Home
Christy Tucker's Library tagged → View Popular, Search in Google
Review of Bloom's Taxonomy, including problems and the revised version, with information about the differences between factual, conceptual, procedural, and metacognitive knowledge.
-
Those teachers who keep a list of question prompts relating to the various levels of Bloom’s Taxonomy undoubtedly do a better job of encouraging higher-order thinking in their students than those who have no such tool. On the other hand, as anyone who has worked with a group of educators to classify a group of questions and learning activities according to the Taxonomy can attest, there is little consensus about what seemingly self-evident terms like “analysis,” or “evaluation” mean. In addition, so many worthwhile activities, such as authentic problems and projects, cannot be mapped to the Taxonomy, and trying to do that would diminish their potential as learning opportunities.
Criticism of Bloom's Taxonomy, with two alternatives for classifying objectives
-
The categories or “levels” of Bloom’s taxonomy (knowledge, comprehension, application, analysis, synthesis, and evaluation) are not supported by any research on learning. The only distinction that is supported by research is the distinction between declarative/conceptual knowledge (which enables recall, comprehension, or understanding) and procedural knowledge (which enables application or task performance).
Thoughts on lurking and what lurkers bring to a community
-
The problem with calling it “lurking” makes everyone think negative thoughts. Like our community is full of Peeping Tom’s or other people with nefarious intent. People who don’t talk are still participating and learning – just in some non-obvious ways.
(Auf Deutsch) Comparison of perspectives on lurking: the 90-9-1 rule, an aspect of our own personalities, an individual learning process, a challenge for community managers, or "Lurking als Lernen" (lurking as learning).
-
Lurking als Lernen: “Lurking is not a problem, as long as lurkers are learning because enough material is created and shared by nonlurkers.” (Claude Almansi)
Review of Bozarth's Social Media for Training plus responses to common misconceptions about social media and social learning
Review of Kirschner, Sweller, and Clark's paper bashing constructivism, discovery, and problem-based learning, plus some context and research on the other side.
-
Thus Kirschner, Sweller and Clark's paper is an important reminder for us to not carry Problem Based Learning (PBL) to its extreme. That is, while it has its strengths, learners often need a more direct approach in order to build a solid foundations before being presented with PBL.
-
With the title blaring, “Why Minimal Guidance during Instruction Does Not Work” rather than, “Why Minimal Guidance during Instruction Does Not Work for Novice Learners,” the authors almost seem to ignore that PBL is a necessity in order to promote deeper levels of understanding.
- 2 more annotation(s)...
Nice summary of the benefits of scenario-based learning
Dave Ferguson's spreadsheet of training and learning conferences, sorted by event date or due dates for proposals
Review of research and claims about digital natives, recommending critical research and real discussion rather than "dismissive scepticism [or] uncritical advocacy."
-
The claim that there is a distinctive new generation of students in possession of sophisticated technology skills and with learning preferences for which education is not equipped to support has excited much recent attention. Proponents arguing that education must change dramatically to cater for the needs of these digital natives have sparked an academic form of a ‘moral panic’ using extreme arguments that have lacked empirical evidence.
The picture beginning to emerge from research on young people's relationships with technology is much more complex than the digital native characterisation suggests. While technology is embedded in their lives, young people's use and skills are not uniform. There is no evidence of widespread and universal disaffection, or of a distinctly different learning style the like of which has never been seen before.
Highlights of what one principal has learned from Visible learning:
a synthesis of over 800 meta-analyses relating to achievement. Some of the ideas in education reform that we hear the most about (such as class size) maybe aren't as important or have as much impact as other strategies.
-
1. Class Size
My initial thought: Decreasing Class Size from 25 to 15 could significantly improve student achievement.
The bold, loud claim I hear: “Decreasing class sizes is a key to student success!”
What the research says: Of the 138 factors of the meta-analyses done, this was ranked as number 106, and had a impact factor of 0.21, well below the hinge point of showing notable change. This is based on studies of more than 40000 classes, and nearly 950000 students worldwide. Perhaps not surprisingly, “quality teaching” has nearly double the impact on student achievement than this factor.
My new thought: Not the high-yield strategy that I believed.
-
6. Formative Evaluation of programs
My initial thought: Extremely important for teachers to adapt and change their methodologies in response to student learning. Using student data to guide instruction and reflection through collaboration with their peers is something that we have been focussing on in our school through our change in structures.
Loud, bold claim I hear: “I know what works in my class!”
What the research says: This ranks as #3 of 138, with an effect of 0.9 over nearly 4000 students and 38 studies. Teachers being purposeful to innovations in that they are looking to see “what works” and “why it works” as well as looking for reasons why students do not do well lead to improvement in instruction and student achievement.
My new thought: This is the high-yield strategy that can really make a difference at our school, and through the Professional Learning Community Model of providing time for teachers to collaborate and reflect on teaching practices, we have seen a marked increase in the success of our students.
Bryan Chapman's updated research survey results on how long it takes to develop ILT and e-learning
Research summary on spaced education for medical students. The e-learning included emailed scenarios and questions. The summary and conclusion talk about medical knowledge, but since this is about scenarios it seems like there might be some decision-making skills being reinforced here too.
-
Conclusion Spaced education consisting of clinical scenarios and questions distributed weekly via e-mail can significantly improve students' retention of medical knowledge.
Research summary on a specific model for spaced learning which the author found effective for improving recall
-
The Modified Low-First Method is an optimal spaced learning method which was derived from a reactivation theory of spacing effects and was designed to be effective by setting as advantageous spaces as possible for all items and for any learners with various working memory capacities. It consists of three principles; the first is to sort all items by their probabilities of recall in ascending order at the end of each learning session for the subsequent session, and the second is to omit items whose probabilities of recall have reached a certain level, and the third is to transit to a new learning session when the number of unrecalled items in a session have reached a certain number.
Abstract of neuroscience research attempting to determine why spaced learning is effective. This seems to be just testing recognition and memorization, not any higher level thinking.
-
Spaced learning usually leads to better recognition memory as compared with massed learning, yet the underlying neural mechanisms remain elusive.
-
Recognition memory tests afterward revealed a significant spacing effect: Participants recognized more items learnt under the spaced learning condition than under the massed learning condition.
Research comparing training spaced over multiple weeks versus an intense burst of training in two days. Not a controlled study, but promising results for spaced learning.
-
Purpose –
The purpose of this paper is to compare the impact of a long-term (13-week, spaced learning) with a short-term (two-day, block intensive) coaching skills training programme on participants' coaching skills and emotional intelligence. -
Findings –
Participation in the 13-week training course was associated with increases in both goal-focused coaching skills and emotional intelligence, whereas the two-day block intensive training was associated with increased goal-focused coaching skills, but not emotional intelligence. Further, the magnitude of the increase in goal-focused coaching skills was less for the two-day programme than for the 13-week programme.
Research on interactive spaced education with med students. Seems to be more knowledge focused than skills focused, but positive results with both knowledge transfer and student recommendations.
Summary of follow-up research on online spaced education with medical residents showing that the benefits could still be detected 2 years later.
-
On-line spaced education can generate improvements in learning that are retained 2 years later. Although the effect size is modest, the persistence of detectable knowledge differences between educational interventions after such a long duration is exceedingly unusual.
Myths and truths about training and learning from a #lrnchat discussion
Paper arguing that CMSs make online learning less effective. The authors propose an Open Learning Network as an alternative, a cross between the traditional CMS and a PLE.
Free white paper on learner-centered design, focusing on activities with intrinsic feedback rather than content-heavy presentation
-
In other words, get the learner into a task quickly, and then provide content instruction through the feedback.
Selected Tags
Related Tags
Top Contributors
Groups interested in learning
-
Web 2.0
This list compiles some of t...
Items: 191 | Visits: 972
Created by: Jennifer Dorman
-
Technology Tools in the Classroom: Using Computers to Engage Your Students
Emerging technologies hold g...
Items: 25 | Visits: 2789
Created by: Jeremy Price
-
web20tools
A list of links to support t...
Items: 20 | Visits: 13962
Created by: Kathy Schrock
Highlighter, Sticky notes, Tagging, Groups and Network: integrated suite dramatically boosting research productivity. Learn more »
Join Diigo