Bloom's Taxonomy of Learning Domains: The Cognitive Domain Note: This site is moving to KnowledgeJump.com. Please reset your bookmark. Bloom's Taxonomy was created in 1956 under the leadership of educational psychologist Dr Benjamin Bloom in order to promote higher forms of thinking in education, such as analyzing and evaluating concepts, processes, procedures, and principles, rather than just remembering facts (rote learning). It is most often used when designing educational, training, and learning processes. The Three Domains of Learning The committee identified three domains of educational activities or learning (Bloom, et al. 1956): Cognitive: mental skills (knowledge) Affective: growth in feelings or emotional areas (attitude or self) Psychomotor: manual or physical skills (skills) Since the work was produced by higher education, the words tend to be a little bigger than we normally use. While the committee produced an elaborate compilation for the cognitive and affective domains, they omitted the psychomotor domain. Cognitive Domain Review
Metacognitive Strategies or “Thinking About My Thinking” - LD@school Add to favorites Summarized by Cindy Perras, M.Ed., OCT Educational Consultant, LDAO "Efficient learners use metacognitive strategies but students with learning disabilities tend to lack the skills to direct their own learning. However, once they learn the metacognitive strategies that efficient learners use, students with learning disabilities can apply them in many situations.” (Lerner and Kline, 2006, p. 184) Description In order to be effective learners, students must not only use their memory and the language skills they have internalized, they must also develop their own way of learning. According to Pierre Paul Gagné et al. (2009): “Metacognition enables students to be more active in their learning, i.e., to mobilize all of their resources in order to have successful learning experiences. According to the LD Online Glossary (2014), metacognition is the process of "thinking about thinking." Implementing Metacognitive Strategies Click here to access the chart as a PDF. References
5 Levels Of Student Engagement: A Continuum For Teaching 5 Levels Of Student Engagement: A Continuum For Teaching by Terry Heick Years ago, I worked with a school in Kentucky that had adopted Phil Shlechty’s “Working on the Work” framework. The idea behind Shlechty’s framework is, in short, to focus on the work that students do, and the systems that produce that work. For starters, the idea of ‘authentic engagement’ now had a new standard. I also began to itemize the kinds of things that motivated students. I’ve had this post drafted for years now because I’d planned on fleshing it out a bit with some thinking about the movement along this kind of continuum but have decided to break that process up and start first with simply sharing the continuum and types of student engagement. Please respond in the comments with your thinking, questions, ideas, thoughts. Authentic Engagement [Highest Level] Students are immersed in work that has clear meaning and immediate value to them (reading a book on a topic of personal interest). Ritual Compliance
14 Brilliant Uses for Mind Maps – Engage Your Whole Brain Mind maps engage your whole brain and allow you to see the big picture. A mind map is a whole-brain method for generating and organizing ideas which is largely inspired by Leonardo da Vinci’s approach to note-taking. The concept was brought into the mainstream by Tony Buzan and is based on patterns found in nature, and on research on how humans think and how the brain works. In “How to Think Like Leonardo da Vinci”, Michael J. These geniuses include Charles Darwin, Michelangelo, Mark Twain, and, of course, da Vinci. How to Create Mind Maps: Step-by-Step Instructions Mind maps represent a task or an idea in pictorial form with a minimum of words. Step 1. Step 2. Step 3. Step 4. Draw anywhere from three to ten thick branches leading out from your central image/keyword.Make the branches curve and flow.Try to make each branch a different color.Choose an image and a keyword for each branch. Step 5. Step 6. Step 7. Step 8. Step 9. 14 Brilliant Uses For Mind Maps 1. 2. 3. What? 4. 5. 6. 7. 8. 9.
Metacognitive Study Strategies for College Students Introduction Learning is something that everyone is expected to be able to do; but very rarely does anyone sit us down and tell us how to learn. We may learn component skills that allow us to perform a task; for example, learning specific steps to perform a task or the parts of a paragraph or essay. These are steps toward producing a product; not actually learning and mastering knowledge. Perhaps even more importantly; how do we decide what we need to learn and understand when and how we have learned it? How often, when faced with a new idea or a problem, do you sit down and think "What do I already know about this?" This course has been designed with the new college student or at-risk college student in mind, with the goal of providing skills and strategies necessary for success both in college and on the job. Learning to learn from a metacognitive perspective will give you the ability to control and direct your learning experience and make more out of your courses. Lessons
Adam Simpson - Homework: Should we give it or not? Homework… should we or shouldn’t we? What are the benefits and what are the drawbacks? Are we really helping our learners develop their language skills or are we merely complicating their lives? The case for #1: Class time isn’t enough and learners need extra practice Homework should, above all else, serve to review and build upon what has been learned in class, or to offer further practice of something that was new and particularly tricky. Homework that gives the student an opportunity to further practice what he or she has just learned in class to further fix the concepts in their mind can be extremely worthwhile. Does this build on what you did in class? The case against #1: People need a life If you teach adults, it’s almost entirely likely that they will have a work life and a social life outside of your classroom. If you teach young learners, these children need unstructured play time to become social creatures more than they need homework from you.
5 Highly Effective Teaching Practices I remember how, as a new teacher, I would attend a professional development and feel inundated with new strategies. (I wanted to get back to the classroom and try them all!) After the magic of that day wore off, I reflected on the many strategies and would often think, "Lots of great stuff, but I'm not sure it's worth the time it would take to implement it all." We teachers are always looking to innovate, so, yes, it's essential that we try new things to add to our pedagogical bag of tricks. What Research Says This leads me to educational researcher John Hattie, who wrote Visible Learning for Teachers: Maximizing Impact on Learning. Hattie has spent more than 15 years researching the influences on achievement of K-12 children. 1. When a teacher begins a new unit of study or project with students, she clarifies the purpose and learning goals, and provides explicit criteria on how students can be successful. 2. 3. 4. 5. Collaborating with Colleagues Great teachers are earnest learners.
Kolb’s Learning Cycle – Live Language Learning All teachers, regardless of the discipline, must be considerate of the various learning styles of students. You learn this in Teaching 101: Teaching is not a one size fits all scenario. This goes a long way in explaining why our vocation has so many challenges. In today’s teaching seminar at the CAVILAM center in Vichy, France we spent a lot of time discussing the merits of Kolb’s learning cycle and how it can help all teachers remain attentive to the various learning styles of their students. We are each wired differently and have unique ways of engaging in the learning process. First, a teacher must help a student complete the full cycle of learning. The second task, which is associated with the first, is that teachers need to vary their activities so that no one style of learning is favored over the others.
Teaching with Lectures | The Teaching Center The lecture can be an immensely effective tool in the classroom, allowing an instructor to provide an overarching theme that organizes material in an illuminating and interesting way. The instructor must take care, however, to shape the lecture for the specific audience of students who will hear it and to encourage those students to take an active and immediate part in learning the material. It is essential to see lectures as a means of helping students learn to think about the key concepts of a particular subject, rather than primarily as a means of transferring knowledge from instructor to student. PreparingDuring the LectureAfter the LectureLinks and References Create a comfortable, non-threatening environment. Incorporate visuals. Reset the “attention clock”: Include opportunities for active learning. Organize the lecture like a good speech, with a clear structure and “signposts” marking key points and transitions. Review and practice the lecture before class begins. Bunce, D.
Kolb Learning Cycle Tutorial - Static Version Text and concept by Clara Davies (SDDU, University of Leeds) Tutorial design by Tony Lowe (LDU, UNversity of Leeds) Multimedia version (Flash plug-in required). Introduction Reflective practice is important to the development of lecturers as professionals as it enables us to learn from our experiences of teaching and facilitating student learning. Concrete Experience (doing / having an experience) In the case of the PGCLTHE, the 'Concrete Experience' is the 'doing' component which derives from the content and process of the PGCLTHE programme - through attending the workshops or, in the case of the on-line module, your reading of the on-line learning materials - together with your actual experience of teaching in the classroom plus your other teaching duties and practices. Reflective Observation (reviewing / reflecting on the experience) Abstract Conceptualisation (concluding / learning from the experience) Active Experimentation (planning / trying out what you have learned) References
What Happened When I Stopped Lecturing Any course in ethics demands a high degree of student engagement and discussion as students wrestle with ethical dilemmas presented in case studies and real-life situations. Without discussion, an ethics class becomes a lecture on ethical systems and viewpoints from which students must infer their own positions from values that might not align with their moral outlook. When I first began teaching a health ethics course in the School of Pharmacy at the University of Mississippi, small enrollments allowed for plenty of discussion among the students. These types of collaborative, low-stakes activities have proven an effective way for students to identify their values and biases as well as understand how they shape outcomes when applied to both theoretical and real ethical scenarios. High enrollment, low engagement As class enrollments grew, I divided the class into more sections, teaching two in the spring semester and two in the fall semester. The class is not perfect, but it is better.
Goals, Objectives and Outcomes › Assessment Primer › Assessment › University of Connecticut Outcomes Pyramid The assessment literature is full of terminology such as “mission”, “goals”, “objectives”, “outcomes”, etc. but lacking in a consensus on a precise meaning of each of these terms. Part of the difficulty stems from changes in approaches to education – shifts from objective-based, to competency-based, to outcomes-based, etc. education have taken place over the years with various champions of each espousing the benefits of using a different point of view. The Outcomes Pyramid shown below presents a pictorial clarification of the hierarchical relationships among several different kinds of goals, objectives, and outcomes that appear in assessment literature. The 'pyramid' image is chosen to convey the fact that increasing complexity and level of specificity are encountered as one moves downward. The pyramid structure also reinforces the notion that learning flows from the mission of the institution down to the units of instruction. Outcomes Pyramid Definitions Objectives
Facilitating Discussion: Five Factors that Boost Student Engagement It’s another of those phrases frequently used and almost universally endorsed but not much talked about in terms of implementation. What does facilitating discussion mean? How should a teacher do it? Beyond developing and validating the instrument, they wondered what learning-related outcomes does discussion facilitation accomplish. Developing the instrument was the first task. Affirms students’ discussion: This aspect of discussion facilitation accounted for 45 percent of the variance, which was significantly higher than the other four factors. As part of exploring the relationship between discussion facilitation and student interest and engagement, the researchers used a “student perceptions of instructor understanding” scale. Not only is this instrument of value to subsequent explorations of discussion facilitation, it is a great tool for instructors who wish to understand the specific components of effective discussion facilitation. Reference: Finn, A.
Active Learning For The College Classroom The past decade has seen an explosion of interest among college faculty in the teaching methods variously grouped under the terms 'active learning' and 'cooperative learning'. However, even with this interest, there remains much misunderstanding of and mistrust of the pedagogical "movement" behind the words. The majority of all college faculty still teach their classes in the traditional lecture mode. "Active Learning" is, in short, anything that students do in a classroom other than merely passively listening to an instructor's lecture. Exercises for Individual Students Because these techniques are aimed at individual students, they can very easily be used without interrupting the flow of the class. The "One Minute Paper" - This is a highly effective technique for checking student progress, both in understanding the material and in reacting to course material. The "Socratic Method" Immediate Feedback Critical Thinking Motivators Share/Pair Cooperative Learning Exercises Angelo, T. Crow, L.