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    NCEME Workshop F

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    pemea2008
    The document summarizes a workshop on facilitating transformative education using the revised taxonomy for teaching and learning. Some key points: 1. The workshop will provide tools to guide teachers in facilitating and assessing higher-order thinking skills based on the revised taxonomy. 2. Participants will have an opportunity to rethink their teaching practices through structured learning exercises. 3. The revised taxonomy reframed the original Bloom's Taxonomy, changing the categories from nouns to verbs to better reflect thinking as an active process. It emphasizes explanation and description of thinking skills.

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    NCEME Workshop F

    Uploaded by

    pemea2008
    139 views25 pages
    The document summarizes a workshop on facilitating transformative education using the revised taxonomy for teaching and learning. Some key points: 1. The workshop will provide tools to guide teachers in facilitating and assessing higher-order thinking skills based on the revised taxonomy. 2. Participants will have an opportunity to rethink their teaching practices through structured learning exercises. 3. The revised taxonomy reframed the original Bloom's Taxonomy, changing the categories from nouns to verbs to better reflect thinking as an active process. It emphasizes explanation and description of thinking skills.

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    The document summarizes a workshop on facilitating transformative education using the revised taxonomy for teaching and learning. Some key points: 1. The workshop will provide tools to guide teachers in facilitating and assessing higher-order thinking skills based on the revised taxonomy. 2. Participants will have an opportunity to rethink their teaching practices through structured learning exercises. 3. The revised taxonomy reframed the original Bloom's Taxonomy, changing the categories from nouns to verbs to better reflect thinking as an active process. It emphasizes explanation and description of thinking skills.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PPT, PDF, TXT or read online from Scribd
    Download as ppt, pdf, or txt
    139 views25 pages

    NCEME Workshop F

    Uploaded by

    pemea2008
    The document summarizes a workshop on facilitating transformative education using the revised taxonomy for teaching and learning. Some key points: 1. The workshop will provide tools to guide teachers in facilitating and assessing higher-order thinking skills based on the revised taxonomy. 2. Participants will have an opportunity to rethink their teaching practices through structured learning exercises. 3. The revised taxonomy reframed the original Bloom's Taxonomy, changing the categories from nouns to verbs to better reflect thinking as an active process. It emphasizes explanation and description of thinking skills.

    Copyright:

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    Download as ppt, pdf, or txt
    of 25

    Workshop F

    Aug. 6, 2010 2:00-4:00 p.m.


    Australasia

    Facilitating Transformative Education


    Using the Revised Taxonomy for
    Teaching and Learning
    (Neil O. Pariñas)
    1. EDUCATION IS TRANSFORMATION.
    2. Transformative education is the continuing process of
    bringing out the best in students at all levels of schooling.
    3. Transformed learners are skilled in knowing, doing, being,
    and living together.
    4. Students’ transformative experiences inside the classroom
    can be facilitated through the application of the Revised
    Taxonomy of Teaching and Learning (formerly called the
    Bloom’s Taxonomy).
    5. In this workshop, handy tools that will guide the teachers
    in facilitating and assessing higher-order thinking skills will
    be provided.
    6. Participants will be given an opportunity to rethink some of
    their practices as formators through structured learning
    exercises.
    Handouts

    1. UNESCO Four Pillars of Education


    2. Revised Taxonomy: Reframing our
    Understanding of Knowledge and
    Cognitive Processes
    3. Workshop F Worksheet
    My personal experience of
    transformative education
    UNESCO’s
    Four Pillars of Education
     Please refer to the handout.
     Underline the words/phrases that caught
    your attention
     Exercises 1 and 2
    Learning to KNOW
    mastery of learning tools
    understand the world around them
    knowledge and discovery
    develop independent judgements on
    the world around them
    tools, ideas and reference methods
    Learning to KNOW
     broad general education and opportunity to
    study a small number of subjects in depth
     some breakthroughs in the advancement of
    human knowledge occur at the interface of
    different specializations.
     learning how to learn - concentration, memory
    skills, ability to think
     practical problem-solving
     abstract thought
     deductive and inductive reasoning
    Learning to DO

    How do we adapt education so that


    it can equip people to do the types
    of work needed in the future?
    Learning to DO
     Ability to turn advances in knowledge into
    innovations that will generate new businesses
    and new jobs
     certified skills > personal competence
     physical tasks > tasks with a greater intellectual or
    cerebral content
     manufacturing workers > work teams, project groups
     certified skills - specific physical tasks
     personal competence - people skills or interpersonal
    skills
    Learning to DO
     physical work > service industries
    people with good social and communication
    skills
    intuition, common sense, judgement and
    leadership skills
     informal economy - business communities
    capable of meeting local requirements
     knowing how to develop personal initiative
    personal dynamism, good problem-solving,
    decision-making, innovative, team skills
    Learning to BE
    every person's complete development
    mind and body
    intelligence
    sensitivity
    aesthetic appreciation
    spirituality
    Learning to
    LIVE TOGETHER

    Discovering other people


    Towards common goals
    Learning to
    LIVE TOGETHER
     Human diversity
     Similarities, interdependence of all people
     Looking at things from others’ point of view
     Recognition of the rights of other people
     Value common good
     Collaborative projects
     Involvement in social activities
     Conflict resolution
    Revised Taxonomy for
    Teaching and Learning
     Taxonomy of Cognitive Objectives
     1950s- developed by Benjamin Bloom
     Means of expressing qualitatively different kinds of thinking
     Adapted for classroom use as a planning tool
     Continues to be one of the most universally applied models
     Provides a way to organise thinking skills into six levels,
    from the most basic to the higher order levels of thinking
     1990s- Lorin Anderson (former student of Bloom) revisited
    the taxonomy
     As a result, a number of changes were made
    (Pohl, 2000, Learning to Think, Thinking to Learn, pp. 7-8)
    Original Terms New Terms

     Evaluation •Creating
     Synthesis •Evaluating
     Analysis •Analysing
     Application •Applying
     Comprehension •Understanding
     Knowledge •Remembering
    (Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)
    Change in Terms
     The names of six major categories were changed from noun to verb
    forms.
     As the taxonomy reflects different forms of thinking and thinking is an
    active process verbs were more accurate.
     The subcategories of the six major categories were also replaced by
    verbs
     Some subcategories were reorganised.
     The knowledge category was renamed. Knowledge is a product of
    thinking and was inappropriate to describe a category of thinking and
    was replaced with the word remembering instead.
     Comprehension became understanding and synthesis was renamed
    creating in order to better reflect the nature of the thinking described by
    each category.
    (http://rite.ed.qut.edu.au/oz-teachernet/training/bloom.html (accessed July 2010) ; Pohl, 2000, p. 8)
    Change in Emphasis
     More authentic tool for curriculum planning,
    instructional delivery and assessment.
     Aimed at a broader audience.
     Easily applied to all levels of schooling.
     The revision emphasises explanation and
    description of subcategories.

    (http://rite.ed.qut.edu.au/oz-teachernet/training/bloom.html (accessed July 2010; Pohl, 2000, p. 10).


    BLOOM’S REVISED TAXONOMY
    Creating
    Generating new ideas, products, or ways of viewing things
    Designing, constructing, planning, producing, inventing.
     
    Evaluating
    Justifying a decision or course of action
    Checking, hypothesising, critiquing, experimenting, judging
     
     Analysing
    Breaking information into parts to explore understandings and relationships
    Comparing, organising, deconstructing, interrogating, finding
     
    Applying
    Using information in another familiar situation
    Implementing, carrying out, using, executing
     
    Understanding
    Explaining ideas or concepts
    Interpreting, summarising, paraphrasing, classifying, explaining
     
    Remembering
    Recalling information
    Recognising, listing, describing, retrieving, naming, finding
     
    Sample Unit : Space
    Cut out “space” pictures from a magazine. Make a display or a
    Remembering collage. List space words (Alphabet Key). List the names of the
    planets in our universe. List all the things an astronaut would need
    for a space journey.
    Make your desk into a spaceship, Make an astronaut for a puppet
    Understanding play. Use it to tell what an astronaut does. Make a model of the
    planets in our solar system.

    Keep a diary of your space adventure (5 days). What sort of


    Applying instruments would you need to make space music? Make a list of
    questions you would like to ask an astronaut.
    Make an application form for a person applying for the job of an
    Analysing astronaut. Compare Galileo’s telescope to a modern telescope.
    Distinguish between the Russian and American space programs.
    Compare the benefits of living on Earth and the moon. You can
    Evaluating take three people with you to the moon. Choose and give reasons.
    Choose a planet you would like to live on- explain why.
    Write a newspaper report for the following headline: “Spaceship out
    Creating of control”. Use the SCAMPER strategy to design a new space suit.
    Create a game called “Space Snap”. Prepare a menu for your
    spaceship crew. Design an advertising program for trips to the
    moon.
    Sample Unit : Travel
    How many ways can you travel from one place to another? List
    Remembering and draw all the ways you know. Describe one of the vehicles
    from your list, draw a diagram and label the parts. Collect
    “transport” pictures from magazines- make a poster with info.
    How do you get from school to home? Explain the method of
    Understanding travel and draw a map. Write a play about a form of modern
    transport. Explain how you felt the first time you rode a bicycle.
    Make your desk into a form of transport.
    Explain why some vehicles are large and others small. Write a
    Applying story about the uses of both. Read a story about “The Little Red
    Engine” and make up a play about it. Survey 10 other children
    to see what bikes they ride. Display on a chart or graph.
    Make a jigsaw puzzle of children using bikes safely. What
    Analysing problems are there with modern forms of transport and their
    uses- write a report. Use a Venn Diagram to compare boats to
    planes, or helicopters to bicycles.
    What changes would you recommend to road rules to prevent
    Evaluating traffic accidents? Debate whether we should be able to buy fuel
    at a cheaper rate. Rate transport from slow to fast etc..
    Invent a vehicle. Draw or construct it after careful planning.
    Creating What sort of transport will there be in twenty years time?
    Discuss, write about it and report to the class. Write a song
    A good teacher makes
    you think even when
    you don’t want to.

    (Fisher, 1998, Teaching Thinking)


    Integration
    Exercise 3
    Knowledge
    Dimension Remember Understand Apply Analyze Evaluate Create

    Factual

    Conceptual

    Procedural

    Meta-
    cognitive

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