educ 522 week 2 obseravable actions

MI Domain WheelIntrospective DomainVisual, Intrapersonal, Existential 1

Visualize the fluid relationship among the different intelligences.

Wheel of MI Domains

Introspective Domain

“Affective”

Visual - Uniquely emotional componet to visualizing a piece

of art before creating it.

Existential - It is necessary to make that a leap of faith in order to contribute to the

collective human experience.

Intrapersonal - everything is reinforced and mastered by the

emotional connection the learner has with the material

they are learning.

Visual

VisualAllows students to picture

ideas and solutions to problems in their minds before trying to verbalize them or put

them into practice.

VisualAllows students to picture

ideas and solutions to problems in their minds before trying to verbalize them or put

them into practice.

VisualAllows students to picture

ideas and solutions to problems in their minds before trying to verbalize them or put

them into practice.

Include

VisualAllows students to picture

ideas and solutions to problems in their minds before trying to verbalize them or put

them into practice.

IncludeCharts, graphs, maps, tables,

illustrations, art, puzzles, costumes

Visual Observable Actions

observe, symbolize, draw, sketch, draft, illustrate, paint, color, contour, outline, rearrange, design, redesign, invent, create, conceive, originate, innovate, imagine, picture, envision, visiualize, pretend.

Visual

Visual

Non-Digital TechnologiesPicture books, art supplies,

white boards, overhead projectors, TVs, DVDs,

cameras, video cameras

Visual

Non-Digital TechnologiesPicture books, art supplies,

white boards, overhead projectors, TVs, DVDs,

cameras, video cameras

Visual

Non-Digital TechnologiesPicture books, art supplies,

white boards, overhead projectors, TVs, DVDs,

cameras, video cameras

Digital TechnologiesMonitors, digital cameras,

camcorders, scanners.

Intrapersonal

IntrapersonalIt is the part of us that expects

learning to be meaningful. The more we find pertinence in what we study, the more

inclined we are to take ownership for our learning and the better we will retain what

we have learned.

IntrapersonalIt is the part of us that expects

learning to be meaningful. The more we find pertinence in what we study, the more

inclined we are to take ownership for our learning and the better we will retain what

we have learned.

IntrapersonalIt is the part of us that expects

learning to be meaningful. The more we find pertinence in what we study, the more

inclined we are to take ownership for our learning and the better we will retain what

we have learned.

Include:

IntrapersonalIt is the part of us that expects

learning to be meaningful. The more we find pertinence in what we study, the more

inclined we are to take ownership for our learning and the better we will retain what

we have learned.

Include:feelings, values, attitudes -

“Why do I need to learn this?” Learning must be meaningful.

Intrapersonal Observable Actions

Express, imply, support, sponsor, promote, advise, advocate, encourage, champion, justify, rationalize, characterize, defend, validate, vindicate, assess, evaluate, judge, challenge, survey, poll.

Intrapersonal

Intrapersonal

Non-digital TechnologiesJournals, diaries, surveys, voting machines, learning

centers, children’s literature.

Intrapersonal

Non-digital TechnologiesJournals, diaries, surveys, voting machines, learning

centers, children’s literature.

Intrapersonal

Non-digital TechnologiesJournals, diaries, surveys, voting machines, learning

centers, children’s literature.

Digital TechnologiesOnline forms, real-time

projects, webquest

Existential

ExistentialThe intelligence of

understanding processes within a larger, existential

context. Students have the ability to summarize and

synthesize ideas from many disciplines and sources.

ExistentialThe intelligence of

understanding processes within a larger, existential

context. Students have the ability to summarize and

synthesize ideas from many disciplines and sources.

ExistentialThe intelligence of

understanding processes within a larger, existential

context. Students have the ability to summarize and

synthesize ideas from many disciplines and sources.

Include:

ExistentialThe intelligence of

understanding processes within a larger, existential

context. Students have the ability to summarize and

synthesize ideas from many disciplines and sources.

Include:aesthetics, philosophy, religion, see place in big

picture - classroom, world, universe

Existential Observable Actions

Reflect, contemplate, deliberate, ponder, summarize, synthesize, associate, relate, recap, enxapsulate, elaborate, appreciate, eppraise, critique, evaluate, assess, speculate, explore, dream, wonder.

Existential

Existential

Non-Digital TechnologiesArt replicas, planetariums,

stage dramas, classic literature, classic philosophy,

simulation games.

Existential

Non-Digital TechnologiesArt replicas, planetariums,

stage dramas, classic literature, classic philosophy,

simulation games.

Existential

Non-Digital TechnologiesArt replicas, planetariums,

stage dramas, classic literature, classic philosophy,

simulation games.

Digital TechnologiesVirtual reality, virtual

communities, blogs, wikis, simulations.

Dinner Break30 minutes

Bloom’s TaxonomyEDUC 522

Learning in the 21st Century: Multiple Intelligence and Instructional Technology

The mind is not a vessel to be filled, but a fire to be ignited.

-Plutarch

What is Higher Order Thinking?

A guide to Productive Pedagogies: Classroom reflection manual states that:

Higher-order thinking by students involves the transformation of information and ideas. This transformation occurs when students combine facts and ideas and synthesize, generalize, explain, hypothesize or arrive at some conclusion or interpretation. Manipulating information and ideas through these processes allows students to solve problems, gain understanding and discover new meaning. When students engage in the construction of knowledge, an element of uncertainty is introduced into the instructional process and the outcomes are not always predictable; in other words, the teacher is not certain what the students will produce. In helping students become producers of knowledge, the teacher’s main instructional task is to create activities or environments that allow them opportunities to engage in higher-order thinking.

(Department of Education, Queensland, 2002, p. 1)

Bloom’s Taxonomy Revisited

Bloom’s Taxonomy Revisited

• Taxonomy of Cognitive Objectives

Bloom’s Taxonomy Revisited

• Taxonomy of Cognitive Objectives

• 1950s - developed by Benjamin Bloom

Bloom’s Taxonomy Revisited

• Taxonomy of Cognitive Objectives

• 1950s - developed by Benjamin Bloom

• Means of expressing qualitatively different kinds of thinking

Bloom’s Taxonomy Revisited

• Taxonomy of Cognitive Objectives

• 1950s - developed by Benjamin Bloom

• Means of expressing qualitatively different kinds of thinking

• Adapted for classroom use as a planning tool

Bloom’s Taxonomy Revisited

• Taxonomy of Cognitive Objectives

• 1950s - developed by Benjamin Bloom

• Means of expressing qualitatively different kinds of thinking

• Adapted for classroom use as a planning tool

• Continues to be one of the most universally applied models

Bloom’s Taxonomy Revisited

• Taxonomy of Cognitive Objectives

• 1950s - developed by Benjamin Bloom

• Means of expressing qualitatively different kinds of thinking

• Adapted for classroom use as a planning tool

• Continues to be one of the most universally applied models

• Provides a way to organize thinking skills into six levels, from the most basic to the higher order levels of thinking

Bloom’s Taxonomy Revisited

• Taxonomy of Cognitive Objectives

• 1950s - developed by Benjamin Bloom

• Means of expressing qualitatively different kinds of thinking

• Adapted for classroom use as a planning tool

• Continues to be one of the most universally applied models

• Provides a way to organize thinking skills into six levels, from the most basic to the higher order levels of thinking

• 1990s - Lorin Anderson (former student of Bloom) revisited the taxonomy

Bloom’s Taxonomy Revisited

• Taxonomy of Cognitive Objectives

• 1950s - developed by Benjamin Bloom

• Means of expressing qualitatively different kinds of thinking

• Adapted for classroom use as a planning tool

• Continues to be one of the most universally applied models

• Provides a way to organize thinking skills into six levels, from the most basic to the higher order levels of thinking

• 1990s - Lorin Anderson (former student of Bloom) revisited the taxonomy

• As a result, a number of changes were made

Bloom’s Taxonomy Revisited

• Taxonomy of Cognitive Objectives

• 1950s - developed by Benjamin Bloom

• Means of expressing qualitatively different kinds of thinking

• Adapted for classroom use as a planning tool

• Continues to be one of the most universally applied models

• Provides a way to organize thinking skills into six levels, from the most basic to the higher order levels of thinking

• 1990s - Lorin Anderson (former student of Bloom) revisited the taxonomy

• As a result, a number of changes were made(Pohl, 2000, Learning to Think, Thinking to Learn, pp. 7-8)

Original Terms New Terms

(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)

Original Terms New Terms

Evaluation Creating

(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)

Original Terms New Terms

Evaluation

Synthesis

Creating

Evaluating

(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)

Original Terms New Terms

Evaluation

Synthesis

Creating

Evaluating

(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)

Original Terms New Terms

Evaluation

Synthesis

Creating

Evaluating

(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)

Original Terms New Terms

Evaluation

Synthesis

Analysis

Creating

Evaluating

Analyzing

(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)

Original Terms New Terms

Evaluation

Synthesis

Analysis

Application

Creating

Evaluating

Analyzing

Applying

(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)

Original Terms New Terms

Evaluation

Synthesis

Analysis

Application

Comprehension

Creating

Evaluating

Analyzing

Applying

Understanding

(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)

Original Terms New Terms

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

Creating

Evaluating

Analyzing

Applying

Understanding

(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)

Original Terms New Terms

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

Creating

Evaluating

Analyzing

Applying

Understanding

Remembering

(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)

Change in Terms• The names of six major categories were

changed from noun to verb forms. • As the taxonomy reflects different forms

of thinking and thinking is an active process verbs were more accurate.

• The subcategories of the six major categories were also replaced by verbs

• Some subcategories were reorganized.• The knowledge category was renamed.

Knowledge is a product of thinking and was inappropriate to describe a category of thinking and was replaced with the word remembering instead.

• Comprehension became understanding and synthesis was renamed creating in order to better reflect the nature of the thinking described by each category.

(http://rite.ed.qut.edu.au/oz-teachernet/training/bloom.html (accessed July 2003) ; Pohl, 2000, p. 8)

BLOOM’S REVISED TAXONOMY

CreatingGenerating new ideas, products, or ways of viewing thingsDesigning, constructing, planning, producing, inventing.

Evaluating

Justifying a decision or course of actionChecking, hypothesizing, critiquing, experimenting, judging

Analyzing

Breaking information into parts to explore understandings and relationshipsComparing, organizing, deconstructing, interrogating, finding

Applying

Using information in another familiar situationImplementing, carrying out, using, executing

Understanding

Explaining ideas or conceptsInterpreting, summarizing, paraphrasing, classifying, explaining

Remembering

Recalling informationRecognizing, listing, describing, retrieving, naming, finding

Hig

her-

orde

r th

inki

ng

RememberingThe learner is able to

recall, restate and remember learned

information.Recognizing

ListingDescribingIdentifyingRetrievingNamingLocatingFinding

Can you recall information?

Remembering ActivitiesListMemorizeRelateShowLocateDistinguishGive exampleReproduceQuoteRepeatLabelRecallKnowGroupReadWriteOutline

Listen Group Choose Recite Review Quote Record Match Select Underline Cite Sort

Quiz

Definition

Fact

Worksheet

Test

Label

List

Workbook

Reproduction

Vocabulary

Products Include

Teacher roles

DirectsTells

ShowsExaminesQuestionsEvaluates

Student roles

RespondsAbsorbs

RemembersRecognizesMemorizes

DefinesDescribes

RetellsPassive recipient

Classroom Roles

1.Make a story map showing the main events of the story.

2.Make a time line of your typical day.3.Make a concept map of the topic.4.Write a list of keywords you know

about….5.What characters were in the story?6.Make a chart showing…7.Make an acrostic poem about…8.Recite a poem you have learnt.

Potential Activities and Products