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Here are the notes from
this past week in class:
It is so
important to utilize community builders in classrooms. A community
builder is a preplanned activity specifically used to have
students learn something new about each other. Teachers who
understand and believe in social learning theory often
utilize community builders as a way for students to begin to build
trust, open communication and safety in their classrooms because
students can then feel more comfortable learning and working
together on class curricula content.
The assigned
reading reviewed some of the main components of community that we
discussed during our last class. They are 1. Mutual liking, 2.
Shared goal, 3. Open communication, 4. Connectedness and trust, 5.
Security (Sapon-Shevin, 1999).
It is valuable
to begin to inquire into the actions, language and choices that we
as teachers often make that may be community breakers in
our classroom. Two community breakers to watch out for are 1. competition
and 2. exclusion.
In
class, I briefly discussed Benjamin Bloom's taxonomy for
categorizing levels of questions that commonly occur in
educational settings. The taxonomy provides a useful structure
in which to create and plan for utilizing lower and higher level
questions during instruction and assessment times. Using a
variety of levels of questioning helps to ensure that we reach a
wide range of learners in our classes. Please use this
taxonomy to help you write desired student outcomes and
effective questions in your peer teaching lesson plan (due on
Monday, Feb. 12, 2007).
|
Competence |
Skills Demonstrated |
|
Knowledge |
·
observation and recall of information
·
knowledge of dates, events, places
·
knowledge of major ideas
·
mastery of subject matter
·
Question Cues:
list, define, tell, describe, identify, show, label,
collect, examine, tabulate, quote, name, who, when,
where, etc. |
|
Comprehension |
·
understanding
information
·
grasp meaning
·
translate knowledge
into new context
·
interpret facts,
compare, contrast
·
order, group, infer
causes
·
predict consequences
·
Question Cues:
summarize, describe, interpret, contrast, predict,
associate, distinguish, estimate, differentiate,
discuss, extend |
|
Application |
·
use information
·
use methods, concepts,
theories in new situations
·
solve problems using
required skills or knowledge
·
Questions Cues:
apply, demonstrate, calculate, complete, illustrate,
show, solve, examine, modify, relate, change,
classify, experiment, discover |
|
Analysis |
·
seeing patterns
·
organization of parts
·
recognition of hidden
meanings
·
identification of
components
·
Question Cues:
analyze, separate, order, explain, connect,
classify, arrange, divide, compare, select, explain,
infer
|
|
Synthesis |
·
use old ideas to create
new ones
·
generalize from given
facts
·
relate knowledge from
several areas
·
predict, draw
conclusions
·
Question Cues:
combine, integrate, modify, rearrange, substitute,
plan, create, design, invent, what if?, compose,
formulate, prepare, generalize, rewrite
|
|
Evaluation |
·
compare and
discriminate between ideas
·
assess value of
theories, presentations
·
make choices based on
reasoned argument
·
verify value of
evidence
·
recognize subjectivity
·
Question Cues
assess, decide, rank, grade, test, measure,
recommend, convince, select, judge, explain,
discriminate, support, conclude, compare, summarize
|
* Adapted from: Bloom, B.S. (Ed.)
(1956) Taxonomy of educational objectives: The classification of
educational goals: Handbook I, cognitive domain. New York ;
Toronto: Longmans, Green.
That's all for this
week. Keep reading, keep learning and keep coming to class! ~Kim
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