Download
slide1 n.
Skip this Video
Loading SlideShow in 5 Seconds..
MRS.IRUM AFSHEEN GUL PowerPoint Presentation
Download Presentation
MRS.IRUM AFSHEEN GUL

MRS.IRUM AFSHEEN GUL

172 Vues Download Presentation
Télécharger la présentation

MRS.IRUM AFSHEEN GUL

- - - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript

  1. .
  2. D.A TOOBA HIGH SCHOOL

    MRS.IRUM AFSHEEN GUL

  3. What is my motto? A person is a person because of other people. If you want to achieve what you want to achieve, help other people achieve what they want to achieve.
  4. Defining ICT "Information and communications technologies (ICT) are the computing and communications facilities and features that variously supportteaching, learning and a range of activities in education.
  5. What do we as Educators want for the 21st century learning school Wanted: Resilient, independent learners who have flexible skills and competencies; who can work well in teams and lead themselves and others to perform up to and beyond their potential.
  6. What then is good learning? “Unless individuals take a very active role in what it is that they are studying, unless they learned to ask questions, to do things hands on, the ideas just disappear” Howard Gardner
  7. Info in Info out Processing Processing
  8. There are a wide range of thinking skills or processes. What are the range of thinking processes that can be defined? When asked about thinking skills generally, an audience might well come up with a fairly random range of skills, such as these:
  9. Creativity memorisation interpretation questioning conceptualisation communication reasoning analysis comparison
  10. IQ EQ PQ 4 – 11 years 14 months – 4 years Conception – 14 months
  11. One way to categorise thinking skills is to use an existing framework. A framework which is still regarded as being helpful in this respect is that devised by Bloom (1952).
  12. He produced a taxonomy [classification, categorisation] of knowledge handling skills where he used six categories:
  13. Bloom’s Taxonomy Everyone in education has heard of Bloom’s Taxonomy. We all know that there are different levels of thinking and inquiry and that in an ideal classroom, we would help learners move up the ladder to higher-level thought.
  14. Bloom’s Taxonomy But in the real world of teaching, we often can’t find the time or the resources to make that happen.
  15. The Web The Web — despite its reputation for providing information and nothing more — can help you push your learners to higher-level thinking.
  16. In the past few years, though, a considerable amount of attention has been given to learners’ ability to think critically about what they do.
  17. Leaders in business, medicine, and various other professions have all announced their concern that schools are not preparing learners to be critical thinkers.
  18. Bloom’s Taxonomy Recognizing that there are different levels of thinking behaviours important to learning, Benjamin Bloom and his colleagues developed a classification system which has served educators since 1956.
  19. Bloom’s Taxonomy This system, known as Bloom’s Taxonomy, is a common structure for categorizing test questions and designing instruction.
  20. In the 1950s, Bloom found that 95% of the test questions developed to assess learner learning required them only to think at the lowest level of learning, the recall of information.
  21. Deep learning Shallow pupil engagement Active Passive ICT and Learning Where is embedded? Empower Pupils take control of learning Use ICT to research and manage own learning ?? Evaluation Extend Significantly alter the way that teaching and learning takes place using ICT Synthesis Enhance Deeper learning though the use of ICT based teaching and learning resources Analysis Enrich whiteboards used interactively and with wider range of teaching resources and methodologies Exchange Exchange OHPs for data projectors, using whiteboards as projection screens Application Comprehension Edutainment? Computer assisted learning? Content based software? Computer games? Knowledge
  22. A Differentiated Classroom in Balance Teacher-Student Partnerships F L E X I B L E Solid Curriculum Shared Vision Shared goals Inviting Shared responsibility Focused A Growth Orientation Concept- based Product Oriented Sense Of Community Resource On-going assessment to determine need Feedback and grading Time Groups Respect For Group ZPD Target Approaches to teaching and learning Safe Respect for individual Shared Challenge Affirming Tomlinson-oo
  23. Map Diagram Sculpture Discussion Demonstration Poem Profile Chart Play Dance Campaign Cassette Quiz Show Banner Brochure Debate Flow Chart Puppet Show Tour Lecture Editorial Painting Costume Placement Blueprint Catalogue Dialogue Newspaper Scrapbook Lecture Questionnaire Flag Scrapbook Graph Debate Museum Learning Center Advertisement Possible Products Book List Calendar Coloring Book Game Research Project TV Show Song Dictionary Film Collection Trial Machine Book Mural Award Recipe Test Puzzle Model Timeline Toy Article Diary Poster Magazine Computer Program Photographs Terrarium Petition Drive Teaching Lesson Prototype Speech Club Cartoon Biography Review Invention
  24. BLOOM’S REVISED TAXONOMY Bloom’s Taxonomy (revised) Creating (synthesis) Generating new ideas, products, or ways of viewing things Designing, constructing, planning, producing, inventing. Evaluating (evaluation) Justifying a decision or course of action Checking, hypothesising, critiquing, experimenting, judging Analysing (analysis) Breaking information into parts to explore understandings and relationships Comparing, organising, deconstructing, interrogating, finding Applying (application) Using information in another familiar situation Implementing, carrying out, using, executing http://www.apa.org/ed/new_blooms.html Understanding (comprehension) Explaining ideas or concepts Interpreting, summarising, paraphrasing, classifying, explaining Remembering (knowledge) Recalling information Recognising, listing, describing, retrieving, naming, finding
  25. Learning styles defined Visual learners Prefer to see rather than be told Quick to spot details Enjoy doodling, drawing and writing Can visualise what they are told Can quickly forget auditory information Auditory learners Follow verbal instructions quickly and easily Rely on memory rather than notes Oral skills are better than written Enjoy talking and explaining Kinaesthetic learners Enjoy practical ‘hands on’ activities Need to be active and can appear unsettled Prefer to try out rather than read the instructions Can be ‘turned off’ by purely visual or oral teaching
  26. Multiple Intelligences Multiple intelligences explains how we learn best. We can use it to focus on our strengths or build on our weaknesses. Logical-mathematical intelligence ("number/reasoning smart") Spatial intelligence ("picture smart") Musical intelligence ("music smart") Bodily-Kinesthetic intelligence ("body smart" – physical experience) Interpersonal intelligence ("people smart" – social experiences Naturalist intelligence ("nature smart") Intrapersonal intelligence ("self smart“) Linguistic intelligence ("word smart")
  27. Using the web Most of us think of the Internet as a giant library…and not always a very good one. But the World Wide Web is more than just a warehouse for disorganized information.
  28. Using the web For the creative teacher, it’s a vast opportunity to encourage learner inquiry at every level of Bloom’s Taxonomy, from knowledge to evaluation.
  29. A dynamic learning environment Bloom’s Taxonomy and the World Wide Web are two pieces of a puzzle that forms a dynamic learning environment. With them in place, the remaining two pieces, the teacher and the learner, will be changed.
  30. In the long run, it means that the teacher balances methods of instruction by providing opportunities for the learners to take some ownership of their learning.
  31. How and what our students learn is a reflection of how and what we teach!
  32. ‘I hear and I forget. I see and I remember. I do and I understand.’ Old Chinese proverb! “Children do not just passively take in information from the world around them and learn it; rather, they actively transform it into something that is unique and personally meaningful. They use their experience as the context for building new meanings and skills onto what they have already learnt.” Levin 1996:74 in Dau,E Child’s Play 2001:7 Reflection Quotes Quotes
  33. THANK YOU

    D.A TOOBA HIGH SCHOOL