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My Learning Partner
22 Monday Jun 2015
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in19 Friday Jun 2015
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I selected this resource because it gives fairly holistic information and the history of Bloom’s taxonomy. It made me understand the taxonomy in a different view because there was deeper knowledge about Bloom’s taxonomy. Besides, the resource provides related links to other resources that I could get more information if I wanted to. From this resource, I got a better sense of Bloom’s taxonomy which would help me with organizing objectives, improving questioning skills and designing valid assessment tasks.
REFERENCE
Patricia Armstrong. Center for Teaching. “Bloom’s Taxonomy”. Accessed June 19, 2015. http://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/
19 Friday Jun 2015
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This resource clearly lists the main characteristics of adult learners and related teaching strategies. Although it focuses on online participants, the characteristics are more or less the same as the ones of adult learners in traditional classes. The teaching strategies may not be an only solution, but they help me think about how to improve my instruction. For example, the characteristic of “adults have a problem centered approach to learning” reminds me to “show immediately how new knowledge or skills can be applied to current problems or situations.”
REFERENCE
RIT On-line Learning. “Characteristics of Adult Learners.” Accessed June 18, 2015 http://www.ode.state.or.us/wma/teachlearn/testing/resources/essentialskillreading _hs_level3_characteristicsadultlearners.pdf
19 Friday Jun 2015
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I selected this resource because it gave an explicit definition of a positive learning environment. More importantly, it reminds me “A positive learning environment never happens by accident – it is the direct result of actions taken by instructors who understand adult learners.” which lets me reflect on my own mistakes rather than complain students if an ideal environment would not occur. In the future, I would try to avoid making adults feel helpless “by creating an environment of clear expectations, open dialogue, and professional feedback.”
REFERENCE
James Ballou. Bright Hub. “Creating a Positive Learning Environment for Adults”. Accessed June 18, 2015. http://www.brighthub.com/education/online-learning/articles/41064.aspx#imgn_3
19 Friday Jun 2015
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This resource presents so practical techniques which I could use in my classes. I really like the first one “Become a role model for student interest.” In my experience, it proved very true. I believe that students will be inspired by your passion and enthusiasm. I think a good instructor must love his/her job and care his/her students so that students will be more active and positive. In my future career, I would like to try all these techniques to motive my students.
REFERENCE
Center for Teaching. “Strategies for Motivating Students.” Accessed June 18, 2015 http://cft.vanderbilt.edu/guides-sub-pages/motivating-students/#strategies
19 Friday Jun 2015
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I selected this resource because it focused on how to give feedback to an essay which I did a lot to my graduate students. One of the most helpful strategies for me is “talk about the essay not the student ” which reminds me that once a student of mine was upset with my feedback because he felt I was against him. Also, sometimes I made comments on every problem at once, not realizing students could be overwhelmed. Now I learned how to give an appropriate feedback.
REFERENCE
Christopher Manion. Writing Across the curriculum. “Techniques for Responding”. Accessed June 18, 2015. https://carmenwiki.osu.edu/display/osuwacresources/Techniques+for+Responding
19 Friday Jun 2015
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The School of Instructor Education Facebook page:
https://www.facebook.com/VCCSchoolOfInstructorEducation
The School of Instructor Education website:
19 Friday Jun 2015
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by Patricia Armstrong, Assistant Director, Center for Teaching
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. Familiarly known as Bloom’s Taxonomy, this framework has been applied by generations of K-12 teachers and college instructors in their teaching.
The framework elaborated by Bloom and his collaborators consisted of six major categories: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. The categories after Knowledge were presented as “skills and abilities,” with the understanding that knowledge was the necessary precondition for putting these skills and abilities into practice.
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.
Here are the authors’ brief explanations of these main categories in from the appendix of Taxonomy of Educational Objectives (Handbook One, pp. 201-207):
The 1984 edition of Handbook One is available in the CFT Library in Calhoun 116. See its ACORN record for call number and availability.
While many explanations of Bloom’s Taxonomy and examples of its applications are readily available on the Internet, this guide to Bloom’s Taxonomy is particularly useful because it contains links to dozens of other web sites.
Barbara Gross Davis, in the “Asking Questions” chapter of Tools for Teaching, also provides examples of questions corresponding to the six categories. This chapter is not available in the online version of the book, but Tools for Teaching is available in the CFT Library. See its ACORN record for call number and availability.
A group of cognitive psychologists, curriculum theorists and instructional researchers, and testing and assessment specialists published in 2001 a revision of Bloom’s Taxonomy with the title A Taxonomy for Teaching, Learning, and Assessment. This title draws attention away from the somewhat static notion of “educational objectives” (in Bloom’s original title) and points to a more dynamic conception of classification.
The authors of the revised taxonomy underscore this dynamism, using verbs and gerunds to label their categories and subcategories (rather than the nouns of the original taxonomy). These “action words” describe the cognitive processes by which thinkers encounter and work with knowledge:
In the revised taxonomy, knowledge is at the basis of these six cognitive processes, but its authors created a separate taxonomy of the types of knowledge used in cognition:
Mary Forehand from the University of Georgia provides a guide to the revised version giving a brief summary of the revised taxonomy and a helpful table of the six cognitive processes and four types of knowledge.
The authors of the revised taxonomy suggest a multi-layered answer to this question, to which the author of this teaching guide has added some clarifying points:
Citations are from A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives.
Section III of A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives, entitled “The Taxonomy in Use,” provides over 150 pages of examples of applications of the taxonomy. Although these examples are from the K-12 setting, they are easily adaptable to the university setting.
Section IV, “The Taxonomy in Perspective,” provides information about 19 alternative frameworks to Bloom’s Taxonomy, and discusses the relationship of these alternative frameworks to the revised Bloom’s Taxonomy.
18 Thursday Jun 2015
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Techniques for Responding
Added by Christopher Manion, last edited by Christopher Manion on Feb 27, 2009
Like many instructors, many students have been trained by past educational experiences to think of all written comments on their papers as negative and evaluative. Comments on final drafts often serve to justify the grade; even if we do not intend them to, students will frequently read comments with this purpose in mind.
Students also have assumptions about the ways teachers respond to them. Even helpful questions can be read by students as being sarcastic or critical. Therefore, it is a good idea to discuss or demonstrate your responding strategies in class before students receive their first written responses.
Constructive comments aim at helping writers not only to understand their problems with the specific text in question, but also to develop a critical approach and strategy that can be used in future writing situations.
Negative responding strategies offer little concrete direction for the writer and may exist simply to justify a grade or explain why something does not work well. These comments do not encourage the student, but may actually serve to confuse and frustrate them in the absence of positive statements.
Marginal comments are either written in the margins or directly in the text of an essay, whereas terminal comments are usually lengthy and are written at either the end of the essay or on a separate page. Marginal comments are more suited for feedback on specific sections of the text and terminal comments are usually saved for more global concerns affecting the whole essay. It is important to provide a writer with both types of comments because their physical positioning allows you to provide different types of feedback. Although marginal comments are more suited to feedback on specific sections of the text, terminal comments are usually saved for larger concerns affecting the entirety of the essay.
Unfortunately, there is no formula for the most successful types of comments, consequently each teacher needs to articulate a conscious rationale and philosophy for commenting in the way he or she does. In other words, many different types of comments can work as long as you understand why you comment in the way you do and how you believe these comments will help students in the future.
From: https://carmenwiki.osu.edu/display/osuwacresources/Techniques+for+Responding#TechniquesforResponding-TechniquesofResponding Accessed Jund 18, 2015
18 Thursday Jun 2015
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Strategies for Motivating Students
Following are some research-based strategies for motivating students to learn.
Sources:
from: http://cft.vanderbilt.edu/guides-sub-pages/motivating-students/#strategies Accessed June 18, 2015