221+Agenda+9.4.12

By Monday evening, post questions/issues below you'd like to discuss related to Bloom's Taxonomy (or anything else). (Remember to sign your post by typing three tildes ~)

Although I can understand the usefulness of Bloom's Taxonomy, I think that one needs to be careful how closely one follows it. What do you do when you encounter a student that understands and preforms a higher level of the model, while neglecting comprehension of a lower level? Say, a student who can analyze the information that she or he has in front of them, but cannot remember the information the next day? How closely can this model be followed in situations like this?user:LuciaB2

Is Bloom's Taxonomy an accurate representation of how students learn, or is it more of a general guideline on how to teach children?user:rachel238

I think that Bloom's Taxonomy's use of objectives, alignment with curriculum and progressive learning approach seems very affective,but how would teachers make this approach work with several types of learners that will enter their classroom? user:alanab2

What levels of the taxonomy do you think are the least prevalent in classrooms? Is it important to change this and make them more prevalent? How could this be done? - [|ellen623]

How does the use of the taxonomy look different in learning outside of the classroom as opposed to in it? Are the emphases different? Why is this, and does it have bearing on what classroom usage might ideally look like? user.cshands5

9:10 - 9:50 - The power of a "thinking curriculum"

 * 1) http://www.youtube.com/watch?v=yo2Wsn3d5gQ - Freedom Writers - First Day of Class
 * 2) https://www.youtube.com/watch?v=nDq9o9j3-CU - Erin Gruwell
 * 3) [[file:thinking curriculum.pptx]]

10:35 - 10:40 - Closure

 * Read Fried, chapters 3-4
 * As you read, identify connections to what we've been doing in class. Be prepared to share your insights.
 * Be prepared to share a passage that was particularly meaningful to you.