The first post is. Critical thinking is an essential skill in the cognitive development of students. It is probably the number one skill teachers would mention when asked about the skills they target in their instruction. Critical thinking is also the key to developing other equally crucial thinking habits such as divergent, lateral and convergent thinking.
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Critical thinking starts with asking and answering critical questions. By critical questions I mean those questions that enable students to categorize, infer, synthesize, evaluate and apply the knowledge they have accumulated in the past to solve existing problems and learn new information. This is a well thought-out process in which students get to challenge their cognitive capacities and explore novel thinking paths.