By Peter Bowen
Bloom’s Taxonomy
Bloom’s Taxonomy “Revised” Key
Words, Model Questions, and Instructional Strategies
This article makes it easy to
incorporate Bloom’s taxonomy into planning courses. It also simplifies
analyzing what level of thinking a teacher is presently engaged with by
comparing the model questions and key words with the material being presented.
By analyzing in this manner it is possible to easily understand if a teacher
has jumped to a higher level without covering the necessary precursors to this
level. It also makes it easier to understand how to communicate appropriately
at the different levels by studying the key words and model questions
particular to that level. In addition it also presents instructional strategies
for the different levels, if a teacher follows the basic ideas in the right
order then the flow of the class and ease of learning should be maximized.
Characteristics
of adult learners:
Adult Learners in Higher Education
The reason I picked this article is
because it gave me a minor epiphany. I was getting nervous about an upcoming
course, Wilderness Lodge Chef Survival, that I will be teaching (if enough
students sign up) and after reading this article an idea that had been nebulous
up till now became clearer to me. The idea is that adult educators “become managers
and facilitators of student learning, not primarily information dispensers.” I
realized that there would be a wealth of information and experience that these
adult students bring to the classes. I realized that my job would be to get the
students to share their knowledge as well as present my own. It makes me a
little more relaxed to consciously realize that even though I am an expert in
the field I don’t have to know everything and, my job will be to steer the
students through the process of successfully completing the course and to help
them get everything out of it that they need.
Creating a
Positive Learning Environment
Training and the Needs of Adult
Learners
The reason I picked this link is
because it has a synopsis of the 6 assumptions about adult learners that Malcolm
Knowles identified. It explains them in enough detail that I can incorporate
and use it as a checklist when I am planning my lessons. I believe that these
assumptions, if incorporated into the over all design of the course and in
everyday teaching will go far in creating a positive learning environment.
The article goes on to talk about
teaching and learning strategies, which are in line with theories of androgogy
such as case studies, educational games, roll play, and group discussions. Once
again it describes them with enough detail that I can understand the basic
concepts and practices and plan on incorporating a variety of these strategies
into my lessons.
Motivational
Techniques
Link:
Strategies for Increasing Student
Motivation
The reason I picked this article on
motivating students is that it offers a convenient and in-depth analysis of
what motivated adult students (it is adapted from a paper aimed at explaining
methods for motivating engineering students). The content is presented in point
form making it easy to comprehend and use as a checklist for both designing a
course and monitoring the progress of the teaching. With the checklist I can
see how I am doing, assess in what areas I am weak and plan on constant
improvement in the course content and presentation.
The article is organized under different
headings: persona, course, teaching, assignment and tests, and equality in the
classroom. Under each of these headings are useful points on how to construct
and teach a course in such a way to maximize the motivation of the students.
Here is one of my favorite
motivational quotes: “If you hear a voice within you say ‘you cannot paint,’
then by all means paint, and that voice will be silenced.” –Vincent Van Gogh
Instructional Processes/Strategies
Instructional
Planning Process
The reason I
picked this article is that it has a clear step-by-step approach to lesson design
that is in point form, easy to understand and implement into the lesson
planning process and emphasizes anticipating the learner variability of
students.
The article
starts with establishing clear outcomes that can be clearly communicated to
students. Then in step 2, Anticipate learner Variability, it points out that
learners have different strengths, weaknesses and backgrounds. It made me
realize that by putting varied abilities and backgrounds together is groups for
discussion and case work that I would get the best use of the students abilities
and strengths.
