Bloom的教學目標，最初是分成認知領域、動作技能領域、情意領域。然後再依據領域分成不同層次。
其中認知領域教學目標，由最簡單到最複雜的六個層次，依序為知識(Knowledge)、理解(Comprehension)、應用(Application)、分析(Analysis)、綜合(Synthesis)、評鑑(Evaluation)。
2001年，Anderson、Krathwohl、Airasian、Cruikshank、Mayer、Pintrich、Raths與Wittrock主編《Ataxonomy for learning teaching, and assessing: A revision of Bloom's taxonomy of educational objectives》一書中，修訂Bloom認知分類為「認知歷程向度(Cognitive Process Dimension)」(動詞)、「知識歷程向度(Knowledge Dimension)」(名詞)。
認知歷程向度包括六個層次，分別是記憶(Remember)、暸解(Understand)、應用(Apply)、分析(Analyze)、評鑑(Evaluate)、創造(Create)。
原先的知識層次劃分為動詞層面和名詞層面，動詞層面便是記憶，名詞層面則是知識向度。
知識向度又分成四項知識，分別是事實知識(Factual Knowledge)、概念知識(Conceptual Knowledge)、程序知識(Procedural Knowledge)、後設認知知識(Metacognitive Knowledge)。
2011年5月18日 星期三
2011年2月24日 星期四
Sustained Silent Reading (SSR)
"Sustained Silent Reading (SSR)[持續性安靜閱讀] is a period of uninterrupted silent reading. It is based upon a single simple principle: Reading is a skill. And like all skills, the more you use it, the better you get at it. Conversely, the less you use it, the more difficult it is. Like swimming, once you learn it, you never forget it. But in order to get better at either reading or swimming, you must jump into the book or the water and do it over and over."
Guidelines for Using Sustained Silent Reading Time
1. Students must read for the entire allotted reading period.
2. You cannot do homework or read any material for another course. SSR is not a study hall.
3. You must read a book (no magazines or newspapers where text competes with pictures), preferably one that tells a story (e.g. novels, histories and biographies rather than books of lists or facts where readers can’t sustain attention, build up speed and fluency, or grow to love good stories.)
4. You must have a book in your possession when SSR times starts; this is the main responsibility involved in coming prepared to class.
5. You may not talk or disturb the others.
6. You may sit or recline wherever you like as long as feet don’t go up on the furniture and rule #5 is maintained.
7. Please don't ask to leave the room at this time. It disturbs others.
More detail ↓↓↓
http://www.dowlingcentral.com/MrsD/area/literature/ssr.html
More reading can also seen ↓↓↓
http://en.wikipedia.org/wiki/Sustained_silent_reading
http://blog.udn.com/mmhsu/2628009
Guidelines for Using Sustained Silent Reading Time
1. Students must read for the entire allotted reading period.
2. You cannot do homework or read any material for another course. SSR is not a study hall.
3. You must read a book (no magazines or newspapers where text competes with pictures), preferably one that tells a story (e.g. novels, histories and biographies rather than books of lists or facts where readers can’t sustain attention, build up speed and fluency, or grow to love good stories.)
4. You must have a book in your possession when SSR times starts; this is the main responsibility involved in coming prepared to class.
5. You may not talk or disturb the others.
6. You may sit or recline wherever you like as long as feet don’t go up on the furniture and rule #5 is maintained.
7. Please don't ask to leave the room at this time. It disturbs others.
More detail ↓↓↓
http://www.dowlingcentral.com/MrsD/area/literature/ssr.html
More reading can also seen ↓↓↓
http://en.wikipedia.org/wiki/Sustained_silent_reading
http://blog.udn.com/mmhsu/2628009
Schwa
schwa (sometimes spelled shwa)
* An unstressed and toneless neutral vowel sound in some languages, often but not necessarily a mid-central vowel. Such vowels are often transcribed with the symbol /ə/, regardless of their actual phonetic value.
* The mid-central vowel sound (rounded or unrounded) in the middle of the vowel chart, stressed or unstressed. In IPA phonetic transcription, it is written as [ə]. In this case the term mid-central vowel may be used instead of schwa to avoid ambiguity.
* An unstressed and toneless neutral vowel sound in some languages, often but not necessarily a mid-central vowel. Such vowels are often transcribed with the symbol /ə/, regardless of their actual phonetic value.
* The mid-central vowel sound (rounded or unrounded) in the middle of the vowel chart, stressed or unstressed. In IPA phonetic transcription, it is written as [ə]. In this case the term mid-central vowel may be used instead of schwa to avoid ambiguity.
2011年2月23日 星期三
language experience approach (LEA)
Definition
The language experience approach is an approach to reading instruction based on activities and stories developed from personal experiences of the learner. The stories about personal experiences are written down by a teacher and read together until the learner associates the written form of the word with the spoken.
Also known as:
LEA
Benefits
Here are some benefits of the language experience approach:
* It brings together writing, reading, art, and language.
* It extends the learners' creativity in storytelling through writing.
* It helps learners understand that what they think and say can be written.
* It is learner-centered and demonstrates that the learners' thoughts and language are valued.
* It provides reading material that is predictable and readable because it uses the learners' natural language.
Reference:
http://www.sil.org/lingualinks/literacy/referencematerials/glossaryofliteracyterms/whatisthelanguageexperienceapp.htm
The language experience approach is an approach to reading instruction based on activities and stories developed from personal experiences of the learner. The stories about personal experiences are written down by a teacher and read together until the learner associates the written form of the word with the spoken.
Also known as:
LEA
Benefits
Here are some benefits of the language experience approach:
* It brings together writing, reading, art, and language.
* It extends the learners' creativity in storytelling through writing.
* It helps learners understand that what they think and say can be written.
* It is learner-centered and demonstrates that the learners' thoughts and language are valued.
* It provides reading material that is predictable and readable because it uses the learners' natural language.
Reference:
http://www.sil.org/lingualinks/literacy/referencematerials/glossaryofliteracyterms/whatisthelanguageexperienceapp.htm
Multiple Intelligences: A Theory for Everyone
CURRICULUM ARTICLE
Howard Gardner's theory of multiple intelligences makes people think about "IQ," about being "smart." The theory is changing the way some teachers teach.
When Howard Gardner's book, Frames of Mind: The Theory of Multiple Intelligences (Basic Books, 1983) burst on the scene, it seemed to answer many questions for experienced teachers. We all had students who didn't fit the mold; we knew the students were bright, but they didn't excel on tests. Gardner's claim that there are several different kinds of intelligence gave us and others involved with teaching and learning a way of beginning to understand those students. We would look at what they could do well, instead of what they could not do.
Later Gardner books, such as The Unschooled Mind: How Children Think and How Schools Should Teach (Basic Books, 1991) and Multiple Intelligences: The Theory in Practice (Basic Books, 1993) helped us understand how multiple intelligences could help us teach and evaluate our students in new and better ways.
WHO IS HOWARD GARDNER?
Howard Gardner, Ph.D. is a professor at Harvard University and the author of many books and articles. His theory of multiple intelligences has challenged long-held assumptions about intelligence -- especially about a single measure of intelligence. Dr. Gardner also co-directs Harvard's Project Zero.
THE ORIGINAL SEVEN INTELLIGENCES
Howard Gardner first identified and introduced to us seven different kinds of intelligence in Frames of Mind.
* Linguistic intelligence: a sensitivity to the meaning and order of words.
* Logical-mathematical intelligence: ability in mathematics and other complex logical systems.
* Musical intelligence: the ability to understand and create music. Musicians, composers and dancers show a heightened musical intelligence.
* Spatial intelligence: the ability to "think in pictures," to perceive the visual world accurately, and recreate (or alter) it in the mind or on paper. Spatial intelligence is highly developed in artists, architects, designers and sculptors.
* Bodily-kinesthetic intelligence: the ability to use one's body in a skilled way, for self-expression or toward a goal. Mimes, dancers, basketball players, and actors are among those who display bodily-kinesthetic intelligence.
* Interpersonal intelligence: an ability to perceive and understand other individuals -- their moods, desires, and motivations. Political and religious leaders, skilled parents and teachers, and therapists use this intelligence.
* Intrapersonal intelligence: an understanding of one's own emotions. Some novelists and or counselors use their own experience to guide others.
Then, Gardner identified an eighth intelligence, the naturalist intelligence.
More Detail ↓↓↓
http://www.educationworld.com/a_curr/curr054.shtml
===================================================================
Article by Anne Guignon
Education World®
Copyright © 2010 Education World
Howard Gardner's theory of multiple intelligences makes people think about "IQ," about being "smart." The theory is changing the way some teachers teach.
When Howard Gardner's book, Frames of Mind: The Theory of Multiple Intelligences (Basic Books, 1983) burst on the scene, it seemed to answer many questions for experienced teachers. We all had students who didn't fit the mold; we knew the students were bright, but they didn't excel on tests. Gardner's claim that there are several different kinds of intelligence gave us and others involved with teaching and learning a way of beginning to understand those students. We would look at what they could do well, instead of what they could not do.
Later Gardner books, such as The Unschooled Mind: How Children Think and How Schools Should Teach (Basic Books, 1991) and Multiple Intelligences: The Theory in Practice (Basic Books, 1993) helped us understand how multiple intelligences could help us teach and evaluate our students in new and better ways.
WHO IS HOWARD GARDNER?
Howard Gardner, Ph.D. is a professor at Harvard University and the author of many books and articles. His theory of multiple intelligences has challenged long-held assumptions about intelligence -- especially about a single measure of intelligence. Dr. Gardner also co-directs Harvard's Project Zero.
THE ORIGINAL SEVEN INTELLIGENCES
Howard Gardner first identified and introduced to us seven different kinds of intelligence in Frames of Mind.
* Linguistic intelligence: a sensitivity to the meaning and order of words.
* Logical-mathematical intelligence: ability in mathematics and other complex logical systems.
* Musical intelligence: the ability to understand and create music. Musicians, composers and dancers show a heightened musical intelligence.
* Spatial intelligence: the ability to "think in pictures," to perceive the visual world accurately, and recreate (or alter) it in the mind or on paper. Spatial intelligence is highly developed in artists, architects, designers and sculptors.
* Bodily-kinesthetic intelligence: the ability to use one's body in a skilled way, for self-expression or toward a goal. Mimes, dancers, basketball players, and actors are among those who display bodily-kinesthetic intelligence.
* Interpersonal intelligence: an ability to perceive and understand other individuals -- their moods, desires, and motivations. Political and religious leaders, skilled parents and teachers, and therapists use this intelligence.
* Intrapersonal intelligence: an understanding of one's own emotions. Some novelists and or counselors use their own experience to guide others.
Then, Gardner identified an eighth intelligence, the naturalist intelligence.
More Detail ↓↓↓
http://www.educationworld.com/a_curr/curr054.shtml
===================================================================
Article by Anne Guignon
Education World®
Copyright © 2010 Education World
Multiple Intelligences (1)
The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, professor of education at Harvard University. It suggests that the traditional notion of intelligence, based on I.Q. testing, is far too limited. Instead, Dr. Gardner proposes eight different intelligences to account for a broader range of human potential in children and adults. These intelligences are:
* Linguistic intelligence ("word smart")
* Logical-mathematical intelligence ("number/reasoning smart")
* Spatial intelligence ("picture smart")
* Bodily-Kinesthetic intelligence ("body smart")
* Musical intelligence ("music smart")
* Interpersonal intelligence ("people smart")
* Intrapersonal intelligence ("self smart")
* Naturalist intelligence ("nature smart")
Dr. Gardner says that our schools and culture focus most of their attention on linguistic and logical-mathematical intelligence. We esteem the highly articulate or logical people of our culture. However, Dr. Gardner says that we should also place equal attention on individuals who show gifts in the other intelligences: the artists, architects, musicians, naturalists, designers, dancers, therapists, entrepreneurs, and others who enrich the world in which we live. Unfortunately, many children who have these gifts don’t receive much reinforcement for them in school. Many of these kids, in fact, end up being labeled "learning disabled," "ADD (attention deficit disorder," or simply underachievers, when their unique ways of thinking and learning aren’t addressed by a heavily linguistic or logical-mathematical classroom. The theory of multiple intelligences proposes a major transformation in the way our schools are run. It suggests that teachers be trained to present their lessons in a wide variety of ways using music, cooperative learning, art activities, role play, multimedia, field trips, inner reflection, and much more (see Multiple Intelligences in the Classroom). The good news is that the theory of multiple intelligences has grabbed the attention of many educators around the country, and hundreds of schools are currently using its philosophy to redesign the way it educates children. The bad news is that there are thousands of schools still out there that teach in the same old dull way, through dry lectures, and boring worksheets and textbooks. The challenge is to get this information out to many more teachers, school administrators, and others who work with children, so that each child has the opportunity to learn in ways harmonious with their unique minds (see In Their Own Way).
The theory of multiple intelligences also has strong implications for adult learning and development. Many adults find themselves in jobs that do not make optimal use of their most highly developed intelligences (for example, the highly bodily-kinesthetic individual who is stuck in a linguistic or logical desk-job when he or she would be much happier in a job where they could move around, such as a recreational leader, a forest ranger, or physical therapist). The theory of multiple intelligences gives adults a whole new way to look at their lives, examining potentials that they left behind in their childhood (such as a love for art or drama) but now have the opportunity to develop through courses, hobbies, or other programs of self-development (see 7 Kinds of Smart).
How to Teach or Learn Anything 8 Different Ways
One of the most remarkable features of the theory of multiple intelligences is how it provides eight different potential pathways to learning. If a teacher is having difficulty reaching a student in the more traditional linguistic or logical ways of instruction, the theory of multiple intelligences suggests several other ways in which the material might be presented to facilitate effective learning. Whether you are a kindergarten teacher, a graduate school instructor, or an adult learner seeking better ways of pursuing self-study on any subject of interest, the same basic guidelines apply. Whatever you are teaching or learning, see how you might connect it with
* words (linguistic intelligence)
* numbers or logic (logical-mathematical intelligence)
* pictures (spatial intelligence)
* music (musical intelligence)
* self-reflection (intrapersonal intelligence)
* a physical experience (bodily-kinesthetic intelligence)
* a social experience (interpersonal intelligence), and/or
* an experience in the natural world. (naturalist intelligence)
For example, if you’re teaching or learning about the law of supply and demand in economics, you might read about it (linguistic), study mathematical formulas that express it (logical-mathematical), examine a graphic chart that illustrates the principle (spatial), observe the law in the natural world (naturalist) or in the human world of commerce (interpersonal); examine the law in terms of your own body [e.g. when you supply your body with lots of food, the hunger demand goes down; when there's very little supply, your stomach's demand for food goes way up and you get hungry] (bodily-kinesthetic and intrapersonal); and/or write a song (or find an existing song) that demonstrates the law (perhaps Dylan's "Too Much of Nothing?").
You don’t have to teach or learn something in all eight ways, just see what the possibilities are, and then decide which particular pathways interest you the most, or seem to be the most effective teaching or learning tools. The theory of multiple intelligences is so intriguing because it expands our horizon of available teaching/learning tools beyond the conventional linguistic and logical methods used in most schools (e.g. lecture, textbooks, writing assignments, formulas, etc.). To get started, put the topic of whatever you’re interested in teaching or learning about in the center of a blank sheet of paper, and draw eight straight lines or "spokes" radiating out from this topic. Label each line with a different intelligence. Then start brainstorming ideas for teaching or learning that topic and write down ideas next to each intelligence (this is a spatial-linguistic approach of brainstorming; you might want to do this in other ways as well, using a tape-recorder, having a group brainstorming session, etc.). Have fun!
More detail ↓↓↓
http://www.thomasarmstrong.com/multiple_intelligences.php
* Linguistic intelligence ("word smart")
* Logical-mathematical intelligence ("number/reasoning smart")
* Spatial intelligence ("picture smart")
* Bodily-Kinesthetic intelligence ("body smart")
* Musical intelligence ("music smart")
* Interpersonal intelligence ("people smart")
* Intrapersonal intelligence ("self smart")
* Naturalist intelligence ("nature smart")
Dr. Gardner says that our schools and culture focus most of their attention on linguistic and logical-mathematical intelligence. We esteem the highly articulate or logical people of our culture. However, Dr. Gardner says that we should also place equal attention on individuals who show gifts in the other intelligences: the artists, architects, musicians, naturalists, designers, dancers, therapists, entrepreneurs, and others who enrich the world in which we live. Unfortunately, many children who have these gifts don’t receive much reinforcement for them in school. Many of these kids, in fact, end up being labeled "learning disabled," "ADD (attention deficit disorder," or simply underachievers, when their unique ways of thinking and learning aren’t addressed by a heavily linguistic or logical-mathematical classroom. The theory of multiple intelligences proposes a major transformation in the way our schools are run. It suggests that teachers be trained to present their lessons in a wide variety of ways using music, cooperative learning, art activities, role play, multimedia, field trips, inner reflection, and much more (see Multiple Intelligences in the Classroom). The good news is that the theory of multiple intelligences has grabbed the attention of many educators around the country, and hundreds of schools are currently using its philosophy to redesign the way it educates children. The bad news is that there are thousands of schools still out there that teach in the same old dull way, through dry lectures, and boring worksheets and textbooks. The challenge is to get this information out to many more teachers, school administrators, and others who work with children, so that each child has the opportunity to learn in ways harmonious with their unique minds (see In Their Own Way).
The theory of multiple intelligences also has strong implications for adult learning and development. Many adults find themselves in jobs that do not make optimal use of their most highly developed intelligences (for example, the highly bodily-kinesthetic individual who is stuck in a linguistic or logical desk-job when he or she would be much happier in a job where they could move around, such as a recreational leader, a forest ranger, or physical therapist). The theory of multiple intelligences gives adults a whole new way to look at their lives, examining potentials that they left behind in their childhood (such as a love for art or drama) but now have the opportunity to develop through courses, hobbies, or other programs of self-development (see 7 Kinds of Smart).
How to Teach or Learn Anything 8 Different Ways
One of the most remarkable features of the theory of multiple intelligences is how it provides eight different potential pathways to learning. If a teacher is having difficulty reaching a student in the more traditional linguistic or logical ways of instruction, the theory of multiple intelligences suggests several other ways in which the material might be presented to facilitate effective learning. Whether you are a kindergarten teacher, a graduate school instructor, or an adult learner seeking better ways of pursuing self-study on any subject of interest, the same basic guidelines apply. Whatever you are teaching or learning, see how you might connect it with
* words (linguistic intelligence)
* numbers or logic (logical-mathematical intelligence)
* pictures (spatial intelligence)
* music (musical intelligence)
* self-reflection (intrapersonal intelligence)
* a physical experience (bodily-kinesthetic intelligence)
* a social experience (interpersonal intelligence), and/or
* an experience in the natural world. (naturalist intelligence)
For example, if you’re teaching or learning about the law of supply and demand in economics, you might read about it (linguistic), study mathematical formulas that express it (logical-mathematical), examine a graphic chart that illustrates the principle (spatial), observe the law in the natural world (naturalist) or in the human world of commerce (interpersonal); examine the law in terms of your own body [e.g. when you supply your body with lots of food, the hunger demand goes down; when there's very little supply, your stomach's demand for food goes way up and you get hungry] (bodily-kinesthetic and intrapersonal); and/or write a song (or find an existing song) that demonstrates the law (perhaps Dylan's "Too Much of Nothing?").
You don’t have to teach or learn something in all eight ways, just see what the possibilities are, and then decide which particular pathways interest you the most, or seem to be the most effective teaching or learning tools. The theory of multiple intelligences is so intriguing because it expands our horizon of available teaching/learning tools beyond the conventional linguistic and logical methods used in most schools (e.g. lecture, textbooks, writing assignments, formulas, etc.). To get started, put the topic of whatever you’re interested in teaching or learning about in the center of a blank sheet of paper, and draw eight straight lines or "spokes" radiating out from this topic. Label each line with a different intelligence. Then start brainstorming ideas for teaching or learning that topic and write down ideas next to each intelligence (this is a spatial-linguistic approach of brainstorming; you might want to do this in other ways as well, using a tape-recorder, having a group brainstorming session, etc.). Have fun!
More detail ↓↓↓
http://www.thomasarmstrong.com/multiple_intelligences.php
2011年2月17日 星期四
Community language learning
Community language learning (CLL) was primarily designed for monolingual conversation classes where the teacher-counsellor would be able to speak the learners' L1. The intention was that it would integrate translation so that the students would disassociate language learning with risk taking. It's a method that is based on English for communication and is extremely learner-focused. Although each course is unique and student-dictated, there are certain criteria that should be applied to all CLL classrooms, namely a focus on fluency in the early stages, an undercurrent of accuracy throughout the course and learner empowerment as the main focus .
More Detail Blow ↓↓↓
http://en.wikipedia.org/wiki/Talk:Community_language_learning
More Detail Blow ↓↓↓
http://en.wikipedia.org/wiki/Talk:Community_language_learning
Hey, I am back.
I am back here again. Originally here is for my studying notes and my thought after my reading books. But I read and stduy too little . Now I'm back here to go on the original purpose I set up the blog for.
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