Videos
A. Elementary School Video: "Practicing Presentation and Audience Skills through Science Presentations"
Example of Piagets or Vygotskys cognitive development theories
The teacher applies Piaget's Concrete Operational stage by allowing students to think logically about concrete events. This could be evident if students are presenting concepts using tangible objects or demonstrations. Plus, if the teacher emphasizes collaborative learning and scaffolding, it might be an application of Vygotsky's theory, where learning is a social process.
Explanation
If students are using hands-on demonstrations, it aligns with Piaget's belief that children in the Concrete Operational stage benefit from concrete experiences. If there is a focus on peer interactions and teacher guidance, it aligns with Vygotsky's emphasis on social interactions and the Zone of Proximal Development.
B. Middle School Video: "Using Discourse to Support Students Understanding of Multiplying Fractions"
Learning Barrier
A potential barrier is the students' difficulty in grasping abstract mathematical concepts or visualizing the multiplication of fractions.
Addressing the Barrier
The teacher is able to use discourse as a tool to encourage students to verbalize their thought processes, ask questions, and discuss with peers. This helps provide clarification about misconceptions and it facilitates deeper understanding.
C. High School Video: "Analyzing Differences Between Parallel and Series Circuits Using Evidence"
Example of Blooms Taxonomy
The teacher asks students to list the properties of parallel and series circuits (Knowledge), explain the differences (Comprehension), apply this knowledge in practical experiments (Application), analyze the results (Analysis), evaluate the efficiency of each type of circuit (Evaluation), and create a new type of circuit combining features of both (Creation).
Explanation
The progression from listing properties to creating a new circuit type aligns with the hierarchical levels of Bloom's Taxonomy, moving from basic recall of facts to higher-order thinking skills.
Blog An alternative assessment strategy that I would use is the idea spinner. The idea spinner would allow me to engage students in both a group and individual basis. I would modify the idea spinner slightly during a group setting by making it more group oriented. In this way each member of the group would be encouraged to participate rather than relying on a sole member. With the idea spinner, I
Bloom's Taxonomy: Nursing Education Like most areas of life, education has increased in complexity. Many new philosophies and a deeper understanding of the human mind have brought about a myriad new ways to educate students for their future lives and careers. Further complicating this is the fact that not all students respond uniformly to the same educational system or method. In addition, specific areas of study and their related professions have
Valuing: A range of acceptance that is placed on the information being received. Organization: this is the organizing of the values by contrasting differing values. Internalizing Values: This has to do with the learners value system and how the learner assigns value. The Psychomotor category includes physical aspects of movement, as well as coordination in movement. There were not subcategories in the Psychomotor development category. Critics of Bloom: There are those critics who claim that
Bloom's Taxonomy is a way of evaluating educational goals as they relate to student performance. The taxonomy was developed originally as more of a measurement tool, to serve as a common language about learning goals to help individuals communicate ideas pertaining to subject matter and grade levels. The idea was that this common language would serve to facilitate a basis for determining a particular curriculum, and the alignment of objectives,
Bloom's Taxonomy: Grading Reading Comprehension Bloom's Taxonomy offers a sequential method of grading a student's ability to comprehend a higher-level work of academic writing. According to Granello (2010), while she grants that the stages of the taxonomy are not absolutes, they are useful in painting a general portrait of how the "predominant skills and assumptions are perceived" by the teacher of the student's maturity and depth of perception (Granello 2001, 299). The
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