Podcasts about bloom's taxonomy

The day is here! Let's talk about Bloom's Taxonomy! *sweats because I am so excited*   While Bloom's is NOT the end-all, be-all in the education world (maybe we can dive into more later, yeah??) it is an EXTREMELY helpful tool to use.    It is important, because it gives educators insight on where their students are at with their learning, and what comes next.   I want to preface that your clients are not linear and they don't all learn the same. However, I am super excited to share Bloom's with you as a tool that you can use within your business and working with your clients to make their learning experience even better.    In this episode I cover: The six levels of Bloom's Taxonomy. A description of each level. An example of each level. Three large takeaways from this episode!   Woohoo! Let's dive in and learn!    P.S. Are you on my email list? The More Than a Momma email list gets access to free resources each week to go with the episode to better serve you and your clients! Click the link to join! https://more-than-a-momma-llc.mykajabi.com/email-list-opt-in 

Welcome back to Instructional Design 101, where we’ll ask whether Customer Educators need to care about Bloom’s Taxonomy. What’s that, you ask? Bloom’s Taxonomy, created in 1956 by educational psychologist Benjamin Bloom, is used by many K-12 educators and instructional designers to categorize learning objectives by what the learner is expected to know or do.The taxonomy has been revised since its original creation, but today it categorizes whether learners will be expected to do things like: Remember a piece of informationUnderstand a conceptApply a skillAnalyze information or dataEvaluate information or scenariosCreate something new These skills often build upon one another, and require different levels of evaluation and assessment. As Customer Education instructional designers, we can use Bloom’s Taxonomy to take a learner-centric approach to our materials, instead of a content-centric approach. Too often, we jam-pack our courses and articles with “nice-to-know” instead of “need-to-know” information, or ramble on about features instead of focusing on how the customer will actually use them — and give them opportunities to practice.In this episode, Adam argues that Bloom’s Taxonomy still has a place in Customer Education, and it helps us focus our materials on driving relevant outcomes for learners. Listen to the full episode to find out more about how it can be used, as well as potential challenges! Missed our first Instructional Design 101 episode on the Kirkpatrick Model? Check out Episode 21!

Bloom’s Taxonomy is a wonderful model for developing the learning objectives necessary to identify what students need to know or do in your classroom. Bloom’s Taxonomy helps to identify the level and depth of knowledge or skill students need. The great thing about this model is that you can use it to craft expectations at the appropriate level. Novice learners would start at the lower-order thinking skills, whereas the experienced learners would start at a higher level. Educators across the globe have shared resources to help peers more easily adopt this model. I have shared links to some of these resources in the supporting blog post. This week, we are going to take a closer look at Bloom’s Taxonomy, specifically, the revised Bloom’s Taxonomy. I will include a strategy for putting it into practice. Come learn more. Join me on Facebook: https://www.facebook.com/InTheClassroomPodcast/  Other podcast episodes: https://tubarksblog.com/intheclassroom  Show notes: https://tubarksblog.com/itc81  Music credit: https://www.purple-planet.com/  Sponsor: https://tubarksblog.com/textexpander  Sponsor: https://tubarksblog.com/read-to-succeed/ 

I love visuals, so to go along with this episode, here is an infographic I created about Bloom's Taxonomy with all of this awesome info! https://bit.ly/gypsysoulbloomstaxonomy This week's episode is all about using Bloom's Taxonomy to revamp your Outschool lessons or lessons in general, if you work for a company or school and are planning all of your lessons. This is so beneficial and it certainly helps to add and gain clarity for your lessons and what your specific outcomes and expectations are. With Outschool, you can use Bloom's Taxonomy power verbs in your:  1. Summary  2. Course Description 3. Learning Goals (though this section is entirely optional, you don't have to complete this section.) The 6 main areas of Bloom's Taxonomy are: 1. Knowledge (power verbs: copy, define, identify, outline, locate, choose, distinguish, repeat, show, and record) ~Questions:~ Can you list (#) _____? / Which one ____? / How would you explain_____? Why did that happen?  2. Understand (power verbs: explain, retell, discuss, interpret, conclude, summarize, classify, infer, and expand on) ~Questions:~ Can you summarize____? / What's the main idea? Can you state that in your own words? 3. Apply (power verbs: interview, present, illustrate, calculate, solve, experiment, and determine) ~Questions:~ How can you show your understanding? / How can you apply what you've learned.  4. Analyze (power verbs: organize, sequence, determine, examine, debate, compare, contrast, and mind map) ~Questions:~ Why do you think___? / How are ___ and ____ related? /  How are you able to classify ____?  5. Evaluate (power verbs: check, assess, conclude, reflect, hypothesize, role-play, revise, and critique) ~Questions:~ How would you change ____? / How can ___ be improved? / How can this be adapted to make it different? / If you could ___, what would you do?  6. Create (power verbs: imagine, invent, design, construct, plan, and compose) ~Questions:~ What can you recommend? In what way can you determine ____? What is your opinion of ____? 

A breakdown of what Bloom's Taxonomy is, and how to use the guidelines to make your training sessions more memorable

Bloom's Taxonomy - Benjamin Bloom created a taxonomy for the various levels of questioning and thinking back in 1953. Now, 70 years later his taxonomy still very much resonates in the classrooms of the 21st century. Learn how to use the various levels of Bloom's and the advantage to doing so.

Ross and online teacher trainer Alex Li talk about some of the biggest differences between teaching offline and online, common mistakes teachers make teaching online and their favorite online teaching activities.Ross Thorburn: Hi, everyone. Welcome back to the TEFL Training Institute Podcast. I'm Ross Thorburn. Again, this week, we are doing something coronavirus‑related. We're talking about teaching language online. We've got dos and don'ts for those of you who are now making the transition from teaching offline to teaching online.To help us with that this week we have my friend and former colleague, Alex Li. Alex, for the last year‑and‑a‑half or so, has been a trainer, training teachers to teach online.In this episode, Alex and I will go through some of the differences between teaching English online compared to offline, some of the opportunities and a lot of common mistakes that teachers tend to make.More and more schools, it seems like, across the world are switching their classes to online for the time being. If that's you, listen on. We've got some great tips for you. Enjoy the interview.Ross: All right, let's start. Alex, thanks for joining us and doing this.Alex Li: Yeah.Ross: This is also the first podcast I've ever done while wearing a face mask.Alex: [laughs]Ross: We're obviously doing this because lots of teachers now are making the transition, we don't know for how long, from teaching offline to online. You did that yourself, obviously. You used to be a teacher offline, and then you started working in an online company.Maybe we can start off by talking about some of the differences. What first struck you as being some of the differences between teaching online and teaching offline?Alex: That would be personalization. Personally, I didn't do that when I was an offline teacher for young learners. Frankly, I don't know 80 percent of my students that much, while the rest of 20 percent I've probably talked to them after class. For one‑on‑one class, that gives teachers those opportunities to know their students more.Ross: When we are teaching kids offline, you're right. Usually, as a teacher, you don't learn that much about them. As soon as you're teaching students in their own homes, the setting gives you the opportunity to talk about so much more, doesn't it?Alex: Yeah. As you said, in a brick‑and‑mortar classroom where everybody's in the same place and the same city, if you ask how's the weather that would be pretty dull, because everybody knows that. After five students, they will be like, "Oh teacher, I know..."Ross: [laughs]Alex: ..."it's sunny."Ross: Or you have to pretend and make up like it's snowing...Alex: You show your flash cards.Ross: ...maybe when you're living in Africa and it snows. Online, there's all these natural information gaps. The teacher and the student are always going to be in different places...Alex: That's true.Ross: ...often in different cities or different countries, there's so many opportunities there to contrast and compare what's going on in the two locations.Alex: That can happen throughout the class. You can do it at the beginning as we talk about weather. You can also talk about certain target language.Ross: I remember when I was an offline teacher, and I used to teach kids. I remember sometimes trying to get kids to bring in something into the class, to do a show‑and‑tell type thing.One time it was like, "Bring in a photo of somewhere that you've been on holiday." Always, like two students would remember and the other 14 wouldn't. It would never work very well.I feel this is one of the other huge opportunities for teaching online. Students have all this stuff around them, especially for low levels. For example, if you're teaching clothes, the student can open their wardrobe and, for example, bring out their favorite clothes.You can show the students your favorite clothes as well. There's so many opportunities for personalization that you would never get if you were doing it offline.Alex: Yeah. I think you mentioned one good thing or one good model, is that the teacher gets to show the student if we are talking about clothes, his or her clothes first if it's a lower level. That's something I noticed some teachers are not doing online.Teachers have got to keep in mind that you're teaching one‑on‑one. You're still teaching, and giving appropriate model is important and essential.Ross: Offline, if you've got a class of 15 students, you might pick the strongest student to come to the front and demo that for the rest of the class. If you've only got one student, there's no opportunity to do that. What do you have to do instead? As the teacher, you have to model both parts.That's one of the biggest differences maybe, between teaching groups offline and teaching one‑to‑one online. The teacher has to take on so many different roles compared to teaching offline. For example, if you're doing group work or pair work or something offline.You put the students in pairs, and the students are conversation partners to each other. The teacher, you're still kind of in this teachery role where you're going around and monitoring. As soon as you go online, you've got to switch into a different role of being this...Alex: [laughs]Ross: ...conversation partner. That's quite difficult to actually do.Alex: Yeah, that's true. Some teachers ignore that part. There's no other kids in this classroom, so they ask their student to read both parts if we are having a dialogue.Ross: I wonder why that happens if the teacher just thinks like, "Oh, I'm going to get my student to talk as much as possible?"Alex: Or they just think that those students need to read before anything.Ross: Another thing that teachers are influenced by is increasing the amount of student's talking time in the class. That's one way to do that, is to get students to play both parts of a dialogue. I feel you're losing so much in terms of it being a natural or authentic conversation. It's much better for the teacher to assume one of the roles in the dialogue.Alex: Exactly. As a teacher, if you're talking about a lower‑level student, you can select the part that is easier for him or her to read. After he or she turns into an intermediate student, you can have him or her pick the role he or she wants. That's the way personalization occurs.Ross: You could do the same role‑play twice. You guys could just switch roles halfway through. Like if it's someone asking for directions first of all, the teacher provides the answers. Then you can switch it around and give the student in the more challenging role after they've seen a model.Those are all things that teachers would do naturally offline, giving a stronger student the more challenging role in a role play. I guess you have to be the strong student if you're the teacher during those activities. [laughs]Another common problem we see a lot online is teachers getting students to read whatever is on the screen out loud. Often, it's just a page of a course book, or something. I've seen teachers that even ask the students to read the title of the page. [laughs]Alex: And the instructions.Ross: And the instructions, right. What are some of the problems with that?Alex: It's not effective. The instruction is not the target language. I get it why they would do that. They probably think that they read it. They probably can't understand the instructions. The more they read it, the more they will get to know what's going on, but actually no.Ross: It doesn't work like that. If I'm asked to read something out loud, I always find I don't know what I've just read. I'm so focused on getting the science right that I don't actually process the meaning. With those, it's better to get the student to read it silently, which is also just much more natural.You don't see people [laughs] walking around with their phones or reading things out loud. We read in our heads most of the time. Or the teacher reads it out loud for their student to listen, and they can follow along.We started talking about the materials. Another issue with teaching online that doesn't happen so much offline is that teachers will tend to use every page, if we can call it that, of a lesson of the course book. We often online call it the "courseware." They'll go through it in order rather than jump around.It's interesting, because I noticed myself doing this with having the same book on my Kindle versus having the paper copy. I find that on the paper copy, it's so much easier to flick through and read chapters out of order. On a Kindle, I find I don't do that as much. I go through it in order.Teachers teaching online will tend to do the same thing of follow every page rather than what you might do in a course book, which is skip some activities or you might do the last activity first, that kind of thing.Alex: I don't know. Maybe somebody told them that, "You've got to finish the courseware." They just feel like, "Oh, by finish, you probably mean I need to complete each page."I once had a survey with some teachers, some call‑ins. They were like, "I didn't finish those activities. I didn't finish all those pages. Is that OK?"Ross: [laughs]Alex: I actually observed this teacher's class. She was doing fine. You can see that she's got some preparation. First and foremost, she identified what to teach, what the teaching objectives are. She did that, but she didn't complete the pages. Some teachers who are listening might not notice that.Ross: It's like offline teaching where the main thing is, "Teach the students. Don't teach the plan." You're totally right. A lot of teachers feel like, "My job here is to get to the end of these pages on this PowerPoint," rather than to help the students learn something or achieve something.Up until now we've mainly been talking about speaking, but I wanted to touch on writing for a moment. This is definitely one of my pet hates online, is teachers asking students to write something using the mouse. It's not a useful skill to practice.Alex: [laughs]Ross: Writing using a mouse and writing using a pen ‑‑ I mean, just try it ‑‑ they're very, very different. I can write quite well with a pen. I cannot write well with a mouse.Alex: I really show my respect for those teachers who can write perfectly with a mouse.Ross: [laughs] Perfectly with a mouse.Alex: If your student has this learning need which is to practice their handwriting, you can ask them to prepare a notepad. They can write there, and they can show you.Ross: Something else that I rarely see online is teachers or students actually moving the camera. Most people, when they're teaching online, they're using a laptop.Usually, the screen, it's on a hinge. It's pretty easy for the teacher or the student move the screen down. You could write, and the other person would be able to see what you're doing. I feel for teaching writing online, it's pretty challenging.Alex: We can agree that the priority of teaching online would be speaking and listening.Ross: Maybe we could talk about some activities that we think work particularly well. I can start out. One of the activities I've seen that works really well is a creative activity where you get the student to make something. The teacher has to do the typing, and the student has to do the telling.You've almost got the student describing the creative thing that they want, and the teacher drawing and filling things in. One of the examples I've seen work quite well is a shopping mall. Here's a floor plan of a shopping mall. The teacher asks the student, "What shops do you want in the shopping mall? What do you want them to be called?"The student has to say them, and the teacher types them in. You got a lot of communication happening in that activity, but also the student ends up being quite motivated.Alex: You're creating something.Ross: Absolutely. The teacher has to understand what the student is saying. If the teacher doesn't and makes a mistake with writing something, often the student's very quick to correct their teacher...Alex: [laughs]Ross: ...which is great because you're getting a lot of real communication happening there.Alex: I have two personal favorites kind of related to teaching texts. After you go through all those comprehension questions the courseware offers you, if you still have time, if we're talking about Bloom's Taxonomy, higher audio thinking skills at the level of evaluation, you can ask your student what are their perspective of the character?How do they think of this character? Ask why afterwards. You don't want to sound so much like what the courseware would offer. You can start with your own model. There is a stereotype going on, which is Chinese students, they are reluctant to express their opinions. This can be something to model.You can have different views on something, on somebody. It's OK. We're not judging somebody.Ross: [laughs]Alex: We're just expressing our opinions. Another one is for those classes there are texts about different cultures. Some students might be unfamiliar with those. After going through the text, say the setting is in Brazil and it's about carnival, then you can change it to the setting of Chinese New Year.That would be something that they can relate to. Back to Bloom's Taxonomy, you're creating something different with your student.Ross: With that second example there you're also taking advantage of that real information gap. If you're a teacher and you've not been to the same country as your student, you're probably not going to know very much about the culture. It's a real motivation for the teacher to be genuinely listening to what the student's saying and for the student to genuinely communicate with the teacher.Again there, we've got that thing of the teacher taking on another role, being the conversation partner and not just prompting the student to try out some target language but actually communicate something that the teacher wants to listen to.Alex: A suggestion for teachers would be to ask questions that they don't have answers to.Ross: Again everyone, that was Alex Li. If you enjoyed that, go to our website, www.tefltraininginstitute.com for more podcasts. If you really enjoyed it, please give us a good rating on iTunes. Thanks for listening. We'll see you again next time. Goodbye.

In this episode of the #CX series, Ethan Beute, Chief Evangelist at BombBomb and coauthor of Rehumanize Your Business explains the basics of Bloom's Taxonomy, a hierarchy of learning objectives that's useful for you, your team members, and your customers. Because we're all teachers and we're all learners. Subscribe to hear every episode of Ethan's podcast, The Customer Experience Podcast! Use the following links to subscribe in your favorite podcast player: Apple Podcasts Spotify Sticher Google Play Google Podcasts To find the other podcast we recommended in today's episode, check out The Sales Engagement Podcast on Apple Podcasts or wherever you do your listening! The Sweet Fish team has been using LeadIQ for the past few months & what used to take us 4 hours in gathering contact data now takes us only 1! If you're looking for greater efficiency in your sales development & prospecting efforts, check out LeadIQ: leadiq.com

If you like this podcast, you will like our CREATOR HUB. It offers a range of services that aim to support you in developing, improving and growing to meet your future needs in the instructional design and eLearning industry. Visit it here: https://creatorhub.belvistastudios.com/ In this episode Kim and Hannah speak with Nicole Papaioannou Lugara. Nicole's focus is on performance-focused training and learning design. She has written and storyboarded 300+ instructional video scripts. We chat about: How to write video, voiceover, scenario and storyboard scripts Writing techniques for learning design How we can replicate successful TV shows and movies Script writing that reflects reality Practical quick wins for writing a good story Why it is okay to write a shitty first draft How to write stories with meaning How to evaluate performance change How to understand the problem that you are solving How to effectively QA your scripts How to incorporate drama and humour into your writing Adopting a human-centred design approach Learning design tools and resources Here are the resources mentioned: Nicole's LinkedIn: https://www.linkedin.com/in/nicolepapaioannouphd/ Canva is a design tool: https://www.canva.com/ Pixabay for free photos, images and vectors: https://pixabay.com/ Vyond is an online animation creator: https://www.vyond.com/ Camtasia for screen recording and video editing: https://www.techsmith.com/video-editor.html Shitty First Drafts by Anne Lamott: http://wrd.as.uky.edu/sites/default/files/1-Shitty%20First%20Drafts.pdf Dr. David Chandross who is the lead game designer/researcher at Game and Train: https://elearningindustry.com/members/dr-david-chandross Bloom's Taxonomy: https://cft.vanderbilt.edu/wp-content/uploads/sites/59/Bloomtaxonomy.jpg The Kirkpatrick Model: https://learning.linkedin.com/content/dam/me/learning/blog/2017/april/Kirkpatrick-Model.png Grammar Girl for quick and dirty tips on grammar: https://www.quickanddirtytips.com/grammar-girl The OWL is an online writing lab: https://owl.purdue.edu/owl/purdue_owl.html Hemmingway App is an editor that highlights and corrects grammar, fluency and sentence structure: http://www.hemingwayapp.com/ eLearning Heroes Challenges are ongoing opportunities to learn, share, and build your e-learning portfolios: https://community.articulate.com/hubs/e-learning-challenges Freelance Instructional Designers, eLearning developers and LXD group on Facebook at: https://www.facebook.com/groups/freelanceID Upskill Experience, which is where Nicole hosts her workshops for IDs and freelancers: https://www.upskillexperience.com/ Map it by Cathy Moore helps you turn training requests into projects that make a real difference: https://blog.cathy-moore.com/book-map-it/ We hope you enjoy and thanks for listening! :) We're on Instagram! Daily tips and insights into our studio: https://www.instagram.com/belvistastudios/ LinkedIn: https://www.linkedin.com/company/belvista-studios We are an award-winning eLearning company in Brisbane, Australia with global clients, which provides end-to-end eLearning solutions including instructional design, graphic design, animation and development. http://belvistastudios.com/ Follow our journey as we learn how to create the best eLearning.

Health Information Management: Concepts, Principles, and Practice is a cornerstone AHIMA publication for students and healthcare professionals alike. AHIMA HI Pitch host Dan Kelly speaks with editors Pamela Oachs and Amy Watters about the making of the latest edition, the newest changes, and the  HIM experts who helped create and update it.Health Information Management: Concepts, Principles, and Practice can be purchased here: https://my.ahima.org/store/product?id=66056.Want to share your comments on the episode? Contact Dan Kelly at dan.kelly@ahima.org!

Because you're listening to this podcast, I can make one pretty good guess about you… You're a learner. You intentionally seek out information, meaning that you actively learn as a regular part of your life. I'll go out on another limb and say that in your week to week — at work, at home, or somewhere else — you're probably also in a teaching role. In other words, you're both a learner and a teacher. (To my mind, this is also called leadership.) I've got something fabulous for you in this episode that I think you're going to enjoy as much as I have. It's called Bloom's Taxonomy.  My name is Ethan Beute, the Chief Evangelist at BombBomb, coauthor of Rehumanize Your Business, the host of The Customer Experience Podcast, and the cohost of the CX series on the B2B Growth Show. In this episode, I'll be sharing my love for learning and how Bloom's Taxonomy can deepen your understanding of how and why we know what we know. What I talk about: How I first became aware of Bloom's Taxonomy A brief history and overview of how the taxonomy has evolved What the 6 layers of learning are Why Bloom's Taxonomy matters in your day-to-day Check out our podcast on Apple Podcasts, Google Play, Spotify, and Stitcher.

A Husband and five Wives... How, What, When, Why, Where & Who

    In this episode Dr. Randy Clinch talks with learning technology specialist Suzanne Edmonds about what makes a good learning objective for a course. Tips on writing good learning objectives are given as well as examples of measurable learning objectives. Click here to view and download show notes. 

In this episode, I discuss Bloom's Taxonomy and how it affects the students in the classroom.

Taking apart the "self" as a way to level the playing field, opening dialogue, and climb up Bloom's Taxonomy. Try it... You'll make lots of new friends!

Welcome to the very first episode of Teach Languages Online! This episode, I'm learning about Bloom's Taxonomy with my teacher husband Ashley. Your action point is to create an activity for your students for each level of Bloom's theory. Here's the pyramid image to help you do that: https://www.learning-theories.com/blooms-taxonomy-bloom.html This week, my recommendation is the Online Language Teacher Planner, my digital and print-ready planner to get your online language teaching in order and make you more productive. Find out more at https://www.lindsaydoeslanguages.com/teacherplanner Learn more about Teach Languages Online at https://www.lindsaydoeslanguages.com/teachlanguagesonline Follow me on Instagram: https://www.instagram.com/lindsaydoeslanguages/ Enjoyed this episode? Leave us a review + tell a friend. Thank you! --- Send in a voice message: https://anchor.fm/teachlanguagesonline/message

How would you go about discovering if you actually learned something you wanted to learn? Today's episode is about evaluating whether or not you've learned something and how to shape your learning process.

Tip #11 Video may be the most powerful tool for infusing Bloom's Taxonomy into your lessons. Learn how. Follow: @hiphughes @bamradionetwork Keith Hughes is an educator, youtuber and innovator in the field of technology and education. He has a Bachelors of Science in Social Studies Education and Masters Educational Technology. His channel has amassed over 13 million views worldwide. Keith has served as an adjunct professor of New Literacies and has also appeared on the History Channel’s “United Stuff of America” and AHC’s “America’s Most Badass.”

Helping yourself produce more and higher quality content is sometimes difficult because you run out of ideas. By using question prompts found at iteslj.org/questions and searching for "Bloom's Taxonomy question stems", you can find an infinite number of prompts that will help you think more, produce more and produce deeper content in English.

Episode 4 initiates the preparing of clinical teaching sessions with identifying the learning needs of patients and their family members. Prior to setting learning objectives, the students are provided with information of Bloom's Taxonomy of Learning Domains.

TGIF:  on FridayLive!You can also view the newsletter here. Thirty-fifth issue, Volume EightTLT Group TGIF 4.28.15  From TLT Group WorldHeadquartersThis week on FridayLive! we dive head long into metacognition as we explore ways to Help students make more thoughtful choices about how to study and learn  This will be with the help of Doug Eder and Saundra McGuire.  You will want to join us on Friday. More information here.Be sure to get your copy of Brain Rules in preparation for our book discussion next weekSupport the TLT Group by becoming a member or donating to the TLT Group you will help us continue this work.DONATE,  JOIN USMore from the TLT-SWG Bloghttp://tlt-swg.blogspot.com/ Members ExchangePLANNING MEETING: 3rd Spring 2015 Discussion - COGNITIVE SCIENCE Brain Rules & TLTG Institutional Membership DiscussionDate: April 29, 2015Time: 3:00 PM ETPresenters: Steve Gilbert, Beth Dailey, TLT Group and others Register Here3:00 - 3:30 PM ET In this session we will talk together about howbest to design the third book discussion in our spring series. This link will take you to more information about the event and how to register,COGNITIVE SCIENCESelection #3 comes from our cognitive science survey:Medina, John (2014) Brain Rules, (Updated and Expanded): 12 Principles for Surviving and Thriving at Work, Home, and School, Seattle, WA: Pear PressExplore the author’s website and download the 12 Brain Rules.Listen to a 3 minute YouTube introduction from John Medina.NOTE: You can support The TLT Group indirectly by purchasing books from Amazon via links in our recommended reading list or shop using this AmazonSmile link. Amazon will then make a donation to the TLT Group.Learn more about the entire series here.3:30 - 4:00 PM ET Join the discussion and help the TLT Group make Institutional Subscription more appealing.Upcoming Member EventsApril 29, 2015 PLANNING MEETING: 3rd Spring 2015 “Book” Discussion - COGNITIVE SCIENCE Brain Rules & TLTG Institutional Membership Discussion May 6, 2015 Keeping Up - - Semi-Stone SoupShare Something New, UsefulMay 13, 2015 Evernote Learning CommunityMay 20, 2015 Twitter Part 3  FridayLive! Free to all!Help students make more thoughtful choices about how to study and learn (face-to-face and online):  Reasons, strategies, and resourcesDate: May 1, 2015Time: 2:00 PM ETPresenters: Steve Gilbert & Beth Dailey, TLT Group, Douglas Eder, Emeritus, Southern Illinois University, EdwardsvilleSaundra McGuire - Ret.) Assistant Vice Chancellor  & Professor of Chemistry Director Emerita, Center for Academic Success Louisiana State UniversityRegister HereWhy should students understand more about their own options for studying and learning? How can they take more responsibility for their own learning?  How can faculty enable students to make more effective choices about their own learning?   McGuire and Eder will describe how undergraduate students can improve their own learning rapidly and significantly in most courses (both face-to-face and online) by using  strategies such as:A.  Teaching students to apply Bloom's Taxonomy and PARSA Study Cycle in specific courses - and more widelyB.  Assessing students'  engagement with course activities and content  Other colleagues will share specific Low-Threshold Activities/Apps/Assessments (LTAs) and Classroom Assessment Techniques (CATs) that can be used to support such strategies by faculty and/or directly by students to improve student learning in a variety of courses.In FridayLive! in March we revisited Chickering and Gamson's "Seven Principles for Good Practice in Undergraduate Education" and Ehrmann's article, "Implementing the Seven Principles: Technology as Lever." Metacognition was the most frequent suggestion for an extension of the original Seven Principles.  Teaching undergraduate students to use Bloom's Taxonomy to make better decisions about their own studying and learning is a strategy of metacognition. Up-coming FridayLive! EventsApril 24, 2015 Student Peer Review/Assessment: to Deepen Learning; to Reduce Faculty Workload Both? Either? May 1, 2015 LTAs and CATS for Engaging Online LearnersMay 8, 2015 Spring 2015 “Book” Discussion Series: Brain RulesMay 15, 2013 The Courage to Teach(R) - Experiencing the Circle of Trust(R)May 22, 2015 No FridayLive! May 29, 2015 Real-time student engagement: leveraging tablets for faculty and future faculty developmenthttps://tackk.com/tltgbook-discussion Spring 2015 Book Discussion SeriesMay 8, 2015COGNITIVE SCIENCEMedina, John (2014) Brain Rules, (Updated and Expanded): 12 Principles for Surviving and Thriving at Work, Home, and School, Seattle, WA: Pear PressRegister HereJune 12, 2015FICTIONAlameddine, Rabih (2014) An Unnecessary Woman Nov 11, 2014,  Grove PressRegister Here @TLTGroup Encourage. Enable. Engage.

In this segment our guest talks about how she started flipping her class and how flipping enabled her to meet the requirements of the Common Core Standards. Follow: @DebbraSmith @jonbergmann @bamradionetwork #edhat #flipclass #teachers Debbra Smith currently teaches 6th grade at Elk Run Elementary School in Utah. Deb has taught elementary school for 9 years, and as a Flipper for the past three years.

Our guest today shares a mind-blowing array of apps that she has aligned to Bloom's Taxonomy and the Common Core. Follow:@mrsevon1 @coolcatteacher @bamradionetwork #edtechchat #edchat #edtech Monica Evon is a third grade teacher and will be teaching fourth grade in the fall. This will her 29th year in the education profession. She is a team leader, literacy facilitator, a K-Kid's advisor, and 1:1 iPad Classroom. She also has a Bachelors Degree in Elementary Ed. and Special Education K-12 and Masters Degree in Counseling.

Our guest today shares a mind-blowing array of apps that she has aligned to Bloom's Taxonomy and the Common Core. Follow:@mrsevon1 @coolcatteacher @bamradionetwork #edtechchat #edchat #edtech Monica Evon is a third grade teacher and will be teaching fourth grade in the fall. This will her 29th year in the education profession. She is a team leader, literacy facilitator, a K-Kid's advisor, and 1:1 iPad Classroom. She also has a Bachelors Degree in Elementary Ed. and Special Education K-12 and Masters Degree in Counseling.

Humor well used can be an amazing tool for engaging students and bringing joy into your classroom. Tune in for some tips on how to get students laughing and thinking more. @mzteachuh @bodymindchild @bamradionetwork Ed Dunkelblau, Ph.D. is Director of the Institute for Emotionally Intelligent Learning and Past president of the Association for Applied and Therapeutic Humor. Diana Loomans is founder of The Quantum Life Institute and author of The Laughing Classroom. Melanie Link Taylor teaches both general ed. and Special Ed. She blogs on education topics.

A visual guide in the application of Bloom's Taxonomy with a focus on the use of ICT's to facilitate student learning.

Part 2 - Bloom's Taxonomy; Creation is not enough; Caine's Arcade short film; College Confidential; CrowdSpring; Tufts University Admissions; Market Yourself.

This PDF contains handout #3 - Bloom's Taxonomy: The Two Versions.

Bloom's Taxonomy; Higher Level Thinking; "Unwrapping The Standards" Activity

It has been two years to the day that we made this video- I publish it for the first time in memorium to those lost their lives in Hurricane Katrina. We spent one school day preparing and filming the video. We based the day around Bloom's Taxonomy with the class gathering content through the discussion of photographs I had found on the internet the night before. We then divided into teams and each prepared a section, tying it all together by making a news report. We started to run out of time as the three o'clock bell came so we had to film some of the rain sequence inside as we didn't have time to go outside to film! Because of the tight time frame we had little time for rehearsal and the children had total control over what they wanted to say. I edited that night in iMovie and was pretty pleased with the result- both with the children's learning & engagement and technically with the production. It is good that we can publish our work to a wider audience for the first time since Hurricane Katrina hit. I do apologise to those for whom the video took a longer time to download but did not want to miss anything from what the children had done. 23 MB 4 minutes 42 seconds

Features Sandra Schurr, interviewed by April Tibbles, NMSA director of publications. Sandra is the director of the National Resource Center for Middle Grades/High School Education at the University of South Florida. Sandra discusses the publication, Ignite Student Intellect and Imagination in Mathematics. Today's show provides practical strategies for bringing rich activities based on Bloom's Taxonomy to the classroom.