In our last class session the instructor reviewed our group WebQuest creations one last time pointing out additional work needed for corrections before grading. We were given a list of tasks to be completed before next session, such as reading the digital pictures chapter in our text and finding a picture to bring in to class for scanning. Afterwards, the class discussed what objective's meant and how to write them properly in a curriculum connection. We all reviewed Bloom's 6 levels of learning and did a practice exercise to help us recognize them individually in a series of objective statements. The cognitive domains are listed from lowest to highest levels of learning as this: remembering, understanding, applying, analysing, evaluating, and creating. Each of these levels has specific key verbs that help one to recognize which level they are representing in their objectives statement. Once we completed this exercise we were each given a worksheet of objective statements and refering to the ABCD guide we were asked to determine the A (audience), the B (behavior), the C (condition) and the D (degree) parts of each objective. If one was missing, we were to finish the statement by adding the missing element. Once we identified the different parts we had to list which of Bloom's 6 levels of learning each particular objective fit into. After everyone was done and although there was much debate on a few of them, the class discussed each objective and came to a consensus. Class was ended by everyone joining their partners and getting started on planning their curriculum connection and research guides.
Wednesday, March 4, 2009
Curriculum Connection and Research Guide
In our last class session the instructor reviewed our group WebQuest creations one last time pointing out additional work needed for corrections before grading. We were given a list of tasks to be completed before next session, such as reading the digital pictures chapter in our text and finding a picture to bring in to class for scanning. Afterwards, the class discussed what objective's meant and how to write them properly in a curriculum connection. We all reviewed Bloom's 6 levels of learning and did a practice exercise to help us recognize them individually in a series of objective statements. The cognitive domains are listed from lowest to highest levels of learning as this: remembering, understanding, applying, analysing, evaluating, and creating. Each of these levels has specific key verbs that help one to recognize which level they are representing in their objectives statement. Once we completed this exercise we were each given a worksheet of objective statements and refering to the ABCD guide we were asked to determine the A (audience), the B (behavior), the C (condition) and the D (degree) parts of each objective. If one was missing, we were to finish the statement by adding the missing element. Once we identified the different parts we had to list which of Bloom's 6 levels of learning each particular objective fit into. After everyone was done and although there was much debate on a few of them, the class discussed each objective and came to a consensus. Class was ended by everyone joining their partners and getting started on planning their curriculum connection and research guides.
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