5. Review of BloomReview of Bloom
Benjamin Bloom
◦ 1913-1999
◦ Professor and Psychologist
◦ University of Chicago
◦ Did most of his work in the middle of the last
century
◦ 1948-53, he and colleagues developed
Bloom’s taxonomy
6. Bloom’s WorkBloom’s Work
Bloom’s research concluded that:
◦ Teachers used questions from the knowledge
category 80-90% of the time
◦ Knowledge questions are not bad, but using
them all of the time is bad
◦ Teachers should try to use higher order level
of questioning to encourage higher order
level of thinking skills
◦ These questions require “more brain power”
and a more elaborate and extensive answer
8. From GoldilocksFrom Goldilocks
Who was Goldilocks?
Where did she live? With whom?
What did her mother tell her not to do?
All Goldilocks examples are from the
website “Teacher’s Corner”
10. GoldilocksGoldilocks
This story was about_________?
(Topic)
The story tells us _________? (Main
Idea)
What did goldilocks look like?
What kind of girl was she?
11. ApplicationApplication
Using the material in new situations
Using information, ideas, and skills to
solve problems
Selecting information and applying it
appropriately
12. GoldilocksGoldilocks
How were the bears like real people?
Draw a picture of what the bear’s house,
the path in the forest, etc.
Why did goldilocks go into the house?
13. AnalysisAnalysis
Suggests separating items or material into
component parts
Separating ideas and information into
component parts
Then showing relationships between
parts
16. GoldilocksGoldilocks
Do you know any other stories about
boys or girls who escaped from danger?
List the events of the story in sequence
Draw a cartoon story about bears. Do
they act like humans?
17. EvaluationEvaluation
Ability to judge the worth of material
against stated criteria
Involves reviewing and asserting
evidence. Facts, and ideas, then making
appropriate statements and judgements
The highest level in this arrangement
18. GoldilocksGoldilocks
Why were the bears angry with
Goldilocks?
Would you have gone into the bear’s
house? Why or why not?
Why would a grown up write a story like
this for children:
What do you think she learned by going
into that house?
19. Which of these 4 cities do you thinkWhich of these 4 cities do you think
is the highest risk for a terroristis the highest risk for a terrorist
attack? Explain your reasoning.attack? Explain your reasoning.
New York City
San Francisco
Colorado Springs
Washington, DC
20. Getting attention, The hookGetting attention, The hook
What background information do you
have to have before you can answer this
question?
Next step: “OK, you’ve justified your
answers with the knowledge you
currently possess. Let’s do some research
to find out if your arguments hold up.”
21. Which of these 3 cities do youWhich of these 3 cities do you
think is most in danger of a forestthink is most in danger of a forest
fire?fire?Pueblo
Aspen
Colorado Springs
22. Acquiring New KnowledgeAcquiring New Knowledge
The only way to work in background
knowledge into the classroom is to
change how we allocate time.
If 100% of time is spent on the current
unit there’s no time to create background
info.
23. Acquiring New KnowledgeAcquiring New Knowledge
One solution is 10%-80%-10%
10% priming for upcoming units
80% on current learning
10% revising and bringing up prior
learning
Tie this in with 10-24-7
24. WIIFMWIIFM
What will I learn or be able to do by
end of lesson?
Why do I need to learn this concept or
skill? How will it help me now and
future?
What do I already know about this?
How have I experienced it before? How
does this connect with what I already
know?
25. Examples of pre-exposureExamples of pre-exposure
Summer reading list
Course overview
Posters with upcoming information
Advance Organizers
An experience of their own
26. Priming and Activating PriorPriming and Activating Prior
KnowledgeKnowledge
Build background knowledge in small
chunks so so how they fit into bigger
picture.
This is part of 10%
28. Taft vs. TR: What Do You Think?
1.Which one would you rather have
as your president? Why?
2.Which man seems to have a
greater interest in social programs,
such as helping poor people?
1.Which man is more trustworthy?
29.
30. Learning StylesLearning Styles
There are at least fifty major theories
regarding learning styles.
How many learning styles are there?
What we know for sure is that students
learn in different ways, teachers teach in
different ways and there are often
mismatched students and teachers.
For our purposes we are going to discuss
three: Visual, Auditory, and Kinesthetic
31. Examples of Learning TheoriesExamples of Learning Theories
Multiple Intelligences
Behaviorism
Piaget’s Developmental Theory
Neuroscience
Brain-based Learning
Learning Styles
Right Brain, Left Brain Thinking
Communities of Practice
Control Theory
Constructivism
Social Cognition
Observational Learning
32. The Visual LearnerThe Visual Learner
Visual Verbal Learning style
◦ Best when information is presented visually and
in a written language format
◦ Benefits from an instructor who uses a
chalkboard, overhead, PowerPoint, provides
handouts, outlines
◦ Tends to like to study by him/herself in a quiet
room
◦ Tend to use textbooks
◦ Often see information “in your mind’s eye” when
you are trying to remember something
◦ Takes notes in class
◦ Likes to “watch” the class
33. The Visual LearnerThe Visual Learner
Teaching the Visual/Verbal Learner
◦ Make use of “color coding”. Use highlighters and
different colors to categorize written information
◦ When teaching information presented in
diagrams or illustrations, write out explanations
for the information
◦ When teaching mathematical or technical
information, write out in sentences and key
phrases the presented information. When a
problem involves a sequence of steps, write them
out in detail
◦ Use printouts or outlines for review
34. The Visual LearnerThe Visual Learner
The Visual Non-verbal Learner
◦ Learns best when information is presented in a
picture or design format
◦ Benefits from instructors who use visual aids
such as film, video, maps, and charts
◦ Benefits from pictures and diagrams in books
◦ Tends to like to work in a quiet room and may
not like to work in study groups
◦ When remembering something, can often
visualize a picture of it in the mind
◦ May have an artistic side that enjoys activities
having to do with visual art and design
35. The Visual LearnerThe Visual Learner
Teaching the Visual Non-verbal Learner
◦ When teaching mathematical or technical
information, make charts to organize the
information. When a math problem involves a
sequence of steps, draw a series of boxes, each
containing the appropriate bit of information in
sequence
◦ As much as possible, translate words and ideas
into symbols, pictures, and diagrams
◦ Color—highlighters, color code information,
flashcards (with color)
◦ Limit the amount of information per card so that
the learner can “picture” the information in the
mind
36. The Kinesthetic LearnerThe Kinesthetic Learner
The Kinesthetic or Tactile Learner
◦ Learns best when physically engaged in a “hands
on” activity.
◦ Benefits from lab situations where materials can
be manipulated to learn new information
◦ Benefit from instructors who encourage in-class
demonstrations
◦ Benefits from field work outside of classroom
◦ Move from station to station
◦ Likes to assist in creating charts and diagrams on
large paper
37. The Kinesthetic LearnerThe Kinesthetic Learner
Teaching the Kinesthetic-Tactile Learner
◦ Sit near the front of the room and take notes
throughout the class period
◦ When studying, likes to walk back and forth with
textbook , notes, or flashcards in hand and read the
information out loud
◦ Provide something to hold or touch, a model, a lab
experience
◦ Field trips
◦ To learn a sequence of steps, such as a math
sequence, have steps on 3x5 cards and have student
arrange them in sequence on a table top
◦ Practice putting the cards in order until it becomes
automatic
◦ Use graphic organizers, tables and charts
38. The Auditory LearnerThe Auditory Learner
The Auditory/Verbal Learner
◦ Learns best when information is presented in
oral language format
◦ Benefits from listening to lecture
◦ Benefits from participating in group discussions
◦ Audio tapes
◦ When trying to remember something “can often
hear the way the teacher said something”
◦ Learns well when interacting with others in a
listening/speaking exchange
39. The Auditory LearnerThe Auditory Learner
Teaching the Auditory/Verbal Learner
◦ Study groups or a study buddy
◦ When studying by him/herself often talks out
loud to aid recall
◦ Read notes or text outloud
◦ Likes to tape lectures for replay
◦ Group activities that involve discussion of
ideas
◦ Oral question and answer session
40. Multiple IntelligencesMultiple Intelligences
Theory developed by Dr. Howard
Gardner, professor of education at
Harvard University in 1983.
It suggests the traditional notion of
intelligence, based on IQ testing is too
limited.
He proposes eight different intelligences
to account for a broader range of human
potential.
42. Multiple IntelligencesMultiple Intelligences
Dr. Gardner says our schools and culture
focus mostly on linguistic and logical
mathematical intelligence. We esteem the
highly articulate or logical people of our
culture.
He says we should also value the artist, the
architect, musician, naturalist, designer,
dancer, therapist, entrepreneurs, and others
who enrich the world in which we live.
Many children are gifted in these other
areas.
43. Multiple IntelligencesMultiple Intelligences
Many gifted children do not receive
reinforcement or encouragement to develop
those gifts.
Many gifted children end up labeled as under
achievers, learning disabled, etc. when their
unique ways of thinking and learning are not
addressed in a heavily linguistic or mathematical
classroom.
The theory of Multiple Intelligences proposes
that teachers be trained to present lessons in a
wide variety of ways including music, cooperative
learning, art activities, role play, inner reflection,
and multimedia.
44. Multiple IntelligencesMultiple Intelligences
The good news is that more and more
schools and teachers are redesigning the
way children are being taught.
The bad news is that there are many who
still use the same limiting worksheets,
lectures and textbooks.
Many adults find themselves in jobs that
do not make optimal use of their most
highly developed intelligences.
45. Bodily-Kinesthetic IntelligenceBodily-Kinesthetic Intelligence
Entails the potential of using one’s whole
body or parts of the body to solve
problems. It is the ability to use mental
abilities to coordinate bodily movements.
Gardner sees mental and physical activity
as related.
Physical exercise, Mime, Sports, Creative
Dance, Role Play, Physical Gestures,
Drama, Martial Arts,
46. Linguistic IntelligenceLinguistic Intelligence
Involves sensitivity to spoken and written
language, the ability to learn languages, and
the capacity to use language to accomplish
goals. This intelligence includes the ability to
effectively use language to express oneself
rhetorically or poetically; and language as a
means to remember information.
Reading, vocabulary, formal speech, journal,
creative writing, poetry, verbal debate, story
telling, impromptu speaking.
47. Interpersonal IntelligenceInterpersonal Intelligence
Concerned with the capacity to
understand the intentions, motivations
and desires of other people. It allows
people to work effectively with others.
Educators, salespeople, leaders, and
counselors need a well developed
interpersonal intelligence.
Giving feedback, cooperative learning,
collaborative skills, receiving feedback,
group projects
48. Intrapersonal IntelligenceIntrapersonal Intelligence
Entails the capacity to understand oneself, to
appreciate one’s feelings, fears and
motivations. In Howard Gardner’s view it
involves having an effective working model
of ourselves, and to be able to use such
information to regulate our lives.
Silent reflection, emotional processing,
focusing and concentration skills, higher
order reasoning, complex guided imagery
49. Musical/Rhythmic IntelligenceMusical/Rhythmic Intelligence
Involves skill in the performance,
composition, and appreciation of musical
patterns. It encompasses the capacity to
recognize and compose musical pitches,
tones, and rhythms. According to Gardner
musical intelligence runs in an almost
structural parallel to linguistic intelligence.
Rhythmic patterns, vocal sounds and tones,
music composition, percussion vibrations,
singing, music performance
50. Visual/Spatial IntelligenceVisual/Spatial Intelligence
Involves the potential to recognize and
use the patterns of wide space and more
confined areas. It is the ability to create
visual representations and understand
information from visual and mental
pictures.
Active imagination, drawing, painting,
designing, pretending, sculpting, pictures,
color schemes, visual patterns
51. Naturalist IntelligenceNaturalist Intelligence
The ability to understand the patterns of
the natural world. This intelligence was
added to the theory in 1997. This
intelligence has to do with the ability to
relate to animals, grow plants, and have a
sensitivity to their place in the
environment.
Collecting and analyzing, outdoor
educational activities, recognizing and
classifying, kinesthetic activity
52. Logical-Mathematical IntelligenceLogical-Mathematical Intelligence
Consists of the capacity to analyze problems
logically, carry out mathematical operations,
and investigate issues scientifically. In
Gardner’s words, it entails the ability to
detect patterns, reason deductively and
think logically.
Abstract symbols, number sequences,
calculation, deciphering codes, problem
solving, pattern games, forcing relationships
53. Multiple IntelligencesMultiple Intelligences
We are not one type of intelligence but a
blend of all of the intelligences in unique
combinations. We have strengths in
certain areas and weaknesses in others.
Our students are also a blend of these
intelligences and we try to design our
lessons to accommodate the learning
styles of all or our students.
