The article I read was entitled,"Revised Bloom's Taxonomy," and was highly interesting. Twenty-five of the familiar words surrounding Bloom's Taxonomy have been revised to employ verbs that assist with comprehension of the term itself. This, "new," version will definitely assist librarians, teachers, students, and parents when attempting to understand lesson objectives. The term, "kid-friendly," is a term that would help to describe this simplified version of the Bloom's Taxonomy scale. What was most surprising was the use of the basic terms being changed from Knowledge to Remembering, Comprehension to Understanding, Application to Applying, Analysis to Analyzing (by the way the word is spelled wrong in the document), and Evaluation to Creating. I absolutely love how they have minimized the language. The article goes from phrases that can be used during the learning process to phrases uses during the assessment process. This was an excellent article and I will be creating a curriculum planning guide binder that will include Librarian Professional Standards (National and Local), TEKS, Revised Blooms Taxonomy, and the district curriculum. I will create an online version for teacher access, and a physical version to take to planning meetings.
Consider your experience (as student, parent, teacher, and/or school librarian) with student research projects. We do a good job of talking about
higher order thinking and creating rigorous student learning and growing experiences.
Reflection:
"Creating, generating new ideas, products, or ways of viewing things, designing, constructing, planning, producing, inventing ("Revising Blooms", n.d.)." I have always known intuitively that the creation process has always felt exhilarating. I have also known that handouts, repetitive exercises, and lessons are draining, and painful to complete. I know for a fact that students feel the same way. The basics of knowledge or, "Remembering," (the new term) factual information is only the bottom portion of the learning ladder. How many people desire to remain at the bottom of the ladder, "recalling information, recognizing, listing, describing, retrieving, naming, and finding basic facts ("Revising Blooms, n.d.)?" Many experts say that most children love school until around the third grade. Why? Because everything is tangible, tactile, and creative until that point. I genuinely love the products I produced as a child, I enjoy the products students produce because they have to utilize inquiry plus the Bloom's Taxonomy process in order to dig deeper to create a final product from synthesized information. This is the goal of the research process, and should be the goal of the daily learning process.
In the fifth grade, I had my first African-American teacher. She was amazing, and the reason I choose education as a profession. She was my talented and gifted teacher, and she made every research project we completed a project directly related to the highest level of Blooms Taxonomy. We were allowed to select a topic that interested us individually, we were taken to the library to check out a book, and we had to create a slide show, book, or animation project. We had to complete two research projects that year. I selected the slide show, and the book as the final product to present my research. Why did this work? This worked because we were expected to comprehend, apply, and analyze. The teachers were not driven by test scores to maintain their jobs. So, maybe they had more time to plan, and cared about their professional ethic more than maintaining a job, or pleasing the state.
As a future librarian, I will utilize the Bloom's Revised Taxonomy article to help administrators, teachers, students, and parents to first comprehend what level of learning I will be trying to institute throughout the campus. I will consistently refer to the stages of Blooms via questions while designing curriculum with teachers, and I will provide evidenced based reports to display how effective this tool was to the entire campus.
Reflection #2: Module 9 Effective Teaching
Summary:
This article was fairly shocking because the statistics were not what I assumed. The article detailed that most of these children have never seen a land-line phone, that majority of them have televisions in their rooms, and some of them even have cell phones. It continues to discuss the fact that these children are immersed into a world of technology, and librarians must capitalize on the information and knowledge that these children bring to the table. The article closes by discussing the how librarians can view this information as a challenge rather than perceiving it as a challenge.
Citation:
Haynes, E. (2010). The class of 2022: How will we meet their needs and expectations? Library Media Connection, 28(4), 10-11.
Prompt Selected:
Children today share similarities to what we remember of childhood and some vast differences.
Reflection:
The article detailed that, "Almost a fifth of them have played a console, or hand-held video game, and even more of them play games on a computer (Haynes, 2010)". I can relate to this because my son had a phone, and a V-tech learning device all around at the age of four. I allowed him to have those items because it was his first time going to a summer day camp, and I wanted to provide him with a way to contact me without having to go through the staff. I also provided the V-Tech learning device because it taught letters, numbers, and the basics regarding pronunciation in a gaming format. I did not think that this was transforming him into a digital native; I simply thought that this would help in his becoming responsible, and that these items would provide him with a head start on life.
As a child, of course, we did not have all of these technologies. We were poor, but I attended a high profile public elementary school, so I had access to some technology, but not a lot. I recall having access to the school library, and the public library, and the, "old school," Mac computer, which was the big rage in the 80's. I really don't know when the cell phone was created, but I know I never saw one until I was around 18 or 19 years old, and it was on a video on the newly created MTV. In short, the current generation's childhood is vastly different. They have access to the good and the bad via their phones, and the internet. If the technology is used appropriately, then the restrictions on information which creates power is limitless. If used inappropriately, then we may all be in for some random, unpredictable surprise.
As a future librarian in this modern society, I must ensure that I utilize, " high-tech tools such as smart boards, clicker technology, and online collaborative activities (Haynes, 2010)"; coupled with the innovative ways I learned in the past is integrated. Utilizing this method, students will get the best of both worlds, technology and in-depth cognitive learning.
Summary:
The article I read was entitled,"Revised Bloom's Taxonomy," and was highly interesting. Twenty-five of the familiar words surrounding Bloom's Taxonomy have been revised to employ verbs that assist with comprehension of the term itself. This, "new," version will definitely assist librarians, teachers, students, and parents when attempting to understand lesson objectives. The term, "kid-friendly," is a term that would help to describe this simplified version of the Bloom's Taxonomy scale. What was most surprising was the use of the basic terms being changed from Knowledge to Remembering, Comprehension to Understanding, Application to Applying, Analysis to Analyzing (by the way the word is spelled wrong in the document), and Evaluation to Creating. I absolutely love how they have minimized the language. The article goes from phrases that can be used during the learning process to phrases uses during the assessment process. This was an excellent article and I will be creating a curriculum planning guide binder that will include Librarian Professional Standards (National and Local), TEKS, Revised Blooms Taxonomy, and the district curriculum. I will create an online version for teacher access, and a physical version to take to planning meetings.
Citation:
Revised Bloom’s taxonomy (n.d.). Retrieved October 22, 2012, from http://www.utar.edu.my/fegt/file/Revised_Blooms_Info.pdf.
Prompt Selected:
Consider your experience (as student, parent, teacher, and/or school librarian) with student research projects. We do a good job of talking about
higher order thinking and creating rigorous student learning and growing experiences.
Reflection:
"Creating, generating new ideas, products, or ways of viewing things, designing, constructing, planning, producing, inventing ("Revising Blooms", n.d.)." I have always known intuitively that the creation process has always felt exhilarating. I have also known that handouts, repetitive exercises, and lessons are draining, and painful to complete. I know for a fact that students feel the same way. The basics of knowledge or, "Remembering," (the new term) factual information is only the bottom portion of the learning ladder. How many people desire to remain at the bottom of the ladder, "recalling information, recognizing, listing, describing, retrieving, naming, and finding basic facts ("Revising Blooms, n.d.)?" Many experts say that most children love school until around the third grade. Why? Because everything is tangible, tactile, and creative until that point. I genuinely love the products I produced as a child, I enjoy the products students produce because they have to utilize inquiry plus the Bloom's Taxonomy process in order to dig deeper to create a final product from synthesized information. This is the goal of the research process, and should be the goal of the daily learning process.
In the fifth grade, I had my first African-American teacher. She was amazing, and the reason I choose education as a profession. She was my talented and gifted teacher, and she made every research project we completed a project directly related to the highest level of Blooms Taxonomy. We were allowed to select a topic that interested us individually, we were taken to the library to check out a book, and we had to create a slide show, book, or animation project. We had to complete two research projects that year. I selected the slide show, and the book as the final product to present my research. Why did this work? This worked because we were expected to comprehend, apply, and analyze. The teachers were not driven by test scores to maintain their jobs. So, maybe they had more time to plan, and cared about their professional ethic more than maintaining a job, or pleasing the state.
As a future librarian, I will utilize the Bloom's Revised Taxonomy article to help administrators, teachers, students, and parents to first comprehend what level of learning I will be trying to institute throughout the campus. I will consistently refer to the stages of Blooms via questions while designing curriculum with teachers, and I will provide evidenced based reports to display how effective this tool was to the entire campus.
Reflection #2: Module 9 Effective Teaching
Summary:
This article was fairly shocking because the statistics were not what I assumed. The article detailed that most of these children have never seen a land-line phone, that majority of them have televisions in their rooms, and some of them even have cell phones. It continues to discuss the fact that these children are immersed into a world of technology, and librarians must capitalize on the information and knowledge that these children bring to the table. The article closes by discussing the how librarians can view this information as a challenge rather than perceiving it as a challenge.
Citation:
Haynes, E. (2010). The class of 2022: How will we meet their needs and expectations? Library Media Connection, 28(4), 10-11.
Prompt Selected:
Children today share similarities to what we remember of childhood and some vast differences.
Reflection:
The article detailed that, "Almost a fifth of them have played a console, or hand-held video game, and even more of them play games on a computer (Haynes, 2010)". I can relate to this because my son had a phone, and a V-tech learning device all around at the age of four. I allowed him to have those items because it was his first time going to a summer day camp, and I wanted to provide him with a way to contact me without having to go through the staff. I also provided the V-Tech learning device because it taught letters, numbers, and the basics regarding pronunciation in a gaming format. I did not think that this was transforming him into a digital native; I simply thought that this would help in his becoming responsible, and that these items would provide him with a head start on life.
As a child, of course, we did not have all of these technologies. We were poor, but I attended a high profile public elementary school, so I had access to some technology, but not a lot. I recall having access to the school library, and the public library, and the, "old school," Mac computer, which was the big rage in the 80's. I really don't know when the cell phone was created, but I know I never saw one until I was around 18 or 19 years old, and it was on a video on the newly created MTV. In short, the current generation's childhood is vastly different. They have access to the good and the bad via their phones, and the internet. If the technology is used appropriately, then the restrictions on information which creates power is limitless. If used inappropriately, then we may all be in for some random, unpredictable surprise.
As a future librarian in this modern society, I must ensure that I utilize, " high-tech tools such as smart boards, clicker technology, and online collaborative activities (Haynes, 2010)"; coupled with the innovative ways I learned in the past is integrated. Utilizing this method, students will get the best of both worlds, technology and in-depth cognitive learning.