We have a new page on our blog as you can see above. It is entitled “learning theories.”
We decided to create this page out of necessity. As educators we often forget the theory that informs our practice. We teach day to day to the best of our ability. Our students produce the desired outcome assuring us that we’re competent, professional teachers.
However, we forget why we teach the way we do. “Because it works” will not stand up under professional scrutiny. Thus, as professional educators we need theory to bolster our methodology. Why do we tend to avoid teaching rote memorization only? Why do we shy away from teaching “just the facts?” Why do we need to teach HOTS (higher order thinking skills)?
Theory can help us to understand how students learn. We can take researchers’ years of professional research and peer-reviewed articles and allow them to sustain a robust methodology.
This is a page that we plan on adding to. It’s not comprehensive. But the purpose of this page is refresh our methodology with prominent learning theories. Continue reading ‘Learning Theories Page’
You probably remember Bloom’s Taxonomyin undergraduate or graduate work. Benjamin Bloom (1913-1999) is mostly recognized for his work with teachers and how they create instructional goals and objectives. Bloom stressed that teachers should ask students to think at higher levels, and we as teachers can use different types of questions and verbs that will challenge students to think at higher levels when appropriate. Bloom created the following six levels of thinking, which teachers can incorporate into almost any assignment or assessment.
The goal is to have students use levels 4, 5, and 6, which Bloom describes as the higher levels of thinking. Furthermore, not all activities require the highest level of thinking skills–sometimes Level 2 or even 1 may be necessary.
Level 1 Knowledge: teachers ask students to recall learned information, often to learn factual information. Verbs a teacher uses are usually similar to the following: how many, when, tell, identify, list, name, locate, and find.
Level 2 Comprehension: students are asked to find meaning and infer cause and consequence. Verbs that a teacher uses are similar to the following: compare, predict, order, summarize, explain, group, contrast, and discuss.
Level 3 Application: in this level students are asked to use learned information to new situations. Verbs that a teacher can use are similar to: apply, demonstrate, modify, produce, transfer, experiment, develop, and relate.
Level 4 Analysis: in this level students are asked to break down information and recognize patterns. Verbs that teachers use are similar to: analyze, separate, explain, classify, arrange, differences, and compare.
Level 5 Synthesis: students are asked to create new ideas,predict, and draw conclusions. Verbs that teachers use include: compose, modify, invent, speculate, desugn, collaborate, adapt, anticipate, and combine.
Level 6 Evaluation: students are encouraged to make choices that aren’t necessarily answered with right and wrong answers. Verbs that teachers are encouraged to use may include: judge, assess, criticize, summarize, test, defend, and justify.
I have tried adjusting an assessment that uses Level 1 verbs with Level 2. I can say that I see more students with that “thinking” look on their face. For that alone I’m going to continue requiring higher level thinking when appropriate. Continue reading ‘Remember Bloom’s Taxonomy?’
Saw facebook comments on University of California tuition hikes. Take a look at the picture right under the headline. The look on the face of the young woman with the red bandanna says a thousand words–probably more, and that is not overstatement!
Most teachers are thankful to have this much needed break; we’re two of them. We are thankful that we have a relatively recession-proof job in these economically unstable times. Most of all we can be thankful for the time we have now to spend with our families, our friends, our loved ones. Enjoy this day and this uniquely American holiday. We hope you have a great Thanksgiving ‘09. Continue reading ‘Happy Thanksgiving’
A majority of teachers have a substitute teaching stint on their
resumes at one time or another. I did my student teaching during a
fall semester and subsequently subbed for a semester after that until
something permanent came along.
Today is probably a big day for substitute teachers since it’s the day
before Thanksgiving, so I thought we’d think a little about this
underappreciated group of teachers among us.
Substitute Teachers are teachers.
Increasingly I see that districts only hire certified teachers as their
substitute teachers. If your district is one of those districts, give
subs the respect that they’ve earned. They’re teachers. Furthermore,
one of them may be in your department the next time there’s an
opening.
Prepare clear and thorough lessons.
One thing I didn’t appreciate as a sub was a poor lesson or no lesson.
When this happened it was no problem for me to create something for
students to work on on the spot. However, I thought leaving a poor
lesson or no lesson put too much faith in the sub. If the sub can’t
come up with something for the students to work on then everyone’s
time will be wasted, especially the students’. The best strategy, and
the strategy I employ whenever I need a sub, is to over-prepare. I
make more copies of work than is necessary. I come up with
contingency plans just in case students finish their work very early,
and we all know some classes are quicker than others depending on the classroom dynamics. I also strive to make my lessons clear for the sub.
For example, if students are writing an essay while I am gone, I provide
instructions which clarify how long they have to write it, what color
ink they should use, what elements of essay writing I want them to
remember, and whether or not I want them to turn in the prompt or any
scratch paper with the essay. Continue reading ‘Substitute Teachers’
No, not Gizmo from the Gremlins. ExploreLearning offers educational virtual manipulatives, which they call Gizmos.
Gizmos are online simulations for Math and Science for grades 3 through 12. They go beyond the basic simulation and offer the user an opportunity to inquire and interact with the manipulatives.
What I have found helpful is that many of the Gizmos my students use are of activities and topics that they would otherwise be unable to do in class because of space, time, and resource limitations. I believe that having the students complete the activity with their hands has many benefits, but these Gizmos offer so much in terms of interaction, manipulation and technology integration that even hands-on activities don’t. Also, the amount of engagement that students exhibit is motivation enough to include them into any Math or Science curriculum.
The amount of time it took to setup my account with ExploreLearning was minimal, and once your account is created it’s easy to navigate around the site. You can create classes and apply which Gizmo activity you want for each class to complete. They offer a free 30-day trial to educators.
There is more information and a video at ExploreLearning.
I replied to a comment about using the cell phone calendar as an organizational tool. I wondered how many teachers explicitly teach organizational skills in their classes and how many assume that students already know how to organize their work.
I admit that I have not been explicit about helping students get their work organized. I’ve only helped students whose homework comes to me looking like it was written on the subway on the way to school. I’m thinking about getting more explicit in my teaching of organizational skills.
We’ve written about how to make life more automated, but what about getting students organized?
1. Syllabus. Teachers and students benefit from a syllabus. Students can remember the student learning objectives and know what homework to expect week to week. I give my students extra points at the end of the year if they turn in the syllabus on the day specified in the syllabus. That will give them incentive to regularly read all of their syllabi.
2. Planner. Students can use their cell phones, e-mail calendar, moleskine, etc. to keep track of homework and everyday activities.
3. Folder. Students should have a folder and notebook for each class. We think this goes without saying, but I notice several students who put handouts from all of their classes into one folder.
4. Blog, Google Sites, Websites. Having a class blog, google site, or website can help students get into the habit of keeping track of due dates, test dates, field trips, and day to day class objectives.
5. Habits. When students build a rhythm of school-homework-eat-text-exercise-homework-facebook-video games-sleep, they’re building habits that ensure their work is being completed. Some students have a hard time coming back from vacation since that rhythm is completely broken. This is why some teachers assign light homework or long-term projects over breaks.
6. Parents. When students’ organization skills adversely affect grades it’s time for teachers to get the parents involved. With parents’ help students can get the supplies they need and…
7. Proper Workspace. Parents can help with this one too. How is the student’s work environment? Are there papers everywhere? Dirty clothes on the floor? Too many distractions? Clean it up.
8. Eating. Students need to eat balanced meals and cut out the superfluous sugar and caffeine. I’ve noticed over the years that students start drinking coffee at younger and younger ages, and they drink it regularly. I’ve also noticed a correlation between effective teaching and healthy eating.
in undergraduate or graduate work. Benjamin Bloom (1913-1999) is mostly recognized for his work with teachers and how they create instructional goals and objectives. Bloom stressed that teachers should ask students to think at higher levels, and we as teachers can use different types of questions and verbs that will challenge students to think at higher levels when appropriate. Bloom created the following six levels of thinking, which teachers can incorporate into almost any assignment or assessment.
