The Learning Spy - Reflections on my teaching & their learning
Bloom’s Activity Analysis Tool
I have been working on a simple method of analysing teaching and learning technologies against Bloom’s Digital Taxonomy. I have taken the verbs associated with each of the taxonomic levels and arranged them across a sheets and then added a column for the activity components. The idea is that you take your activity and break it down into the component elements and match these against the different taxonomic levels and the learning actions. For example if you looked at students constructing a wiki Editing the wiki is applyingSearching for the information – rememberingTagging the pages with suitable and detailed keywords and notes is understandingValidating the information is evaluatingUploading the resources to the wiki is applyingCollaborating and networking is a higher order skill and so on Here is the PDF version of this tool – blooms-activity-analysis This is a first draft and I would appreciate comments and suggestions.
Improving the effectiveness of large-class teaching in law degrees
Sascha Mueller, Ursula Cheer, Lynne Taylor, Elizabeth ToomeyAuthors Associate Professor Lynne Taylor, Professor Ursula Cheer, Professor Neil Boister, Professor Elizabeth Toomey, Sascha Mueller, Dr Debra Wilson – University of Canterbury. Date completed: May 2012 About the project In this project, a group of 6 University of Canterbury School of Law lecturers investigated current methods of teaching large compulsory law classes. individual School of Law national and international. Methodology The 6 parts of the project were: a national and international literature review survey of advancing law students at the University survey of staff teaching at the law school focus groups involving a selection of advancing law students from the survey group analysis of the data development of good practice guidelines. Themes Implementation Implementation is taking place at 3 levels: Individual – the teaching staff involved in the study have made changes to their teaching of large classes. Presentations
Authentic Tasks
Authentic Tasks Characteristics of Authentic Tasks Types of Authentic Tasks Authentic Task: An assignment given to students designed to assess their ability to apply standard-driven knowledge and skills to real-world challenges In other words, a task we ask students to perform is considered authentic when 1) students are asked to construct their own responses rather than select from ones presented and 2) the task replicates challenges faced in the real world. (Of course, other definitions abound.) If I were teaching you how to play golf, I would not determine whether you had met my standards by giving you a multiple-choice test. I would put you out on the golf course to "construct your own responses" in the face of real-world challenges. However, these tasks are not just assessments. Another way that authentic assessment is commonly distinguished from traditional assessment is in terms of their defining attributes. Traditional ------------------------------------------- Authentic Also, see
SOLO taxonomy
A few weeks ago I rather rashly offered to present on SOLO taxonomy to the North Somerset Aspire network. As always with this sort of foolishness it’s made me consider my understanding of the subject in a lot more depth. Before the Summer I’d never even heard of it. So, after cannibalising Tait’s Prezi, I began putting together a presentation which said what I thought needed saying. And here are the bits and bobs to go with the presentation : 'Grown up' statements on AfL to classify And the SOLO levels sheet to help prompt the AfL card sort: And the 'meta' hexagons (which are really just hexagons about SOLO and probably a bit of a disappointment) And just in case anyone’s not had enough about SOLO rammed down their throats recently, here’s a collection of posts which touch on it. Please leave any comments: always value formative feedback. Update: here’s my new SOL reflections display: Like this: Like Loading...
Waikato Journal of Education 16(1) 2011
Heutagogy Community of Practice | Advancing the Theory and Practice of Self-Determined Learning
Alternative_Assessment
Alternative/Performance-Based Assessment(See Links Below) There are generally two kinds of data used in educational assessment or evaluation, quantitative and qualitative. A quantitative measurement uses values from an instrument based on a standardized system that intentionally limits data collection to a selected or predetermined set of possible responses. Tasks used in performance-based assessment include essays, oral presentations, open-ended problems, hands-on problems, real-world simulations and other authentic tasks. Performance-based assessment is sometimes characterized as assessing real life, with students assuming responsibility for self-evaluation. In broad terms, there are three types of performance-based assessment: performances, portfolios, and projects. Return to emTech's Home Page
DigGeog
Multiple Perspectives: Building Critical Thinking Skills
ReadWriteThink couldn't publish all of this great content without literacy experts to write and review for us. If you've got lessons plans, activities, or other ideas you'd like to contribute, we'd love to hear from you. More Find the latest in professional publications, learn new techniques and strategies, and find out how you can connect with other literacy professionals. More Teacher Resources by Grade Your students can save their work with Student Interactives. More Home › Classroom Resources › Lesson Plans Lesson Plan Overview Featured Resources From Theory to Practice This lesson develops students’ critical thinking skills through reading and interacting with multiple-perspectives texts. back to top Clarke, L.W., & Whitney, E. (2009). As a result of state standards that require students to engage in critical and analytical thinking related to texts, teachers have been turning toward the notion of critical literacy to address such requirements.
