EDT 620

Dr. Mark P. Fazioli

Telecommunications Across The Curriculum

Developing Thinking Skills with Bloom’s taxonomy

Several different domainsCognitive—a multi-tiered model of classifying thinking

according to six cognitive levels of complexity—our focus in this class

Affective—concerned with attitudesPsychomotor—domain associated with skills

Gave rise to educational concepts including high and low level thinking.

It has also been closely linked with problem solving skills, creative and critical thinking, and more recently, technology integration.

InstructivismHistorically the teacher’s responsibility to move

students up through the hierarchy of learning

Lessons centered on and around the teacherChosen by the teacherDirected by the teacherAssessed by the teacher

This is known as INSTRUCTIVISM

What does instructivism look like?Direct instruction by a teacher employing

objectives and lesson plans related to an overall curriculum guide in order to teach specific content, customarily using the lecture method.

Knowledge is in possession of the teacher.

There is explicit teaching of an agreed body of knowledge.

Instructivism—planning and teachingThe teacher organizes learning objectives and

content beforehand. Material and skills are predetermined and defined in advance of learning

Material is delivered by the teacher, skills and material are learnt by the student

Students are assessed by their ability to remember the material or practice the skill

Students are passive—not actively involved in learning

ConstructivismNo single “official” version

Most commonly accepted principles:Understanding is actively constructed by each

individualLearning serves an adaptive functionStudents spend time testing ideas and approaches

based on their prior knowledge and experience, applying these to a new situation, and integrating the new knowledge gained with pre-existing intellectual constructs

Implications of Constructivist PrinciplesStudent responsible for own learning.

Context influences what is perceived as useful.

Purpose of education is to build useful personal knowledge.

Higher order thinking skills (Analysis, Synthesis & Evaluation) are emphasized

Common Conceptual ThemesLearning is active.

Learning is adaptive.

Learning builds on what is known.

A procedural guide for planning and conducting instruction that incorporates media and technology.

The ASSURE Model

The ASSURE model focuses on planning surrounding the actual classroom use of media and technology.

The ASSURE Model

A: Analyze LearnersS: State Objectives

S: Select Methods, Media, and Materials

U: Utilize Media and Materials

R: Require Learner Participation

E: Evaluate and Revise

The ASSURE Model

Technology can drive learningTechnology can play many roles in the

constructivist classroom

Computer tools and learning Increase efficiency of student workEncourage “thinking” – “opportunities get taken”

Learning by constructing multimedia as culminating projects

Understanding By Design (UBD)

Understanding by Design (UbD) is a framework for improving student achievement.

Emphasizing the teacher's critical role as a designer of student learning.

UbD works within the standards-driven curriculum to help teachers clarify learning goals, devise engaging practice activities, assessments of student understanding.

http://www.authenticeducation.org/ubd/ubd.lasso

Understanding By Design (UBD)

Take from: UBD, overview of UBD and the design template, Wiggins, G.

Understanding By Design (UBD)

Stage 1 – Concept – (Topic) Map

A concept map is a special form of a web diagram for exploring knowledge and gathering and sharing information.

• Concepts maps can be used to:• Develop an understanding of a body of knowledge. • Explore new information and relationships. • Access prior knowledge. • Gather new knowledge and information. • Share knowledge and information generated. • Design structures or processes such as written documents,

constructions, web sites, web search, multimedia presentations. • Problem solve options.

Adaptive From: http://olc.spsd.sk.ca/DE/PD/instr/strats/conceptmap/index.html

Understanding By Design (UBD)

Concept – (Topic) Map

Understanding By Design (UBD)

Take from: UBD, overview of UBD and the design template, Wiggins, G.

Understanding By Design (UBD)

Take from: UBD, overview of UBD and the design template, Wiggins, G.

Understanding By Design (UBD)

Take from: UBD, overview of UBD and the design template, Wiggins, G.

Understanding By Design (UBD)

Take from: UBD, overview of UBD and the design template, Wiggins, G.

Understanding By Design (UBD)

Take from: UBD, overview of UBD and the design template, Wiggins, G.

Understanding By Design (UBD)

Take from: UBD, overview of UBD and the design template, Wiggins, G.

Understanding By Design (UBD)

Take from: UBD, overview of UBD and the design template, Wiggins, G.

Understanding By Design (UBD)

Part One of Project

Micro-Learning Site

http://www.mplearningpros.com/edt620

The End