Bloom’s Taxonomy Background Information | The Original Taxonomy | The Revised Taxonomy | Why Use Bloom’s Taxonomy? | Further Information The above graphic is released under a Creative Commons Attribution license. You’re free to share, reproduce, or otherwise use it, as long as you attribute it to the Vanderbilt University Center for Teaching. Background Information In 1956, Benjamin Bloom with collaborators Max Englehart, Edward Furst, Walter Hill, and David Krathwohl published a framework for categorizing educational goals: Taxonomy of Educational Objectives. The framework elaborated by Bloom and his collaborators consisted of six major categories: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. While each category contained subcategories, all lying along a continuum from simple to complex and concrete to abstract, the taxonomy is popularly remembered according to the six main categories. The Original Taxonomy (1956) The Revised Taxonomy (2001) Remember RecognizingRecalling Apply
Plan for learning. – @mrocallaghan_edu Image via @gapingvoid If learning happens when we are made to think hard. If learning happens over a period of weeks, months and years. Is lesson planing always carried out with student learning in mind? Recently I have led a series of talks/sessions/workshops on the challenges of leading teaching & learning across a school. What does your school focus on? After reading books like ‘Why students don’t like school’ and ‘the hidden lives of learners’ I can’t help but think about learning whenever I’m planning a lesson or reflecting upon my teaching. 1. 2. 3. 4. 5. What I think about when I plan a lesson. I always go back to a definition of learning by Professor Coe that has stuck with me. and stays at the forefront of my mind… So I think about the one thing I want my students to learn and then design a sequence that will enable them to think hard about the knowledge and apply / practice the desired skills. Image via Shaun Allison What is the quickest path to the learning? 1. 2. 3. 4. 5. 6. 7.
Brain scan study links social anxiety to an empathy "imbalance" We all know the feeling: You are in a group of people, and suddenly, someone messes up big time. You cringe, wince, and look away — if it were you, you would be mortified. You are embarrassed for them. More than one in ten American adults will experience social anxiety disorder over the course of their lives‚ feeling waves of distress pinned to social interaction. Dubbed taijin-kyofusho, the word describes the sensation when people fear making others uncomfortable through physical or behavioral responses to humiliating situations — blushing during another's flubbed speech, for example, or inappropriately gazing at a bad karaoke singer caterwaul their way through 'Bohemian Rhapsody.' “Both [taijin-kyofusho] and [social anxiety disorder] individuals excessively focus on others’ perspectives,” Shisei Tei, lead author on the new study and researcher at Kyoto University, tells Inverse. The findings appeared Wednesday in the journal Proceedings of the National Academy of Sciences.
SAMR-modellen SAMR-modellen (SAMR efter de engelska begreppen substitution, augmentation, modification och redefinition) är en pedagogisk metod. Den används att synliggöra hur och varför man omdefinierar uppdraget i en undervisningssituation med hjälp av ny digital teknik. SAMR-modellen är uppbyggd i fyra olika steg och stegen är fördelade på två nivåer. Modellen är skapad och namngiven av den amerikanske skolkonsulten Ruben R. Puentedura. Bakgrund[redigera | redigera wikitext] Puentedura[redigera | redigera wikitext] SAMR-metoden är skapad av Ruben R. Metoden[redigera | redigera wikitext] Skolinspektionen har i sin undersökning "IT i undervisningen", bland annat kommit fram till att IT-satsningen inte har följts upp med aktivt arbete och stöd på skolorna.[3] Mot bakgrunden att fler skolor utrustas med digital teknik, där eleverna får en personlig dator, är SAMR-modellen ett av förhållningssätten att arbeta utifrån.[4] Beskrivning av de olika nivåerna i SAMR[redigera | redigera wikitext]
How do you plan your lessons? Whenever I ask colleagues the question, ‘How do you plan your lessons?’ I never get the answer I expect to get. Their immediate starting point is often to describe the comprehensive written lesson plans they might produce for an observation or Ofsted. The kind where they pull all the stops out, justify their every move and add the cherry on top. A dancing, singing figure prances across my vision before I respond, ‘No, I don’t care about that kind of ‘planning’. Then I’m invariably met with ‘Well I haven’t got time to write 4 page lesson plans for every single one of the hours I teach…’ After wondering how better to rephrase my question in order to avoid this in the future… yet again! This, as you’d expect, varies wildly- Some have ideas in their head with minimal to no notes on paperSome stick to a linear layout with intricate timings and details for everythingSome plan on the back of a post-it (there’s a book in there somewhere Rachel George and you know it!) The end point (PS. What else?
How Strengthening Relationships with Boys Can Help Them Learn To support boys in our classrooms, Reichert points to one robust, consistent finding from his 30 years of research: boys are relational learners. They learn best in the context of strong, supportive relationships. In one study, Reichert and his team gathered data from 2,500 teachers and students in six different countries. First, effective teachers used strategies to capture boys’ attention and then carried that energy into the lesson. But another dominant theme came from the boys themselves. “We, the adults who design the structures and pedagogy they experience —we were missing something. If relationships are central to engaging boys in academics, then teachers need tools for healing inevitable “relational breakdowns.” “Every teacher in every classroom has some students who they have a hard time working with,” says Reichert. “Here’s the rub,” says Reichert. Why? When he probed them to explain why, the boys described a power asymmetry with adults.
Five Educational Learning Theories Cognitive learning theory looks at the way people think. Mental processes are an important part in understanding how we learn. The cognitive theory understands that learners can be influenced by both internal and external elements. Plato and Descartes are two of the first philosophers that focused on cognition and how we as human beings think. Many other researchers looked deeper into the idea of how we think, spurring more research. Cognitive theory has developed over time, breaking off into sub-theories that focus on unique elements of learning and understanding. Cognitive learning theory impacts students because their understanding of their thought process can help them learn.
Starters and Plenaries How to Write a Critical Review - Elite Editing When you are required to write a critical review, you will need to do two main things: summarise and evaluate a text. The critical review can be of a book, a chapter or a journal article. You are usually asked to read the selected text in detail and also other related texts in order to present a rational and practical evaluation of the selected text. Being critical does not simply mean criticising in a negative way. Instead, it requires you to question the text, and to present your judgement or evaluation of it reasonably. Although critical reviews might have different evaluation criteria depending on your discipline, they usually have a similar structure. Introduction Provide readers with the author(s) and the information of the text to be reviewed, and briefly explain the topic of the text. Updated 14 October 2018 Ms Rachel Wheeler, Managing Editor, Elite Editing.
Læringsteorier - Digitale ferdigheter En skiller gjerne mellom tre teoriretninger om læring: behavioristiske, kognitive og sosiokulturelle. Under hver av disse er det en rekke teorier som nyanserer og videreutvikler sentrale begreper og perspektiver.<<< Behaviorisme, Konstruksjonisme Og Sosiokulturelt LæRingsperspektiv – sgroven Behaviorisme Behaviorisme er en psykologisk tilnærming til læring, utviklet i USA tidlig på 1900-tallet. Viktige forløpere for behaviorismen var Ivan Pavlov, som påviste klassisk betinging. Dette innebærer en type læring der et individ kobler sammen en biologisk viktig stimulus (eks. mat) med en annen stimulus (eks. lyd) som signaliserer at maten kommer. John B. John B Watson - Akron psychology archives Begrepet behaviourisme oppsto imidlertid først rundt 1910 med John B. Burrhus F. Behavioristisk læringsteori antar dermed at overføring av kunnskap skjer fra foreleser og et fastlagt pensum til studenter, der vurderinger i stor grad preges av reproduksjon av kunnskap. Behavioristisk læring, oppsummert:
Metacognition: Nurturing Self-Awareness in the Classroom How do children gain a deeper understanding of how they think, feel, and act so that they can improve their learning and develop meaningful relationships? Since antiquity, philosophers have been intrigued with how human beings develop self-awareness -- the ability to examine and understand who we are relative to the world around us. Today, research not only shows that self-awareness evolves during childhood, but also that its development is linked to metacognitive processes of the brain. Making Sense of Life Experiences Most teachers know that if students reflect on how they learn, they become better learners. Metacognition plays an important role in all learning and life experiences. How do I live a happy life? Through these reflections, they also begin to understand other people's perspectives. At a recent international workshop, philosophers and neuroscientists gathered to discuss self-awareness and how it is linked to metacognition. 7 Strategies That Improve Metacognition 1. 2. 3. 4.
Samskriving for undervisere - Wiki - innsida.ntnu.no Informasjon om samskriving for deg som underviser og hvordan bruke dette til å bedre læringen for studentene dine. English version - Collaborative writing Temaside om læringsstøtte - for undervisere | Temaside om nettbasert undervisning Samskriving i dagens digitale verden foregår stort sett i virtuelle sammenkomster, enten at man er på ulike geografiske steder eller sitter sammen og jobber på nett. Verktøy for samskriving # Studenter har lenge brukt Google Docs til samskriving, både av forelesningsnotater og oppgaver. Kom i gang med samskriving i Office 365 Denne pakken har både studenter og ansatte ved NTNU tilgang til via Digitale tjenester for NTNU, Samskriving i Office 365 # Fordeler ved å samskrive i Office 365: OneDrive - skyen du lagrer alt i - ligger i Irland og ikke USA. Fordeler med samskriving # Hvorfor skal du som underviser oppfordre studentene dine til samskriving? Å skrive er en viktig del av det å studere, og samskriving er ikke et nytt fenomen. Nyttige lenker # Se også #
Metacognitive Strategies Students Can Use to Overcome Test Anxiety Students’ emotional states have a profound impact on their ability to do well on any given test. Especially with high-stakes standardized tests, the pressure on students can be enormous. These very limited assessments often reveal who memorized and was able to retrieve the greatest amount of content under pressure, penalizing students who learned the material but were more affected by stress and anxiety. The good news is that teachers can help students reduce their stress responses and succeed in retrieving and demonstrating what they know. Promoting Students’ Ability to Remember Neuroimaging research reveals that high-stress environments disrupt the brain’s learning acquisition and memory retrieval. In a high-stress state, the amygdala reduces the flow of information to the prefrontal cortex, reducing access to the information stored in memory and providing less guidance from the executive function networks. Reducing Negative Expectations Self-Corrected Practice Tests The Research Is In
Smarte valg når du skal bruke teknologi i undervisningen Følg Bedre Skole på Facebook En lærer som skal ta i bruk teknologi i undervisningen, må alltid vurdere: Hvordan og hvorfor velger jeg apper som læringsverktøy? Det dreier seg om å ha en «profesjonsfaglig digital kompetanse». Dette innebærer at du som lærer må ha teknologisk, faglig og pedagogisk kompetanse som gjør deg i stand til å tilpasse din egen undervisning til kompetansemål, klasse og elev. Her kan vi støtte oss på TPACK; Technology, Pedagogy and Content Knowledge (Mishra & Koehler). The Padagogy Wheel finner du på norsk her Det digitale påvirker hvilke ferdigheter som skal læres Vi lærere kjenner til og bruker ulike pedagogiske metoder, modeller og didaktikk vi har lært. Derfor må vi i dag snakke om DDD, som står for Digitalt Didaktisk Design, eller digitalt influerte måter å planlegge undervisning på (Johanson og Karlsen, 2018). I løpet av 24 år som lærer har jeg brukt både PC, nettbrett, blyant og papir, og jeg har fulgt den digitale utviklingen i skolen tett. Skrive seg til lesing