Helping Gifted Students Reach Bloom’s Summit with the Use of Technology Dr. Robin Franklin & Professor Rick Blanchard Charleston Southern University School.

Helping Gifted Students Reach Bloom’s Summit

with the Use of Technology

Dr. Robin Franklin & Professor Rick Blanchard Charleston Southern University School of Education

.

S e s s i o n D e s c r i p ti o n

Gifted and talented learners are in need of a challenge and Bloom’s Taxonomy and technology can help. a challenge and technology can

help!GUsing software and Web 2.0 toolsG

We hope you leave with project and technology ideas that

encourage creativity and problem solving in your classroom.

Dr. Robin Franklin

Professsor Rick Blanchard

http://www.eoc.sc.gov/Home/Profile%20of%20the%20Graduate/Profile%20of%20the%20SC%20Graduate.pdf

Regulation 43-220

• To provide curriculum, instruction, and assessment that maximize the potential of the identified students, educational programming for academically gifted and talented students must reflect the following characteristics:

• Section II Academics, A. Programming

http://ed.sc.gov/scdoe/assets/File/stateboard/documents/220.pdf

Curriculum, Instruction, and Assessment

• (a) content, process, and product standards that exceed the state-adopted standards for all students and that provide challenges at appropriate levels for strengths of individual students;

• (b) goals and indicators that require students to demonstrate depth and complexity of knowledge, creative and critical thinking, and problem- solving skills;

Curriculum, Instruction, and Assessment

• (c) instructional strategies that promote inquiry and accommodate the unique needs of gifted and talented learners;

• (d) a confluent approach that incorporates acceleration and enrichment;

• (e) opportunities for the critical consumption, use, and creation of information using available technologies ; and

• (f) evaluation of student performance and programming effectiveness

Tools

Attitude of Adaptability/Change

Educators should use Bloom’s Taxonomy and technology integration in concert to benefit gifted and talented

students.a challenge and technology can help!GUsing software and Web 2.0 toolsG

Bloom’s Revised Taxonomy• Taxonomy of Cognitive Objectives• 1950s- developed by Benjamin Bloom• Means of expressing qualitatively different kinds

of thinking• Adapted for classroom use as a planning tool• Continues to be one of the most universally

applied models

Bloom’s Revised Taxonomy

• Provides a way to organize thinking skills into six levels, from the most basic to the higher order levels of thinking

• 1990s- Lorin Anderson (former student of Bloom) revisited the taxonomy

• As a result, a number of changes were made(Pohl, 2000, Learning to Think, Thinking to Learn, pp. 7-8)

Original Terms New Terms

• Evaluation

• Synthesis

• Analysis

• Application

• Comprehension

• Knowledge

• Creating

• Evaluating

• Analysing

• Applying

• Understanding

• Remembering

(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)

Bloom’s Taxonomy

Knowledge/Remembering

Understanding

Applying

Analysising

Evaluation

Creating

Bloom’s Taxonomy

Knowledge /Remembering Knowledge/Remembering is defined as the remembering of previously learned material.

• This may involve the recall of a wide range of material, from specific facts to complete theories, but all that is required is the bringing to mind of the appropriate information.

• Learning outcomes: Knowledge represents the lowest level of learning outcomes in the cognitive domain.

• Examples of learning objectives at this level are: o know common terms know specific facts o know methods and procedures know basic conceptso know principles

Bloom’s Taxonomy

University of Cape Town http://web.uct.ac.za/projects/cbe/mcqman/mcqappc.html

Knowledge /Remembering

Objectives – Verb Choices

o List Defineo Tell Describeo Identify Showo Label Collecto Examine Tabulateo Quote Nameo Who, Where, When

Bloom’s Taxonomy

University of Cape Town http://web.uct.ac.za/projects/cbe/mcqman/mcqappc.html

Remembering- Using Tech • Bullet pointing – This is like listing but in a digital format.

• Highlighting – This is a key element of most productivity suites; encouraging students to pick out and highlight key words and phrases is a technique for recall.

• Bookmarking or favorite-ing – this is where the students mark for later use web sites, resources and files. Students can then organize these.

• Social networking – this is where people develop networks of friends and associates. It forges and creates links between different people. Like social bookmarks (see below) a social network can form a key element of collaborating and networking.

• or term.

BBloom’s Taxonomy Blooms Digitally – Andrew Churches

Remembering- Using Tech • Social bookmarking – this is an online version of local

bookmarking or favorites, It is more advanced because you can draw on others' bookmarks and tags. While higher order thinking skills like collaborating and sharing, can and do make use of these skills, this is its simplest form - a simple list of sites saved to an online format rather than locally to the machine.

• Searching or "Googling" - Search engines are now key elements of students' research. At its simplest the student is just entering a key word or phrase into the basic entry pane of the search engine. This skill does not refine the search beyond the key word

Remembering- Using Tech

Fotobabbledhttp://www.fotobabble.com

ttps://www.youtube.com/watch?v=f1_cJUoww8Y

Wordle http://www.wordle.net

Bubbl.us https://bubbl.us Mind-mapping

B

UnderstandingUnderstanding is defined as the ability to grasp the meaning of material.

• This may be shown by translating material from one form to another (words to numbers), by interpreting material (explaining or summarizing), and by estimating future trends (predicting consequences or effects).

• These learning outcomes go one step beyond the simple remembering of material, and represent the lowest level of understanding.

• Examples of learning objectives at this level are: o understand facts and principleso interpret verbal materialo interpret charts and graphso translate verbal material to mathematical formulae

Bloom’s Taxonomy

Understanding

Objectives – Verb Choices

o Summarize Describeo Interpret Contrasto Predict Associateo Distinguish Estimateo Differentiate Discusso Extend

Bloom’s Taxonomy

University of Cape Town http://web.uct.ac.za/projects/cbe/mcqman/mcqappc.html

Understanding - Using Tech

• Advanced Searching – This is a progression from the previous category. Students require a greater depth of understanding to be able to create, modify and refine searches to suit their search needs.

• Blog Journaling – This is the simplest of the uses for a blog, where a student simply "talks" "writes" or "types" a daily- or task-specific journal. This shows a basic understanding of the activity reported upon. The blog can be used to develop higher level thinking when used for discussion and collaboration.

• Twittering – The Twitter site's fundamental question is "what are you doing?" This can be, in its most simplistic form, a one or two word answer, but when developed this is a tool that lends itself to developing understanding and potentially starting collaboration.

Understanding - Using Tech

• Categorizing – digital classification - organizing and classifying files, web sites and materials using folders etc.

• Commenting and annotating – a variety of tools exist that allow the user to comment and annotate on web pages, .pdf files and other documents. The user is developing understanding by simply commenting on the pages.

Social Networking - Understanding

• Twiducate http://www.twiducate.coma private/social wall for your class

http://hartman573.pbworks.com/w/page/55446811/Twiducate

• Twitter https://twitter.com

• Edmodo https://www.edmodo.com

ApplyingApplying refers to the ability to use learned material in new and concrete situations.

• This may include the application of such things as rules, methods, concepts, principles, laws, and theories.

• Learning outcomes in this area require a higher level of understanding than those under comprehension.

• Examples of learning objectives at this level are: o apply concepts and principles to new situationso apply laws and theories to practical situationso solve mathematical problemso construct graphs and chartso demonstrate the correct usage of a method or procedure

University of Cape Town http://web.uct.ac.za/projects/cbe/mcqman/mcqappc.html

Bloom’s Taxonomy

Applying

Objectives – Verb Choices

o Apply Demonstrateo Calculate Completeo Illustrate Showo Solve Examineo Modify Relateo Change Classifyo Experiment Discover

University of Cape Town http://web.uct.ac.za/projects/cbe/mcqman/mcqappc.html

Bloom’s Taxonomy

Applying - Using Tech • Running and operating – This is the action of

initiating a program or operating and manipulating hardware and applications to obtain a basic goal or objective.

• Playing – The increasing emergence of games as a mode of education leads to the inclusion of this term in the list. Students who successfully play or operate a game are showing understanding of process and task and application of skills.

Applying - Using Tech

• Uploading and Sharing - uploading materials to websites and the sharing of materials via sites like flickr etc. This is a simple form of collaboration, a higher order thinking skill.

• Editing – With most media, editing is a process or a procedure that the editor employs.

Applying - Using Tech Voki http://www.voki.com

https://www.youtube.com/watch?v=FunBew6S4Bk

https://www.youtube.com/watch?v=2IECTeNYwDQ

Pic Monkey Collage Photo editor/collage creatoronline

photo editor and collage cee online photo editor and colhttp://www.picmonkey.com

Shape Collage http://www.shapecollage.com

AnalyzingAnalyzing refers to the ability to break down material into its component parts so that its organizational structure may be understood. It is one of the key scientific instruments that we use in computer science.

• This may include the identification of parts, analysis of the relationship between parts, and recognition of the organizational principles involved.

• Learning outcomes here represent a higher intellectual level than comprehension and application because they require an understanding of both the content and the structural form of the material.

• Examples of learning objectives at this level are: o recognize unstated assumptionso recognizes logical fallacies in reasoning o distinguish between facts and inferences

University of Cape Town http://web.uct.ac.za/projects/cbe/mcqman/mcqappc.html

Bloom’s TaxonomyKey scienfitic instuments that we (comp sci’s) use

Analysis

Objectives – Verb Choiceso Analyseo Separate Ordero Explain Connecto Classify Arrangeo Divide Compareo Select Explaino Infer

University of Cape Town http://web.uct.ac.za/projects/cbe/mcqman/mcqappc.html

Bloom’s Taxonomy

Analyzing - Using Tech

• Mashing – mash ups are the integration of several data sources into a single resource. Mashing data currently is a complex process but as more options and sites evolve this will become an increasingly easy and accessible means of analysis. - Elaborate Graphic Organizers

• Graphing– this is establishing and building graphs by compiling and analysing data.

Analyzing - Using Tech

• Validating – With the wealth of information available to students combined with the lack of authentication of data, students of today and tomorrow must be able to validate the veracity of their information sources. To do this they must be able to analyse the data sources and make judgements based on these.

• Tagging – This is organising, structuring and attributing online data, meta-tagging web pages etc. Students need to be able understand and analyse the content of the pages to be able to tag it.

Analyzing - Using Tech

Quizrevolution Free Surveys And Quizzes shttp://www.quizrevolution.com

Create a Graphhttps://nces.ed.gov/nceskids/createagraph/

Exploratree - Learning Guides http://www.exploratree.org.uk

EvaluatingEvaluating is concerned with the ability to judge the value of material (statement, novel, poem, research report) for a given purpose.

• The judgments are to be based on definite criteria.

• Learning outcomes in this area contain elements of all the other categories, plus conscious value judgments based on clearly defined criteria.

• Examples of learning objectives at this level are:o judge the logical consistency of written material,o judge the adequacy with which conclusions are

supported by data judge the value of a work (art, music, writing) by the use of criteria

University of Cape Town http://web.uct.ac.za/projects/cbe/mcqman/mcqappc.html

Evaluating

Objectives – Verb Choices

o Assess Decideo Rank Gradeo Test Measureo Recommend Convinceo Select Judgeo Explain Discriminateo

Bloom’s Taxonomy

University of Cape Town http://web.uct.ac.za/projects/cbe/mcqman/mcqappc.html

Evaluating - Using Tech • Blogging, commenting and reflecting – Constructive

criticism and reflective practice are often facilitated by the use of blogs and video blogs. Students commenting and replying to postings have to evaluate the material in context and reply.

• Posting – posting comments to blogs, discussion boards, threaded discussions. These are increasingly common elements of students' daily practice. Good postings like good comments, are not simple one-line answers but rather are structured and constructed to evaluate the topic or concept.

Evaluating - Using Tech

• Collaborating and networking – Collaboration is an increasing feature of education. In a world increasingly focused on communication, collaboration leading to collective intelligence is a key aspect. Effective collaboration involves evaluating the strengths and abilities of the participants and evaluating the contribution they make. Networking is a feature of collaboration, contacting and communicating with relevant person via a network of peers.

Evaluating - Blogging

• Kidblog http://kidblog.org/home/• http://kidblog.org/YESDuke5/author/kaitlyn957333/

•Edublogs http://edublogs.org

CreatingCreating refers to the ability to put parts together to form a new whole.

• This may involve the production of a unique communication (theme or speech), a plan of operations (research proposal), or a set of abstract relations (scheme for classifying information).

• Learning outcomes in this area are highest in the cognitive hierarchy because they stress creative behaviours, with major emphasis on the formulation of new patterns or structure.

• Examples of learning objectives at this level are:o write a well organized themeo gives a well organized speech writes a creative short story (or poem or

music)o propose a plan for an experimento integrate learning from different areas into a plan for solving a problemo formulates a new scheme for classifying objects (or events, or ideas)o can the student justify a stand or decision?

Bloom’s Taxonomy

University of Cape Town http://web.uct.ac.za/projects/cbe/mcqman/mcqappc.html

Creating

Objectives – Verb Choiceso Combineo Integrate Modifyo Rearrange Substituteo Plan Createo Design Invent o What if? Composeo Formulate Prepareo Generalize Rewrite

Bloom’s Taxonomy

University of Cape Town http://web.uct.ac.za/projects/cbe/mcqman/mcqappc.html

Creating - Using Tech

• Filming, animating, videocasting, podcasting, mixing and remixing – these relate to the increasing availability of multimedia and multimedia editing tools. Students frequently capture, create, mix and remix content to produce unique products.

• Directing and producing – to directing or producing a product, performance or production is a highly creative process. It requires the student to have vision, understand the components and meld these into a coherent product.

Creating - Using Tech

• Publishing – whether via the web or from home computers, publishing in text, media or digital formats is increasing. Again this requires a huge overview of not only the content being published, but the process and product.

• Related to this concept are also Video blogging – the production of video blogs, blogging and also wiki-ing - creating, adding to and modify content in wikis. Creating or building Mash ups would also fit here.

Filming, Animating, Videocasting Creating

• Movie Maker - Stop Animation – Digital Storytelling • http://windows.microsoft.com/en-us/windows/movie-maker

Stop animation is ideal for helping students learn about concepts that involve processes and progressions benefits from including an element of movement to

explain how it works.

• Animoto - Videoshttps://animoto.com/business/education?gclid=CI60163jm64CFcIDtgodQFvlKw

• PhotoPeach – Slideshows

• http://photopeach.com/education/premium

Project Example – Gifted Education

How does cost relate to strength in structure?

INFORMATIVE PRESENTATIONSStudents research skyscraper design and build a skyscraper with spaghetti noodles and marshmallows. The Budget Specialist of the project tracks costs using Excel. Following a test of the skyscraper’s ability to hold an egg 40 cm off the table, the results are analyzed through Create-A-Graph. Students complete a Prezi describing their findings about cost versus structure. As a culminating project, students create digital poetry in Animoto using vocabulary, thoughts, and photos from Flickr.com.

•  Create a Graph •  PhotoStory •  Ujam.com •  Animoto

Krissy Venosdale, Ed Hillsboro R-3 School District

Project Example – Gifted Education

• Research the Iditarod and create a podcast “Live from the Trail” where you interview a musher. Students can create sound effects, add background music, and design a realistic podcast. The “musher” can describe what it’s like on the trail, things seen in Alaska, and tells about how difficult the journey is. Students can also explore the story of Balto for additional learning about heroes. Using a word cloud creator, students can copy and paste their text for what makes a hero and compare their writing with each other.

•  Tagxedo.com - Word Cloud Creator•  Wordle.net •  Freeplaymusic.com - 15,000 Free Songs•

•

Krissy Venosdale, EdS

Hillsboro R-3 School District

Project Example – Gifted Education

• How does our town compare to the world?

• GLOBAL CLASSROOMStudents can create a VoiceThread about their school or town. Using digital pictures and voice, tell the story of where you live. Invite another class to Skype! Have a “Mystery Skype” chat and students can ask questions to determine where the other class is located. Share the VoiceThread with your new friends and maybe they’ll share one back! Students can utilize resources such as Google Earth.

•  Edmodo •  Google Earth •  Voicethread.com https://www.youtube.com/watch?v=arB74zm6DPs

Krissy Venosdale, EdS Hillsboro R-3 School

District

•

Educational Apps for iPads and iPhones

As of June 2015, there were over 80,000 educational apps available in the app store.

App Evaluations

Most apps found in the classroom can be organized like this:

Productivity Apps – These apps help with planning, organizing, location, tracking, and sharing information.Examples: calendar, camera, reminders, maps, My Big Campus, Moodle, Dropbox, etc.

Reference - These apps support research and news. Some are interactive with images, videos, and games.Examples: encyclopedias, dicti onaries, thesarus, search engines, internet browsers, etc.

Instructional - These apps provide a tactile learning experience from drill and practice to in-depth, higer-order thinking activities. Examples: iTunes U, NASA, Google Earth, Math Bingo, iBooks, etc.

Media Consumption - These are apps that deliver videos, music, or provide access to such.Examples: YouTube, Discovery Education, Brain Pop, Netflix, etc.

Creativity - These apps allow students to create their own stuff from digital stories, slideshows, music, images, and games. Examples: Sock Puppets, iMovie, Story Buddy, Prezi, etc.

The 4 Pillars of App EvaluationKathy Hirsh-Pasek, Jennifer Zosh

Putting the Education in “Educational” Apps:

• Active involvement: The app must require thinking and intellectual manipulation that goes beyond mindless swiping or scrolling

• Engagement with learning materials: According to the authors, three elements of an “engaging” app are: Contingent interactions (each touch of the screen receives an immediate response), extrinsic motivation and feedback (response to child’s actions with clapping or moving to a next level), and intrinsic motivation (channel a player’s unique abilities).

•

The 4 Pillars of App Evaluation

• Meaningful experiences: Meaning is based on the quality and quantity of connections between the app experience and the wider experience of a child’s life.

• Social interaction: Social interaction itself enables

learning , the back and forth of interaction is a key factor in learning. Apps can harness this through character responses to selections that the children make, through partner work on an app, or through videoconferencing.

Bloom’s Taxonmy AppKathy Schrock

Interesting Apps to use

in the Classroom

http://www.apple.com/education/ipad/

Interesting Apps to use in the Classroom

Leading, Learning & Serving

Questions? Contact information: [email protected] [email protected]

Links

• http://www.eoc.sc.gov/Home/Profile%20of%20the%20Graduate/Profile%20of%20the%20SC%20Graduate.pdf

• http://ed.sc.gov/scdoe/assets/File/stateboard/documents/220.pdf