Team learning for the September 20, 2011, class of WBU EDUC 5301.
Tuesday, September 20, 2011
Prompt #4: Learning Task Development
Take one concept/idea/skill from the academic discipline you plan to teach and “build” a learning task for that concept for EACH level of Bloom’s Taxonomy.
Put all six of those brief examples in your comment box.
I will be using Bloom's Taxonomy through my teachings in PE through the sport they are learning and requirements for the fitness test. Remembering- Students in my class will have a planned regiment to follow everyday. It is their job to be seated in the right positions and give their answer to the bell ringer question assigned at the beginning of every class. Undertanding- The group discussions(lectures) that are held in class will help me be sure that the students are involved and understand the topic. Applying- I would see if the students could apply the use of information they learned to the outcome i expected.(Like a fitness test Analyzing- Group presentations (particpation) and test grades will show me that the students are making improvements to the best of their capability. Evaluating- I would evaluate students by their overall participation in class discussions, how they work in their groups, and individual activities. Creating- I would have group teach another group a lesson and have that group teach to the class what they learned from the first group(like our last class group work).
The task that I will implement in my class is the fall of the Incan Empire. 1) Remembering: The students will need to remember the strengths and weaknesses of a very large empire. The goal of the Spaniards, and the roles of the cultures previously conquered by the Inca. Comprehension: the students will compare Meso American cultures with the Spanish culture of the time. The ideas of individual verses collective ownership,effects, of religion.... Application: How were these ideas instrumental in the fall of the empire? The religious aspect of conquering and being conquered. Analysis: What were the motives of the Spaniards and the Incans? How did these differences help or hurt? Compare and contrast the two different cultures. What were the relationships between the Inca people and the people they had conquered. How strong was the leadership? Evaluate: Support your findings and opinions with documents, articles, and research. Why do you believe as you believe? Create: With all of the researched info. and researched educated opinions create a hypothesis on how the empire fell.JJ
Remeber - I need my students to remember the sign and numbers.
Understanding - I need the students to understand the usage and meaning of the plus sign for addition.
Applying - I will develop some simple number addition problems for my students to solve in groups and individually.
Analyzing - We will sit together as a class and analyze each problem together while they make sure they have the same answers.
Evaluating - I will test the students individually both verbally and written to make sure they can do addition problems as well as understand the process.
Creating - I will allow my students to make the problems for the test as well as create a word problem from their previous experiences.
This is a technique that gets all of the students involved and holds them all accountable. I really like it beacause it can even make the class a little competetive to see who can solve the problems first, and who can come up with the "best" or most creative problem.
Remembering: Develop a crossword puzzle with important terms/definitions necessary to grasp the concept.
Understanding: Have students look at computer models of DNA synthesis and determine/describe the process.
Applying: Once students have a handle on the process, have them come up with possible malfunctions/mishaps that could occur during DNA synthesis.
Analyzing: Allow students to compare/contrast their predictions with other groups in the class and modify their suggestions and/or add suggestions from other groups to their own.
Evaluating: Have students research DNA synthesis issues and find the one that most closely resembles one of their predictions.
Creating: Have students create a model of the DNA synthesis process using virtually any methods/materials at their disposal.
Devin, I really had not thought about Bloom's being used in PE, but you did a good job of creating a plan for it. All of the steps are steps I knew about, but I just never put them in the context of Bloom's.
Remembering- Having the students remember the dates and different battles.
Understanding- The students need to understand the meaning behind the civil war.
Applying- How they would apply what they have learned during the lesson to what the world is going through now.
Analyzing- Students analyzing different battles, why each battle was significant to the war. Analyze why friends and families fought against each other.
Evaluating- Testing the students on what they have learned. From the dates, to the battles, and the main people that were involved.
Creating- The students would create a family tree, to see what side their families fought for and to see if their families where split in the war. OR. Having the students map and chart out the battles throughout the war.
Jason, I live how on applying you said once the students can handle the process. Also, I believe the students will have fun and enjoy creating a model of their own and try to make it the best of the class.
Remembering: Pick family member or person that has influenced you in good way. Understanding: What is their role in life? Applying: Do they line-up with family/society? Analyzing: How do they exhibit cultural norms? Evaluating: Evaluate your thoughts on family? Creating: Create an expression of this
I threw a bit of a curve and you handled it well. Bueno.
One comment: a common misconception on the EVALUATION level is that the teacher is doing the evaluating. Not so. That level of Bloom is when the teacher calls upon students to make a value judgement on something (a work, an article, an artifact) and defend their position. It's the student doing the evaluating (not the teacher).
@Joel, If I had a history class where I hadn't spent the entire time with my head burrowed into a textbook I might have actually learned something...especially if I had to formulate my own hypothesis about that something!
academic discipline? What does that mean exactly?
ReplyDelete@NC: The subject or content you plan to teach. Math? Science? English? Art?
ReplyDeleteI will be using Bloom's Taxonomy through my teachings in PE through the sport they are learning and requirements for the fitness test. Remembering- Students in my class will have a planned regiment to follow everyday. It is their job to be seated in the right positions and give their answer to the bell ringer question assigned at the beginning of every class. Undertanding- The group discussions(lectures) that are held in class will help me be sure that the students are involved and understand the topic. Applying- I would see if the students could apply the use of information they learned to the outcome i expected.(Like a fitness test Analyzing- Group presentations (particpation) and test grades will show me that the students are making improvements to the best of their capability.
ReplyDeleteEvaluating- I would evaluate students by their overall participation in class discussions, how they work in their groups, and individual activities. Creating- I would have group teach another group a lesson and have that group teach to the class what they learned from the first group(like our last class group work).
The task that I will implement in my class is the fall of the Incan Empire.
ReplyDelete1) Remembering: The students will need to remember the strengths and weaknesses of a very large empire. The goal of the Spaniards, and the roles of the cultures previously conquered by the Inca.
Comprehension:
the students will compare Meso American cultures with the Spanish culture of the time. The ideas of individual verses collective ownership,effects, of religion....
Application: How were these ideas instrumental in the fall of the empire? The religious aspect of conquering and being conquered.
Analysis:
What were the motives of the Spaniards and the Incans? How did these differences help or hurt?
Compare and contrast the two different cultures.
What were the relationships between the Inca people and the people they had conquered. How strong was the leadership?
Evaluate:
Support your findings and opinions with documents, articles, and research.
Why do you believe as you believe?
Create:
With all of the researched info. and researched educated opinions create a hypothesis on how the empire fell.JJ
Math - Addition
ReplyDeleteRemeber - I need my students to remember the sign and numbers.
Understanding - I need the students to understand the usage and meaning of the plus sign for addition.
Applying - I will develop some simple number addition problems for my students to solve in groups and individually.
Analyzing - We will sit together as a class and analyze each problem together while they make sure they have the same answers.
Evaluating - I will test the students individually both verbally and written to make sure they can do addition problems as well as understand the process.
Creating - I will allow my students to make the problems for the test as well as create a word problem from their previous experiences.
This is a technique that gets all of the students involved and holds them all accountable. I really like it beacause it can even make the class a little competetive to see who can solve the problems first, and who can come up with the "best" or most creative problem.
Sarah
I will teach either World History, U.S. History, or Social Studies. jj
ReplyDeleteI'll take DNA synthesis for 1,000 Alex.
ReplyDeleteRemembering: Develop a crossword puzzle with important terms/definitions necessary to grasp the concept.
Understanding: Have students look at computer models of DNA synthesis and determine/describe the process.
Applying: Once students have a handle on the process, have them come up with possible malfunctions/mishaps that could occur during DNA synthesis.
Analyzing: Allow students to compare/contrast their predictions with other groups in the class and modify their suggestions and/or add suggestions from other groups to their own.
Evaluating: Have students research DNA synthesis issues and find the one that most closely resembles one of their predictions.
Creating: Have students create a model of the DNA synthesis process using virtually any methods/materials at their disposal.
Devin, I really had not thought about Bloom's being used in PE, but you did a good job of creating a plan for it. All of the steps are steps I knew about, but I just never put them in the context of Bloom's.
ReplyDeleteSarah
History- Civil War
ReplyDeleteRemembering- Having the students remember the dates and different battles.
Understanding- The students need to understand the meaning behind the civil war.
Applying- How they would apply what they have learned during the lesson to what the world is going through now.
Analyzing- Students analyzing different battles, why each battle was significant to the war. Analyze why friends and families fought against each other.
Evaluating- Testing the students on what they have learned. From the dates, to the battles, and the main people that were involved.
Creating- The students would create a family tree, to see what side their families fought for and to see if their families where split in the war. OR. Having the students map and chart out the battles throughout the war.
Jason, I live how on applying you said once the students can handle the process. Also, I believe the students will have fun and enjoy creating a model of their own and try to make it the best of the class.
ReplyDeleteSarah
Spanish (Family)
ReplyDeleteRemembering: Pick family member or person that has influenced you in good way.
Understanding: What is their role in life?
Applying: Do they line-up with family/society?
Analyzing: How do they exhibit cultural norms?
Evaluating: Evaluate your thoughts on family?
Creating: Create an expression of this
I threw a bit of a curve and you handled it well. Bueno.
ReplyDeleteOne comment: a common misconception on the EVALUATION level is that the teacher is doing the evaluating. Not so. That level of Bloom is when the teacher calls upon students to make a value judgement on something (a work, an article, an artifact) and defend their position. It's the student doing the evaluating (not the teacher).
On to Prompt #5.
@Joel,
ReplyDeleteIf I had a history class where I hadn't spent the entire time with my head burrowed into a textbook I might have actually learned something...especially if I had to formulate my own hypothesis about that something!
I really want the students to analyze the information they have found and then come up with a hypothesis. There isn't really a wrong answer.
ReplyDelete