ETEC 561 Fall 2012: Section 3: Evaluating, Implementing and Managing I...

Bloom’s Taxonomy

Benjamin Bloom, an educational psychologist, found that over 95% of test questions students encountered required them to think only at the lowest possible level. Bloom felt like students were simply stuck at simply the recalling information.  He then identified six levels within the cognitive domain.  From the simple recall or recognition of facts, as the lowest level, through increasingly more complex and abstract mental levels, to the highest order which is classified as evaluation.

The Levels are as follows:

1.       Knowledge:  In this level students are simply required to recall information. This is the level at which most students are instructed. In this stage students arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall, repeat, and reproduce state.

2.  Comprehension:  In this level students begin the process for true learning.  It is in this stage that students begin to classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, restate, review, select and translate.

3.  Application: In this level students apply what they have learned.  It is the goal of this stage for students to take not only what they have learned, but also what they have discovered.  This level allows students to choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use and write.

4.  Analysis:  In this level students basically analyze what they have learned. It is the goal of this stage for students to decide as to how they will approach their learning.  Doing so allows for more individual accountability.  At this level student appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question and test.

5.  Synthesis:  This level requires students to merge information.  It requires them to take what they have learned and organize and arrange it.  At this level students assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan, prepare, propose, set up and write.

6.  Evaluation:  This is the highest level of learning based on Bloom’s original theory.  Students at this level are asked to take accountability and responsibility for what they have learned.  At this level students appraise, argue, assess, attach, choose compare, defend estimate, judge, predict, rate, core, select, support, value, evaluate.

*Lori Anderson, a former Bloom student, along with other educational psychologist added this 7^th level to accommodate the 21^st century learner.

7. Create:  At this level students are asked to take a more creative approach to their learning.  This level requires them to design, construct, plan, produce, invent, devise, make

Classroom Use:

Bloom’s Taxonomy is excellent for developing and teaching levels of questioning.  I would, and continue to use it as a model for the types of questions should be asking in reference to their learning.  For example, I initially teach Level 1 ne type of questions during the lesson or lecture.  However, for classwork, I present Level 2. Homework questions are always Level 3.  Cooperative learning is an excellent opportunity for me to incorporate Levels 4-5 and Level 6 is excellent for test questions.  Doing so allows me the opportunity to constantly monitor not only what students are learning but what they are retaining.  Incorporating the different levels of questioning in the learning process is also an excellent way to measure my goals as a teacher, my approach to student learning and their interest or comprehension of the topic being studied.  Level 7 allows students to recreate what they have learned in a different medium.  I do this in the form of a project that is usually technology based and computer generated. Students have the opportunity to complete Wordle,  Gloggster, or WEBCASTS, etc.

Gagné's 9 Events of Instruction

Robert Gagné was known as a behaviorist.  His focus was on the outcomes (or behaviors) resulting from training. He identified the mental conditions for learning. As a result of this he created a nine-step process called the Events of Instruction, which link and address the conditions of learning.  The 9 Events of Instruction are as follows:

1. Gain attention- this requires the instructor to generate excitement and or a buzz about what is about to be studied. 

2. Inform learner of objectives- prior to what will be studied, it is here where the instructor tells the learner of not only what is expected, but what will be learned and or discovered.

3.  Stimulate recall of prior learning- this is where the instructor prods the learner to see if he or she retained any information from prior learning or experiences about the topic to be discussed

4.Present stimulus material- This can be through a funny story, a picture, a movie, a speaker, etc.  In most cases a bulletin board or display.

5.Provide learner guidance- as the student is learning, it becomes the mission of the instructor to ensure that they are proceeding in the right direction; that they are in fact heading in the direction of the original goals and objectives

6.Elicit performance- this is where you stimulate the learner to in fact learn based on the activities the instructor has provided

7.Provide feedback- this is where the instructor is readily available to provide comments and or suggestions as to how their learning is progressing or in some cases regressing. Feedback is given to ensure that again the learner is staying true to the goal and objectives.

8.Assess performance- this is really the last step in the process as it requires students to be tested on what they have in fact learned or discovered.

9.Enhance retention transfer-  this is by far the hardest part of the process because the instructor has to develop a method that will not only ensure that students have learned the material, but that it will be readily available for future use.

CLASSROOM USE

This model would be excellent for lower elementary use I believe and or remedial students.  It appears to be a process that suits the needs of more needy students; academic and or emotional.  

REFLECTION 2

In my opinion it would be useful for instructional design to address student interest in a particular topic or subject prior to instruction.  I strongly believe students are more productive if what they are learning is relevant to life.  A pre-learning or pre-inventory would be interesting to complete to see if students are remotely interested in the topic as opposed to simply diving in head first.  While I understand there are some subjects and content we must teach, it would interesting to see how many different approaches and or familiarity each student has with a particular topic.  Doing so would allow those that have a high level of familiarity to assist others.  Allowing them to do this would create higher levels early on in the process.   

REFLECTION 3

 I would use Situational Leadership to facilitate learning by first conducting a survey of what goals and or objectives we are trying to reach as well as the items that are on hand and readily available.  I would also conduct a survey as to the level of expertise in relationship to the goals and the objectives.  Information and people would be based on need and ability. Doing so would allow for working smarter and productively. Those that know become those that teach.  Those that do not know become those that learn from those that know.  With the intention of everyone becoming knowledgeable.  Everyone is empowered and appreciated for their contribution and not for their lack of knowledge.

"What the......I've Been Robbed?"

Okay. Let me be the first again to say, "Never have I felt more like the village idiot than now!" I read the assigned readings for my class and almost completed a drop slip. Hense, the posting for this weeks random thought:

ADULTHOOD STRIPS YOU OF YOUR GIFTED AND SMART STATUS

I know this may sound crazy, but I use to be smart. If my mom were alive she would say borderline brilliant. My processing was always on-point. I could glance at a subject and go to work in a matter of minutes. I was the student the teacher always left in charge, asked to assist others in small groups, the student whose paper was the model. But now, after reading this weeks assignments.....I need remediation.  Where the heck did my smarts go? When did they leave me?  Ever feel that way? That made me think long and hard about the age at which I lost them.  And after this deep and meditative thought, requiring me to speak with my last remaning older brothers, and a few friends of my deceased parents, I realized at or around 30 they disappeared.  I now understand this is the time for the last bit of poor and bad desicion making for those that were once considered overachievers. This is the point at which smart people transition from either securing their smartness or tossing it to the wind. I'm sure based on my lack of words for the post title, you know what side of the fence I've found myself on.

Allow me to explain. In elementary school you're all about impressing your teacher.  So you go about doing whatever you are told to do. As long as you do it exactly like the teacher, you're good. And just when you're able to do it like him or her at 100%- boom! It's time for a transition. Low and behold middle school. 

Middle school is a place where you simply do what is required. Your smarts from middle school are still pretty much there, you just surpress them because puberty takes front and center. Usually your peers from elementary school fall by the wayside because the teacher isn't there to give praises and those scented stickers. They have no incentitives. These are also the people that develop future drug habits and become known for nicknamesthat indicate what they're into. At this point in the game, middle school teachers want to simply get to high school for professional growth. So they have a "if you learn it, you learn it" approach along with a stack of preformated and stamped office referrals for those that challenge their authority.  Remember I said middle school triggers hormones. 

High-school is where you are programmed on how to think. This is where the smarts take front and center again, because some teacher is there to convince your parents, like in elementary school, that a test from another state, coupled with you being one of few people that still write your first and last name on your paper, that you are gifted and smart so you should be held to a higher level of accountability. And in order to keep you focused they come up with something called "class rank." You are clueless that this is a competition! So when you graduate at the 2nd half of your class instead of the top because you were taking things like AP-Trig, Dual Credit and AP-English, you become somewhat disheartened to discover your buddy from elementary school that took all regular classes, is in the top 50!  Your parents give you lectures about how smart you were, and how you should have applied yourself more, etc.  And just when you think that lecture ends, boom! Another transition- college

College is a place of not how to think, but what to think about. This is aplce where the ubber smart people really get lost because there's so much to think about! But anyway, I think this is where I lost my will to be smart. It was a process. Time was in cahoots with "don't care." But again, I lost my smarts around 30. They just disappeared I guess. Poof. Here today gone tomorrow. My first poor decision in my 30's was returning to my old zip code. We always return to the familiar even if there was a reason why we left.

But now, I read something and think is this important in the grand scheme of things.  Is this something I need to keep for now or can I toss this? I read now for enjoyment and to learn for my class.  But as far as trying to convince people that I'm smart again- that is so elementary school.  My smarts are gone and have been replaced with "wits."

What you say is wits? Wits are things you learn just by living your life.  Wits teach you things like this:

1. Even though you look like you're between 28 and 31, you're 43 and that young guy that's flirting with you does not have the 401K nor the retirement package that you have. And if you both look the same age, in 3yrs he'll look 50.
2. If a Mercedes Benz cost $90,000+ and a KIA Soul $16,000 who are you really trying to impress? What's your motive? Money in bank and in this economy, money in pocket, is better. You spend money, cars get spent.
3. Any piece of technology that has a numerical assignment and model number is a gimic and status symbol. The purpose of a cellphone is to call, text and give the time. Anything else is expendible.
4. All men come back if you're a woman and all women come back if you're a man. Mind you they may not look the same as when they left you, but rest assured if you were nice and kind and respectful they will come back.
5. We become parents to the kids we laughed at as kids. *Harsh reality.

I could go on and on, but you get my drift. I've been stripped of my gifted and smart status. Maybe I'm nolonger the smartest or the most likely to know information no one else does. Maybe I'm nolonger the information czar. Yea, it hurts a little. But I've got my wits about me. And that's something that no textbook could ever teach me.

How Do We Learn? Theories and Methods

Reflection 1:

Epistemology, unlike methods, models and theories, is concerned with the “what” of learning. Its goal is to discover what in fact we know and how we came about acquiring the particular area of knowledge in observation.  The primary concerns of theories are how we derive at the outcomes from a psychological approach. A theory takes into consideration how the brain (i.e. mind) processes newly discovered knowledge.  Methods are simply best practices for obtaining and reaching goals once information has been established.  Methods simply provide the system or process.  Finally, models of learning are primarily used for instructional purposes in order to access and formulate knowledge. It combines each of these practices in order to assess how individuals and or groups learn. What’s interesting is the simple fact that traditional ways of learning in 2012 is now categorized into a theory, a model or a method.  The “what” of learning is somewhat overlooked as to the “how” of learning.  The study of something appears to not be as important as to how it is studied. 

Reflection 2:

My disclaimer:  Let me be the first to say this was very confusing to me due to the addition of "ist" at the end of several of the words. I had to really think about what I wanted to say. After reading the chapters, I went to school to see if there was a direct connection to what I interpreted.  I was amazed at the hands-on examples I received just by using some of my lunch break to observe the different theories in action within classrooms. In some cases it was a comedy of errors and in others an episode of Gladiators!

In order to approach the subject, it’s important to understand the basis for how they are interpreted.  Contextualist are primarily concerned with the thinking patterns and behaviors of learners as information is given and or acquired.  In this theory, the road at which a learner arrives on, may or may not have been his or her initial starting point.  They believe it takes a myriad of contributors to assist and influence the learner in their learning. An example of this would be many different academic levels placed within a particular classroom.  Although students may be initially placed based on the same levels, once learning starts it becomes obvious the criteria at one point could have been somewhat more or less challenging to some within the classroom. The teacher has the opportunity to address this either in assignments that require individual responses to assess their prior knowledge thereby placing them. Contextualists differ from relativist in that, relativist place a high value on one’s physical experiences as influencers of learning and thinking. An example of this would be understanding the difference between hot and cold.  Once this is learned, it dictates how individuals approach each one. Heat demands a respect because of the sense of pain and discomfort associated with it.  While cold solicits a more subtle and adaptable response. Positivists remain chained to the idea that human intuition and perception is the primary source for learning. They believe that there is an innate sense that guides and instructs all learners.  Contextualists differ from these in that it approaches learning as a process that requires the individual to take accountability for his or her learning as information and tools are provided to them.  Unlike the others it is not a futuristic or projectile learning. It is learning that is first processed in the mind and the made applicable to whatever area of study one is involved in at that moment.  Social constructivism deals with learning from the aspect of society and its norms or modes for learning. It differs from behaviorist or radical constructivist approach to learning in that it accepts the fact that learners will be influenced in their learning, however, at the end of the day the individual must be viewed as simply that; an individual.  Regardless of what the group or society is doing, although a part of the group, individuals will process and apply learned knowledge differently and at different stages and in some cases at different places in their lives. Behaviorists, in the case of group learning, always measure the behavior of the group as opposed to the individual. And finally, the radicals simply want to develop a new approach to learning in that they believe traditional methods, theories and models for learning are no longer adaptable to a changing world. In every day terms, contextualist want to fully understand what individuals warrant or measure as important enough learn as opposed to things that are not.

Reflection 3:

Problem solving in itself only occurs when in fact an obstacle is presented. So from a behaviorist perspective, how one responds or reacts to the situation once a problem has been identified, is vastly different than the constructivist perspective.   Behaviorist go about immediately trying to solve and or fix the problem and are less concerned with the subsequent behaviors once the problem itself has been identified and solved.  They constantly refer back to learner behavior post problem and then warn of these behaviors.  While constructivist want the learner to take into account how his or her learning is helping them. They acknowledge and prepare the learner for problems before, during and after.  Learner motivation is affected in the behaviorist view in that it has the potential to label the learner in a negative light.  As a result of this the learner may not have the motivation to or the tools necessary for learning because of the label.  This is occurring on campuses around the world. Because of one negative attribute of a students learning, he or she is misplaced and labeled. And from that moment on, the label proceeds the needs of the learner.  Constructivist helps learners understand and face learning head-on. Learners are motivated to continue learning as problems are presented not as obstacles to learning, but stepping and foundational stones to learning.

ETEC 561 Fall 2012: Section 1: Defining the Field

STIMPSON POST 2:     IDT (Instructional Design and Technology)

Chapter One:

Based on the assigned readings for last week, educational technology is constantly evolving.  I believe because it is constantly evolving, so too do our definitions. My definition of educational technology requires the user to take individual accountability as to what he or she needs and his or her overall outcome goal. Educational technology is also the ability to utilize technology to improve and or enhance learning. Its primary goal is to fill in the gaps by way of its approaches and methods. My definition has been shaped by my classroom experiences. Many students are simply taught the basics components and are not encouraged to master what they are learning.  In some cases students are simply constantly repeating the same steps week after week without ever fully understanding how those steps are there to lead you bigger and better ways of doing things.  After reading the chapter, I now understand how   important it is to incorporate the learner in my definition. Because it is evolving, everyone may or may not be on the same page. As an instructor it should become my mission to focus on not only the learning goals, but technology that will reinforce learning for some and enhance learning for all.

Chapter Two:

As a middle school librarian I develop supplementary lessons for all subjects and grade levels. They range from ESL, Life Skills, Resource, Pre-AP to General Ed. classes. One campus wide lesson was to commemorate Constitution Week.  While I received praises for the lesson and the use of technology, as it was creative, colorful and appealing, after this weeks’ reading, I realized it was not designed correctly nor was it fully developed. I failed to take into consideration step one: analyze the learner.

I made one presentation for all students and did not take the time to realize the learning styles and instructional methods. Had I done this, I would have received more positive student feedback.  In the future I will redesign the lesson to be based on the learning needs of each individual group, check state subject guidelines for the content requirements and then incorporate more hands-on activities for student learners.

Chapter Three:

I believe Reiser excludes these as they are traditional methods used for learning that may or may not be around in future learning.  As technology has advanced so too has its method of instruction.  For example, chalkboards were replaced whiteboards. White boards are now being replaced with Smartboards making chalkboards obsolete.  With the ever expansion of the internet to include books, to a certain extent there is no longer any use for tangible textbooks.  Educational technology allows for learning to take place wherever the learner is without access to the above mentioned things.  Teachers, chalkboards, textbooks, etc. are simply items to encourage learning.  They may or may not really instruct. I believe teachers are there to provide access to learning.  In some cases there is no guarantee that the learner is really learning from the teacher but the access that they are given by way technology. In 2012, I believe it is imperative to incorporate technological media into instruction because it is the way many students learn. Since learning is adaptable, so too should instruction based on educational technology.