Revised Bloom's Taxonomy

Class yesterday was a complete eye opener. Though I had heard of New Bloom's Taxonomy and had used the verbs to create my objectives in my lesson plans I now have seen the difference between the way that we view Bloom's and the actual meaning of Bloom's. If really made an impact on me that what we see as being remembering is not the way that Bloom's views remembering. As explained in class what many teachers would say is remembering on Bloom's the students are doing nothing and it does not fall on the Revised Bloom's Taxonomy. This was quite disturbing for me as a student and a future educator.

I really enjoyed our formative assessment yesterday in using the verbs that are placed in the taxonomy. 

I found a great resource from Iowa State University that is an interactive model that shows examples of learning objectives that generally match each of the various combinations of the cognitive process and knowledge dimensions. In the knowledge dimension it shows factual, conceptual, procedural, and metacognitive. This is such an informative model and allowed me to see steps that build upon each other in the knowledge dimension under conceptual. This resource also shows a table that relates with yesterday's activity. Also, table two helps differentiate the major types and subtypes of the knowledge dimension.

So if you want more information on the Revised Bloom's Taxonomy, visit:

http://www.celt.iastate.edu/teaching-resources/effective-practice/revised-blooms-taxonomy/

Concept Web

In this third week of class we have continued to expound on concept-based instruction. As we have discussed concepts are the umbrella that topics fall under. By teaching concepts to students we are allowing them to make connections with what is being taught. It is very important that allowing our student to make deeper connections creates a better atmosphere for learning.

Now, that I understand what concept-based instruction I needed to dig deeper in how to develop teaching strategies to help develop my concept, of course I need to develop my concept first.

As an assignment we have to complete our concept web so again I went on the search on how to appropriately create my concept that aligns with all five strands of social studies. Fortunately I found a pdf that allowed me to grasp the idea of creating concepts for lessons. The article is, "Getting The Big Idea: Concept Based Teaching and Learning", on page three it provides a template to implement CBI. On part two of the template it asks, "Think about this unit, what is the most important idea that you want your students to remember when they leave your class? Then it proceeds by, "summarize this "big idea"in one word." This pdf actually got my mind to turning and helped me understand how to effectively implement concept based on the topics that needed to be taught. This is a great template that may help us in developing our concept web. So, check it out!

"Getting The Big Idea:Concept Based Teaching and Learning"
http://worldview.unc.edu/files/2013/07/Getting-the-Big-Idea-Handout.pdf

Concept Based Instruction.

I find it quite amazing that during our whole elementary, middle, and high school "career" that we were taught fact-based instruction. For people that were taught social studies until the past few years were taught the wrong way. There has been a "paradigm shift" when it comes to the instruction of social studies. No longer are the facts the largest part of the learning process rather the concepts that are presented from the facts. As was explained in class facts make up topics and topics make up concepts.
I see the importance of concept-based rather than fact-based. It is so hard for me now to remember things that I learned in social studies from the past because I was not able to make a connection with it. From this revelation of how appropriate instruction should be in the classroom while teaching social studies I went on the hunt for strategies to help develop concepts. Luckily, I found " Social Studies Strategies: How To Develop Concepts", this pdf provided the what, how, why, and when in developing concepts within the classroom. This resource provided two teaching strategies which are direct instruction and inductive reasoning. Direct instruction is of course done by the teacher when he/she presents the concept that will be learned and the second is inductive reasoning which allows the students to evaluate the facts and develop the concept.
When evaluating this new information gained this week I find that standard four of the North Carolina Professional Teaching Standards aligns perfectly. In standard four," Teachers Facilitate Learning for Their Students", by changing the instructional method from fact-based to concept-based this assesses the need for children to have a deeper understanding of the material being taught.


"Social Studies Strategies:How To Develop Concepts"
http://www.saisd.net/admin/curric/sstudies/gopdf/howto_conceptdev.pdf