Flipping with HyperDocs: Part 2 – Flipped Learning Global Initiative
In Part 1 of Flipping with HyperDocs, I gave a brief introduction – a teaser, if you will – of why I am so hyped up about HyperDocs. Recall that HyperDocs are more than just a Google Doc containing hyperlinks. HyperDocs can take students to higher levels of thinking, utilizing an inquiry approach to learning. If you are flipping your classroom, you will find it to be a complement to your group space-time.
Major Categories in the Taxonomy of Educational Objectives
Knowledge remembering of previously learned material; of terminology; specific facts; ways and means of dealing with specifics (conventions, trends and sequences, classifications and categories, criteria, methodology); universals and abstractions in a field (principles and generalizations, theories and structures): Knowledge is (here) defined as the remembering (recalling) of appropriate, previously learned information. defines; describes; enumerates; identifies; labels; lists; matches; names; reads; records; reproduces; selects; states; views; writes;. Comprehension: Grasping (understanding) the meaning of informational materials. classifies; cites; converts; describes; discusses; estimates; explains; generalizes; gives examples; illustrates; makes sense out of; paraphrases; restates (in own words); summarizes; traces; understands. Application: The use of previously learned information in new and concrete situations to solve problems that have single or best answers.
Primary Source Sets
Teachers Abraham Lincoln: Rise to National Prominence Speeches, correspondence, campaign materials and a map documenting the free and slave states in 1856 chronicle Lincoln’s rise to national prominence Alexander Hamilton Manuscripts, images, and historic newspapers document the life and accomplishments of Alexander Hamilton American Authors in the Nineteenth Century: Whitman, Dickinson, Longfellow, Stowe, and Poe A selection of Library of Congress primary sources exploring the topic of American authors in the nineteenth century, including Walt Whitman, Emily Dickinson, Henry Wadsworth Longfellow, Harriet Beecher Stowe, and Edgar Allan Poe. Top
Every Presentation Ever: Communication Fail
In case you haven’t seen it: Funny video on the inner thoughts of every presenter and what the audience really thinks. I particularly like the snide remark about how Macs are better than PC’s. If you liked that. You will like this.
How to write and evaluate effective questions: Best Practices in Peer Instruction
One of the most frequently asked questions among Peer Instruction Network members (PINm) is “How do I write good questions?” This ubiquitous question is posed across the spectrum of Peer Instruction implementations – from expert to novice users, from faculty to instructional designers, among different disciplines, and within varying institutional types. PINms David Vakil an expert Peer Instruction user who teaches Astronomy at El Camino College asks, “How do you write good questions?”
Definitions of Bloom's Taxonomy
Activities at Various Cognitive Levels of Learning (LoL) Bloom’s taxonomy of learning objectives is used to define how well a skill or competency is learned or mastered. A fuller description of Bloom’s taxonomy is given in the following pages but a brief summary of the activities associated with each level is given below. At Knowledge Level of Learning a student can define terms At Comprehension Level of Learning a student can work assigned problems and can example what they did At Application Level of Learning a student recognizes what methods to used and then used the methods to solve problems At Analysis Level of Learning a student can explain why the solution process works At Synthesis Level of Learning a student can combine the part of a process in new and useful ways At Evaluation Level of Learning a student can create a variety of ways to solve the problem and then, based on established criteria, select the solution method best suited for the problem. What do I do at this level?
Do College Students Read? -
With college back in session, we can welcome the bemoaning of college students nationwide on social media – students now encumbered with their: back-to-back-to-back class schedules, unending assignments and group projects, non-stop social lives, and their numerous, heavily marked-up textbook collection. It’s surely busy here, but we wanted to take a moment to see if students were putting down their textbooks for just a second, and picking up a book for pleasure. So we went to our panel of students to ask: “do you read for fun?” Here are some of the results: Frequency:
Should Teachers Friend Their Students?
On Facebook, how classroom rules do and do not apply. In real life, people don't just usually walk right up to you and ask you to be their friend. Little kids do, I guess, but adults generally see that sort of question as just plain weird. I think of this sometimes when my students friend me on Facebook—adding yet another layer of complexity to the question of how best to balance the teacher-student-friend relationship—a layer of complexity that just five years ago did not exist.
The Positive Classroom:What New (Young) Principals Need to Know
The youth of the participants in our annual seminar for aspiring principals caught me by surprise. Most had been college students when the World Trade Center was attacked in 2001, and few understood schooling outside the aegis of No Child Left Behind. All were first-career teachers with just a few years of classroom experience.
Bloom's Taxonomy of Learning Domains
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).
