Bloom's Taxonomy and Powerpoint

Bloom's development of a simple method of learning has provided a template for teachers and students when constructing questions. When I tutor, the students have to develop a couple questions that need to, though not exactly, follow Bloom's ideas. By asking more complex and specific questions, it enables them to think beneath the surface of a topic, and it also opens up the discussion for a chain of complex questions and answers. Children learn best when they aren't forced to find the right answer, but when they casually and constructively develop an answer. Of the four selections, I found that the fourth one povided the best explanation. Especially since it was about reading, it proves that there are multiple answers to one question. Of course, in other subjects (math, science, history) there is only one answer. However, the journey towards the answer ultimately enhances the thought process, thus forcing the brain to understand complex problems that may appear in class, or most importantly, on tests.

The instructional environment of classrooms are usually bland and dull, unless the teacher can make it otherwise. PowerPoint presentations can make lesson plans more organized and far more interesting. Overall, the students are fully engaged, that is, if the presentation is right. Too often we are stuck watching someone read off the projector, or in some cases, watching a slide show and getting lost in all the images. Still, though, most people know and understand the benefits of PowerPoint presentations, so it is essential to make use of this simple and effective software, especially in the classroom.

Mapping Student Minds

Ariel Owens took her 6th grade science class to a level I have never been in any of my Science classes. Being the epitome of hands-on learning, students actually spent time observing and monitoring the creek by their school, rather taking one field trip and developing a very brief write-up afterwards (something I was used to doing). More importantly, though, was Ariel's post-trip activities. The causal mapping software she incorporated worked very well with what the class was studying. The idea of grouping and creating relationships is a terrific learning tool that teachers, especially in science, should use. Ariel also learned about her own students abilities and thought process as they interacted with other classmates and the computer.
This project obviously required a hefty amount planning and resources, yet it proved that technology can not only present information more efficiently, but their is in fact learning occuring beyond the actual subject matter as children work with technology. Manipulating through different programs is not an easy task to learn, but by incorporating this learning into the classroom on a regular basis makes it so much easier for these students to apply technology in the future. The idea of lengthy projects seems daunting to many students, but from my experiences and this article, students take more pride in their work, making it easier for them to take risks, such as presenting in front of the class. Ariel understood this very well and made use of her resources by creating an exceptional learning experience for her students and herself.

Week 3

Hello,
The article for this week showed the versatile and ever-changing affect that technology has on students. Though the excerpts were from over 20 years ago, the influence of technology, especially computers, is still growing. I even remember playing "Where in the World is Carmen San Diego?" and Mavis Beacon typing, where I felt so involved in a game that I didn't realize I was actually learning. Nowadays, students can interact with computers in so many ways and in so many subjects, where "teachers encourage students to make mistakes, revise, and rethink their original hypotheses, respecting their ability to learn without formal, one-way instruction (p. 3)." The computer is a teacher aide and also a tool that is essential for real-world success. However, as we evolve deeper into this information age, educators may negatively take advantage of technology by relying on it as a means to instruct without a proper curriculum intact. On page 4 it is clearly stated, "teachers still need to concentrate on asking good questions, providing challenges, and using technology only if it is appropriate and useful."

While working on the "Fournets" assignment, I was surprised by the difference in results I was acquiring in the seperate searches. I was always conscious of the advanced search but never really utilized it, for it seemed to take as long thinking about what to say "exactly" or what to "leave out" as it would if I just did a general search. I guess if I force myself to practice it, it will surely benefit me in the future.