Empowering High-Needs Students With Problem-Based Learning Through Mobile Technology

2017 ◽  
pp. 1-12
Author(s):  
Jessica Herring
Keyword(s):  
Mobile Technology ◽  
Life Skills ◽  
Problem Based Learning ◽  
Bloom's Taxonomy ◽  
Levels Of Analysis ◽  
Cognitive Tasks ◽  
Technology In The Classroom ◽  
Bloom’S Taxonomy ◽  
Analysis And Synthesis ◽  
Ubiquitous Access

With nearly ubiquitous access to mobile technology in the classroom, differentiation can become more seamless and student-driven, and students can focus on solving problems and developing life skills rather than recalling and regurgitating content-focused material. The cognitive focus of the classroom shifts from the lower levels of Bloom's Taxonomy to the highest levels of analysis and synthesis, as students are asked to create, improve, revise, and design. Implementing this model of problem-based learning can be transformational in the classroom; however, high-needs students struggle with the challenge at first. High-needs students are often asked to complete the lowest cognitive tasks. While they may be exhilarated by the challenge of problem-based learning, they may also struggle to improve and revise because of the stigma of failure they have experienced in previous academic endeavors.

Reading Comprehension Questions in EFL Textbooks and Learners’ Levels

2017 ◽  
Vol 7 (7) ◽  
pp. 590
Author(s):  
Nayer Adli ◽  
Asgar Mahmoudi
Keyword(s):  
Reading Comprehension ◽  
Bloom's Taxonomy ◽  
Advanced Level ◽  
Proficiency Levels ◽  
Question Types ◽  
Bloom’S Taxonomy ◽  
Cognitive Levels ◽  
Efl Teachers ◽  
Analysis And Synthesis

This study investigated the reading comprehension questions in EFL textbooks and their appropriateness to learners' levels. The data for the study were collected from four elementary and advanced level EFL textbooks containing 44 chapters altogether. A checklist was designed based on Bloom’s Taxonomy of reading comprehension questions to record the cognitive levels of the questions collected from the reading comprehension sections of the mentioned textbooks. To assess the significance of difference between each kind of the comprehension questions in elementary and advanced level textbooks, the Mann-Whitney U test was used. Results indicated that there are significant differences between the two proficiency levels in terms of question types in all categories except analysis and synthesis. To assess the overall proportions of question types in the textbooks and to see if they are different from each other, a Kruskal-Wallis and the follow up Mann-Whitney U tests were used which revealed significant differences between some pairs of categories of question types. It is believed that the results of this study can be useful to textbook writers and EFL teachers.

scholarly journals Skills for Chess

2017 ◽  
Vol 5 (4) ◽  
pp. 11-16
Author(s):  
MARCIA PINHEIRO
Keyword(s):  
Mother Tongue ◽  
Bloom's Taxonomy ◽  
Chess Player ◽  
Multilevel Method ◽  
Research Project ◽  
Empirical Observation ◽  
Bloom’S Taxonomy ◽  
Analysis And Synthesis ◽  
Informal Assessment ◽  
Translation Techniques

Following our paper on Bloom’s Taxonomy and translation assignments, and that was called Translation Techniques, and the lists of skills we presented in Interpretation and Translation, volume 1, and Your Mother Tongue Is Helping Me, we now present the skills that a chess player needs to succeed in their trade. This all connects to the research project called Teaching for Freedom, which includes the book Multilevel Method. Multilevel Method has just gotten a few good words added to its list of editorial reviews with Amazon.com. The techniques used to build these results are those that involve observation, comprehension, analysis, and synthesis, for instance. The tools used are empirical observation, informal assessment, and comparative tables, just to mention a few.

Bloom's Taxonomy in Action

MedEdPORTAL ◽  
2015 ◽  
Vol 11 (1) ◽  
Author(s):  
Jeanne Schlesinger ◽  
Adam Persky ◽  
Faculty Learning Community
Keyword(s):  
Bloom's Taxonomy ◽  
Bloom’S Taxonomy

READING EXERCISES FOR VIII GRADE STUDENTS BASED ON BLOOM’S TAXONOMY

2017 ◽  
Vol 6 (3) ◽  
Author(s):  
Intan Permata Sari And Indra Hartoyo
Keyword(s):  
Data Analysis ◽  
Lower Order ◽  
Bloom's Taxonomy ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Critical Thinking Skills ◽  
Thinking Skill ◽  
Level Of Education ◽  
Bloom’S Taxonomy

This study is aimed at (1) analyzing reading exercises based Bloom’s taxonomy for VIII grade in English on Sky textbook. (2) Found the distribution of the lower and higher order thinking skill in reading exercises. (3) To reason for level reading exercises. After analyzed the data, the result of the data analysis also infers that the six levels of Bloom’s taxonomy in reading exercises weren’t applied totally. The creating skill doesn’t have distribution in reading exercise, and the understanding – remembering level more dominant than another levels. The distribution of the higher order thinking level was lower than the lower order thinking level and the six levels are not appropriate with the proportion for each level of education based Bloom’s taxonomy, such as the distribution of the creating level in the reading exercise must be a concern because no question that belong to the creating level. It was concluded that reading exercises in English on Sky textbook cannot improve students' critical thinking skills for VIII grade.

Tasks of microteaching in the context of Bloom's taxonomy

2020 ◽  
Vol 1(11) ◽  
pp. 183-186
Author(s):  
Renata Orosova ◽  
◽  
Katarina Petrikova ◽  
Volodymyr Starosta ◽  
◽  
...  
Keyword(s):  
Bloom's Taxonomy ◽  
Bloom’S Taxonomy
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