Flowers Bloom...So Do Student's Minds: Bloom's Taxonomy

I felt that an entire blog post should be devoted to Bloom's Taxonomy. It is beneficial for any educator and I feel is vital to student success.

Bloom's Taxonomy focuses on a higher level of thinking. Students often fall short of the higher order thinking presented in Bloom's Taxonomy. Dr. Smirnova presented a ton of links, videos and examples of Bloom's Taxonomy to explore. These links were very helpful in developing my understanding of higher order thinking.

After reading about Bloom's Taxonomy, I learned that posing questions to activate student knowledge and thinking during a lesson is crucial. There are six categories:
1. Knowledge
2. Comprehension
3. Application
4. Analysis
5. Synthesis
6. Evaluation

Words and questions used during each category when teaching is necessary to influencing students thinking towards a higher level. Activating prior knowledge, understanding information, applying prior knowledge to the new information, breaking down the new information into understandable sections, implementing and deciding information based on the lesson are all components of Bloom's Taxonomy. Teachers can pose questions at each category within the lesson to influence higher order thinking. Dr. Smirnova posted a link to a great site that provides example questions to pose. The questions are simple and seem easy to implant within a lesson.

The image below nicely organizes and quickly explains Bloom's Taxonomy:



Bloom's Taxonomy is crucial to the success of our students. It is fairy simple to include into a lesson and could be used as a rough lesson outline. Influencing higher level thinking in students goes beyond what most teachers do and is now becoming more required due to state tests and mandates. I will definitely try to use some of the suggested questions and follow Bloom's Taxonomy in my lesson plans and teaching.

xox,
Christie

Fieldwork: The best learning experience!

Fieldwork is a necessary part of becoming an educator. It is often one of my favorite parts of any class. We get to become hands-on with the students and personalize lessons to their needs and our preferences. Being the first group to teach our unit plan for fieldwork, I have some feelings, thoughts and comments about the experience.

Fieldwork began with creating a unit plan suitable for the SS content of a range of students. The students we have never met nor had limited knowledge on their academic abilities. The students ranged from grade five through seventh. As being the first group to present our unit plans, we (Chris, Joe and myself) of course were the "guinea pigs" for the class! About a week and a half before our fieldwork date, we began to brainstorm ideas for our unit plan. What should we do it on? Whats our main focus? Are we comfortable with that topic? How do we make it into three different lessons that flow and coincide? These were some questions we faced when coming up with our topic. And the final result...we chose to focus on the development of the American Constitution in relation to the Revolutionary War. Okay, so we had a topic planned. That was the easiest part. Then came the lesson plan creating. STRESSFUL. COFFEE. NO SLEEP. Lesson planning was extremely stressful and time consuming, BUT extremely worthwhile after it was all done. 

Unit planning with a group of three required a lot of work and cooperation. Each group member has their own ideas, but working together cooperatively and efficiently proved to be a valuable lesson. We had a "idea/direction" for our unit plan, but once we began to write up the first lesson we realized that our original ideas would be molded into something very different from our planned direction; which is okay! This was a learning experience and we learned early on that not everything goes as planned. We met as a group several times at our homes, school and via Google drive. Google drive, which was new to me, was extremely helpful and I will definitely utilize it in the future. We decided to type up one lesson plan each. I was given the inquiry lesson plan to type up. Of course, we all agreed on what each lesson would entail, because we would be teaching the lesson essentially together, but each of us typed up one. Then on Google drive, the entire group could easily access and edit the lesson plans. Dr. Smirnova was able to go through each lesson plan in fine detail while group chatting with us about it. I learned a lot just from creating the lesson plans.

The unit plan included three lessons: direct instruction, inquiry and cooperative. I was used to direct instruction and cooperative lessons due to my prior education classes, but inquiry was newer to me. I have had other professors tell me to never use inquiry because according to research, it doesn't work. After reading about inquiry, I found that it was similar to the scientific method and experiments conducted in Science class. I also found this video which nicely outlines how to conduct an inquiry lesson. After becoming familiar with inquiry, I was able to successfully create the inquiry lesson for the unit plan. 

Now to teaching our lesson. NERVOUS! I was super nervous for fieldwork. I have subbed for over a year now and I am never nervous when entering a classroom and I have rarely been nervous conducting fieldwork for my other education classes. This fieldwork was different and made me nervous because: I have never met the students, the students consisted of three different grade levels, my entire class was observing me, Dr. Smirnova was observing me, Dr. Smirnova's educational psychology class was observing me, the teacher of the school was observing me and I had a camera video-taping me! Talk about being watched...we were definitely being critiqued! Once the lesson began and I became more comfortable with the audience, the students and myself, I loved it. 

After the lesson was done and the students left, it was time to reflect and discuss our unit plan. I already had a list of things in my head that I was aware of and wished I had done better. Each of our group members went around and reflected on the experience. Then my class peers and Dr. Smirnova explained their thoughts and comments. I really enjoyed this reflection part of the class because I got to hear how others viewed our unit and receive beneficial feedback. I felt very supported by the class and Dr. Smirnova. I learned a lot about what to do next time when I teach. 

I learned to use professional language...NO "GUYS". This will be a hard habit to shake, but being aware and trying to become more professional is a part of learning. I also learned where we needed to add parts in our lesson plans. Stronger introductions, transitions and questions are some things my group needed in our plans. I also learned, along with my fellow group members, that time management is essential. We ran out of time for several of our activities and we tried our best to continue to have the lesson flow with the limited time. 

Overall, I really enjoyed the entire fieldwork experience. Though it was extremely time consuming and stressful, it was one of the most memorable, worthwhile, and beneficial experiences I have had as a future teacher. I learned more than I have ever learned from any textbook or teacher lecture from the fieldwork. I will strive to use the recommendations from my peers and Dr. Smirnova as I continue to work on my unit plan final project and to be a great teacher for my future students!

xox,

Christie

Virtual Classroom: A+

I will admit, I was very opposed to a virtual class. I have heard educators talk about teaching via Skype or virtually online. BUT!!! you should never knock something until you try it. Wednesday (2/5), due to the snow Dr. Smirnova held class online. At first I thought I would hate it, but a few minutes into it I realized it was awesome. I was in the comfort of my own home, pajamas on and dinner in front of me while attending class. It can't get much better than that! Okay, there are some flaws to online class: connection problems, not everyone having a webcam/microphone and the full interaction you get when you go to class. Overall, I really enjoyed the virtual class, and for those students who missed class...shame on you, because you really missed out on a worthwhile experience and you missed valuable information from class.

I am so glad we went over the rubrics and information for the unit, considering my group goes first and the due date is vastly approaching. I am a little nervous about Wednesday to present my lesson, but I am sure my group will do great and we will have the support of our teacher and peers. Support within the classroom from the teacher and peers is vital to success for all students k-college.

Overall, I really enjoyed the online class! Hope those that attended felt the same.
xox
Christie

Week 3 Required Reading Reflections

Week 3 readings included several links on the Moodle and ch. 12 from our text. I really enjoyed chapter 12 from the text. I understand Geography better now. A note of importance about geography are the 5 themes: location/position on earth's surface, place/natural and cultural characteristics, relationships within places/humans/environments, movement/humans interacting on the earth and regions/how they form and change. Geography is part of the educational standards, so it is important as future educators to be familiar with geography. It is important to teach geography beyond location and into relationship and movement. Geography is introduced in both social studies and science in the elementary school curriculum, giving educators multiple opportunities to discuss geography. The text stated two main characteristics of "powerful geography curriculum: 1-the organization of geographic information and 2- the involvement of students in minds-on learning through inquiry and the use of inquiry skills" (Sunal, pg. 382). I really liked this because I believe in inquiry and hands on education in all content areas.

In Roger T and David Johnson's article, Two Heads Learn Better Than One, they explain cooperative learning and make several interesting and valid points. First I like that they pointed out the three interaction patterns of students: competition, individualistically and cooperatively. Competition is found to be the most used. They then explain cooperative learning. Specifically, cooperative learning is much more than having students work in groups. It is a "we all sink, we all swim" type of learning. There is a common goal within the group that each individual needs to reach by helping each other reach the goal. There is individual accountability. After reading this article, I realized that for most of my education career my teachers had us work in groups not collaboratively, but rather just next to each other. How disappointing. There is a lot of research supporting cooperative learning on the link for this article.

The NSTA site/link on Moodle provided a break down of various learning and teaching methods. It is worthwhile for everyone to take a look at.

There are also five key elements in cooperative learning:
1. Positive Interdependence-mutual goals
2. Individual Accountability-"learn together, perform alone"
3. Face-to-face interaction-students encourage and help each other in their learning
4. Interpersonal and small group skills-learning both academic content and social skills
5. Group Processing-analyzing the group dynamic

The suggested readings for week 3 were extremely useful. I highly suggest everyone read or at least take a look at the linked sites on the Moodle for week 3! I feel much more comfortable and understanding of cooperative learning and geography after the readings.

xox
Christie

Smirnova Sunday

WEEK 2
Hope everyone is having a fantastic weekend. It is so nice to have some warmer weather. I have read the PDF files on the Moodle, the multiple links for reading under week 2 and chapter 14 from our text. Here are some of my thoughts on the readings and my homework journey:

Chapter 14 explored assessments and evaluations. There is a difference between assessment and evaluation. Assessment is "collecting evidence of learning as you journey toward accomplishing your learning objectives. Evaluation comes after your complete the journey and ascertain how well that journey met your expectations" (textbook, pg. 448).  As educators we are constantly assessing, but many forget to evaluate the assessments. It is also important to note that assessment and evaluating is a collaboration with the teacher, students and family of the student.
Within the text and several of my classes, I learned the value of teaching the students how to self-assess. As college students, most of us understand self-assessment. Self-assessment can be used outside the classroom and into daily life.
The text followed the PDF files and additional linked readings on the Moodle in regards to rubrics. Rubrics are important when "identifying the content presented, the quality of the performance/presentation of information, skills and values" (text. p. 456). I like to view rubrics as the guidelines for the assignment for our students. Hit all the guidelines on the rubric, the student should do well on the assignment. The students need to believe that the rubric guidelines are valid and will not change.
The modes of assessment portion of ch. 14 listed several options: checklists, individual portfolios, interviews, classroom websites, journals, quality circles, self-evaluation reports, the letter to __ and the self study. My personal favorites are the individual portfolios (which reminds me of our Moodle site) and journals.
From the PDF's I learned a lot about the different forms of test questions (multiple choice, binary and essay) and the various elements under each main test type. In multiple choice the use of negatives within the stem should be avoided and the options for answers should include at least 3 choices. M/C is good for measuring terminology and assessing reasoning. Binary choice (true/false) explained that long sentences should be avoided. I agree. As a test taker, long questions often confused me. "Matching items measure the extent to which the students know related facts, associations and relationships" (PDF ch. 8). Constructed response assessments  include completion, short answer and essay questions. These are the most time consuming questions and assess deep understanding and reasoning. The issue with essays is scoring student responses. We have to be sure to remain unbiased when grading.

If you haven't view Dr. Smirnova's ppt on authentic assessment, you should! It is adorable and nicely explains assessment in more understandable terms than the text and additional links on the Moodle.

For week 2, we all had to create tests based on the PDF chapters and chapter 14. I have completed my test. Make sure to check it out. After creating the first few questions and watching the tutorial, I found the Google form to be easy. I usually used Microsoft word to make my tests, what a process. This was much easier.

Hope everyone enjoys their Super Bowl Sunday. See everyone Wednesday!
xox
Christie

Class day 2...Starting to feel a little better

I really enjoyed Wednesday's class this past week (Jan 29). I am beginning to feel more comfortable with the course and the Moodle. I learned a lot this week in class. I am glad Dr. Smirnova went over some of the readings on the Moodle site. Constantly throughout my graduate career, the professors teach specific methods of teaching for "us" to use as future educators, but for once a professor explained something that nobody has ever explained...that we should choose a method/theory/approach to learning based on our own teaching philosophy. I felt that I have been drilled specific ways to teach based on research backing and our own professor's personal preferences, but nobody ever considered that we as educators have our own ways and preferences. Thanks Dr. Smirnova for being the first teacher to tell me that, though there are great models/theories/approaches out there that are research backed and proven effective for teaching, we can use these different approaches based on our own thoughts of education.

In class I learned about different types of assessment in more detail that prior courses.
1. Diagnostic-do now, ask questions, show a picture/video/word map
2. Formative-during teaching-group work, observation, worksheets, white board, thumbs up or down.
3. Summative-projects/rubrics
It is important as educators to continuously assess our students in various ways. After class, I had learned more ways to assess my students and I am excited to try them.

Back to week 1 readings:
I finally got my book in the mail on Thursday! I read the chapters (1-3) due for week 1 and I have several thoughts on the readings. In chapter 1, the book explains that we all have a natural exploration of the social world. I thought this was a great statement in relation to all the contents. Social Studies is much more than the history of our nation and the world, it is about exploration. When introducing Social Studies to students, I will try to remember that it is exploration and having the students explain different things they explore on a daily basis without realizing that they do it. The students own experience can be related to the various ideas and skills that will be taught (textbook, pg. 6). I liked that the book had the NCSS standards in the text. When reading the standards integrated in our textbook, they seem more feasible and useful. After reading chapter 1 I have a better feel for teaching Social Studies and making it "powerful" for my students.

I liked that in chapter 2, the book explains that meaningful social studies is created by knowledge. Taking our students own knowledge and experiences and using them for Social Studies, we can make it meaningful. I also liked that on pages 34 and 35, there is a visual example of creating a learning cycle lesson plan. I am a visual learner, so seeing an example was very helpful. The chapter also suggested various lesson activity choices for elementary and middle childhood levels. Some of these activities were great and worth trying in the classroom (providing students with travel magazines activity I liked best). This chapter discussed the "learning cycle" which I never heard of until reading this textbook. I liked the concept, considering that life itself is a cycle. I think this concept can easily be explained to the students and would easily be understood. Learning cycle phases: exploratory introduction phase, lesson development phase and expansion phase.

Chapter 3 explained inquiry. It is important to teach inquiry skills to the students. Inquiry begins with the five senses which most students obtain prior to entering elementary school. Building upon these skills by using the senses in various social studies activities can be helpful. Page 61 lists the "Social Studies Inquiry Skills k-8":
Observing, communicating, classifying, inferring, predicting, measuring and estimating, organizing/interpreting/drawing conclusions from data, isolating/using variables, formulating hypotheses and solving problems/making decisions/investigating/thinking critically/ thinking creatively/ reflecting. After reading the skills, I recognized that these skills relate to the other content areas as well, specifically Science and Math.Teaching all these skills would be time consuming and complex. I would try to introduce these skill naturally in the classroom through modeling on a daily basis. By creating conditions for student thinking by "questioning, structuring and modeling" (pg. 77), student prior knowledge can be activated, students will be engaged and interacting with others and they can see through teacher modeling how to do what I am modeling. This chapter had lots of insight on inquiry and developing the skills necessary for success in the classroom.

Comments on Wednesday's class:
I loved the "About Me" presentations. I learned a lot about my peers, though I already knew most of them, but more importantly I learned about various websites and tools to use in my classroom and lessons. In the broad aspect, I liked that Dr. Smirnova had the class do a dual assignment. The first being an about me project and the second being a lesson on various technology sites. I recognized the duality of the assignment once class was over. We learned about each other and various websites and tools in one lesson. Overall, I thought the projects were fun and a great way to become more comfortable getting up in front of our peers in preparation for our unit plans and teaching.

I see that this blog post is very long...but I hope most of you read it, or at least skim it, for thoughts on the chapters.

xox
Christie