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Class 3: Classroom Discourse and Bloom’s Taxonomy

Class 3: Classroom Discourse and Bloom’s Taxonomy. Objective: At the end of class you should be able to recognize and define a question or instructional activity as it relates to the hierarchical learning levels as defined in Bloom’s taxonomy. Thought Ignition.

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Class 3: Classroom Discourse and Bloom’s Taxonomy

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  1. Class 3:Classroom Discourse and Bloom’s Taxonomy Objective: At the end of class you should be able to recognize and define a question or instructional activity as it relates to the hierarchical learning levels as defined in Bloom’s taxonomy. J Overhiser, PhysTEC TIR

  2. Thought Ignition J Overhiser, PhysTEC TIR

  3. Polar bears around an Ice Hole (A lesson on Physics) J Overhiser, PhysTEC TIR

  4. Classroom Discourse The term classroom discourse refers to the language that teachers and students use to communicate with each other in the classroom. Talking, or conversation, is the medium through which most teaching takes place, so the study of classroom discourse is the study of the process of face-to-face classroom teaching. Sounds like last week’s lesson! J Overhiser, PhysTEC TIR

  5. Reflection: univocal (closed) vs dialogic (open) J Overhiser, PhysTEC TIR

  6. Benjamin Bloom, • apsychologist, identified the kinds • of thinking humans do. He created • a TAXONOMY (a classification) of • the different levels of thinking our • brains can engage in. J Overhiser, PhysTEC TIR

  7. Bloom’s Taxonomy J Overhiser, PhysTEC TIR

  8. Highest level - -need all the other levels for support. Judging , criticizing or reviewing according to a criteria. Creating something that wasn’t there before. Breaking down your understanding into parts. Figuring out how to use your knowledge to solve problems. Applying your knowledge. Understanding of what you know. What you know. J Overhiser, PhysTEC TIR

  9. May be clearer to think in terms of 3 levels of thinking: 1. Facts (Knowledge, Comprehension) 2. Interpretation (Application and Analysis) 3. Conclusion (Synthesis and Evaluation) J Overhiser, PhysTEC TIR

  10. Little Red Riding Bloom J Overhiser, PhysTEC TIR

  11. Galileo and the leaning tower of Pisa Folklore has it that Galileo, in his long running argument with the Aristotelians, demonstrated his ideas on gravity by dropping two different sized rock from the Leaning Tower in Pisa. J Overhiser, PhysTEC TIR

  12. 20 minute conversation with Jim • Go to your Cornell Google calendar and schedule in a 20 minute slot to sit and have a chat with me. The conversation may include the following topics: • What do you think of the seminar so far? • What is your level of interest in teaching Physics? • How is your TA experience going? • Tell me a bit about a teacher that was an important influence in your life. • What led you to Cornell? • From the floor… • Enter your name in the time slot when you schedule so I know who I will be talking to. • This conversation will not affect your grade in the seminar. J Overhiser, PhysTEC TIR

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