Blooms taxonomy

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Blooms taxonomy. With TPACK information. Blooms Taxonomy. http://www.brightlocalschools.com/bl_inservice11282011_mroush.htm&docid=qT-VtNuSUJu2gM&imgurl. Three Psychological domains. Cognitive domain. processing information knowledge mental skills. Bloom's Revised Taxonomy. - PowerPoint PPT Presentation

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Blooms digital taxonomy

Blooms taxonomyWith TPACK information

Hello my name is Lynn Scargill. I am here today to give you a PowerPoint presentation of Blooms taxonomy with TPACK information. This is a talking power point so sit back and relax. Please feel free to ask any questions when the presentation has finished. 1Blooms Taxonomy

http://www.brightlocalschools.com/bl_inservice11282011_mroush.htm&docid=qT-VtNuSUJu2gM&imgurl

In 1956, Benjamin Bloom, an educational psychologist from the University of Chicago, developed this taxonomy for Educational Objectives. This taxonomy of learning objectives has become a key tool in structuring and understanding of the learning process.2Three Psychological domains

Bloom proposed that learning fitted into one of three psychological domains, Cognitive, Affective and Psychomotor.3Cognitive domainprocessing informationknowledge mental skills

This domain categorises lower orders thinking skills (LOTS) and learning objectives for traditional pedagogy practice and learning process.4Bloom's Revised TaxonomyHigher order thinking skills (HOTS)

Remembering - Recognising, listing, describing, identifying,retrieving, naming, locating, finding Understanding - Interpreting, Summarising, inferring,paraphrasing, classifying, comparing, explaining, exemplifying Applying - Implementing, carrying out, using, executing Analysing - Comparing, organising, deconstructing, Attributing,outlining, finding, structuring, integrating Evaluating - Checking, hypothesising, critiquing, Experimenting,judging, testing, Detecting, Monitoring Creating - designing, constructing, planning, producing, inventing,devising, making

Blooms former students, Lorin Anderson with David Krathwohl Revised Bloom's Taxonomy and was published in 2001.5Student supportRequired knowledge and understanding

Important to reflectExpectationsKey learning areasOperating ICTs with ethicsICT knowledge and skillWays of working and skills

Develop understanding of ICTsAge and Skill requirementMultiple intelligences testLearning opportunities Real life meaningful resources

In all cases students learning should be scaffolded in ways that develop students learning. 6Bloom's Digital Taxonomy with TPACK information

Teachers scaffold should be planned with Blooms digital taxonomy for student learning of higher order of thinking skills (HOTS) and learning theory. In addition, Blooms digital taxonomy key terms communicates of student learning through using information communication technologies (ICTs) and digital resources. These resources are ideal for student learning through TPACK learning design framework, usage of ICT tools and applying of visual images. 7

Student Resources and Higher order of thinking skills

Create: A BlogEvaluate: Blog posting or commentAnalyse: Validate learning Apply: Visual imagesUnderstand: Topic or subjectRemember: Teaching scaffold

Digital resources such as Blog or Wiki, are ideal for students learning and teaching of particular subject. The teaching scaffold should include of TPACK learning design framework and learning theory, with use of ICTs. The TPACK learning design framework is designed for students to learn of ICTs and know how to use the information given, such as how to upload visual images. These images or files are for students learning of particular subject and through collaborative learning, can evaluate and analyse of topic. The student can validate their learning through viewing of comment or by leaving posted comment, about the particular subject. In addition, the learner can validate their learning of topic through knowing how to apply visual images or content to wiki or Blog resource . Through usage of ICTs and information given will show of file content or as a reposting of comment, when reading or checking comments left by others. Reposting of comments forces learner to learn through collaborative learning. Collaborative learning takes place in the discussion forum where the learner can communicate with others, communities or social networks. Understanding of these communities and networks are of particular topic or subject. The learning and teaching of scaffold subject is of knowledge and understanding of particular subject, which can be drawn from memory. Remembering of applied visual images are for students learning of ICTs when applying of these visual images to Blog or Wiki. 8Smart classrooms and Queensland key learning areasYear juncture

Inquiring with ICT

Creating with ICT

Ethics Issues and ICT

Operating ICT

Relates to QCAR cross curriculum priorityStudent resources Student learning and use of ICTStudent learning process Valued reflection

Smart classrooms and Queensland key learning areas relates to QCAR cross curriculum priority and year juncture. Student resources are for student learning of ICT. These ICTs need to be age appropriate and the usage of ICTs are through legal and safe environment. In addition, student learning process includes of digital resources and operating of ICTs. These resources are valued through reflection and can later be used as a portfolio. The learner needs to be aware of ethics and issues of cyber bullying. This needs to be monitored through the computer before the learning begins.

9TPACK

TPACK learning design framework acknowledges teachers specific pedagogies and ways of teaching with technologies. These ICTs and content benefits the learner through learning how to use ICTs. In addition, teachers scaffold when using these ICTs are pedagogically sound and ways of teaching for the learner to learn of ICT and specific content which is the basis of TPACK learning design framework.10

Teaching scaffold

Implement Blooms digital taxonomy in teaching and learning designed framework Integrate ICT information with visual images or filesTPACK learning design framework with ICT informationQueensland key learning areas with year juncture. ICTs for appropriate age Awareness of learner when operating ICTs Ethics and issues with cyber bullyingTeaching scaffold to include of learning and learning theory with collaborative learning.Develop specific learning with ICTs knowledge and understanding of skill11ReferencesC:\Users\lynn\Desktop\E-learning 2nd modual\educational-origami - Bloom's Digital Taxonomy.mhthttp://www.brightlocalschools.com/bl_inservice11282011_mroush.htm&docid=qT-VtNuSUJu2gM&imgurlReferences12