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Norah Alsubaie
Dr. Chris Cline
EDL 7730 Curriculum Analysis
Online School Culture Topics Assignment
September 29, 2016
Blooms Taxonomy
In 1956, Benjamin Bloom with his partners Max Englehart, Edward Furst,
Walter Hill, and David Krathwohl wrote a framework for categorizing educational
goals: Taxonomy of Educational Objectives. In 1956, Benjamin Bloom with his
partners Max Englehart, Edward Furst, Walter Hill, and David Krathwohl wrote a
framework for categorizing educational goals: Taxonomy of Educational
Objectives. the framework elaborated by Bloom and his collaborators consisted of
six major categories: Knowledge, Comprehension, Application, Analysis,
Synthesis, and Evaluation. the authors wrote brief explanations of these main
categories in from the appendix of Taxonomy of Educational Objectives.
1- Knowledge involves the recall of specifics and universals, the recall of
methods and processes, or the recall of a pattern, structure, or setting.
2- Comprehension refers to a type of understanding or apprehension such that
the individual knows what is being communicated and can make use of the
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Remember (Recognizing,Recalling).
Understand (Interpreting,Exemplifying,Classifying,Summarizing,Inferring,Comparing).
Apply (Executing,Implementing).
Analyze (Differentiating,Organizing,Attributing).
Create (Generating,Planning,Producing).
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Knowledge of terminology
Conceptual
Knowledge
Procedural Knowledge
Metacognitive Knowledge
Strategic Knowledge
Self-knowledge
Norah Alsubaie
Norah Alsubaie
Piaget
Jean Piaget (1896 - 1980) was employed at the Binet Institute in the 1920s,
where his work was to improve French versions of questions on English
intelligence tests. He became interested in the reasons children gave for their
wrong answers to the questions that required logical thinking. He thought that
these incorrect answers revealed important differences between the thinking of
adults and children. Piaget's Theory Differs from Others in Several ways:
It is concerned with children, rather than all learners. It focuses on development,
rather than learning per se, so it does not address learning of information or
specific behaviors. It proposes discrete stages of development, marked by
qualitative differences, rather than a gradual increase in number and complexity of
behaviors, concepts, ideas, etc. There Are Three Basic Components To Piaget's
Cognitive Theory: First, Schemas (building blocks of knowledge). Second,
Adaptation processes that enable the transition from one stage to another
(equilibrium, assimilation and accommodation). Third, Stages of development:
Sensorimotor, preoperational, concrete operational and formal operational.
Norah Alsubaie
Norah Alsubaie
Multiple Intelligences
Dr. Howard Gardner, professor of education at Harvard University,
developed the theory of multiple intelligences in 1983. 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 them highly articulate
or logical people of our culture. 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.). also, The theory of
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multiple intelligences also has strong implications for adult learning and
development.
Brain-based learning
Brain-based learning refers to teaching methods, lesson designs, and school
programs that are based on the latest scientific research about how the brain learns,
including such factors as cognitive developmenthow students learn differently as
they age, grow, and mature socially, emotionally, and cognitively. Brain-based
learning is motivated by the general belief that learning can be accelerated and
improved if teachers base how and what they teach on the science of learning,
rather than on past educational methods, established conventions, or assumptions
about the learning process. recent discoveries in cognitive science have revealed
that the human brain physically changes when it learns, and that after practicing
certain skills it becomes increasingly easier to continue learning and improving
those skills. This findingthat learning effectively improves brain functioning,
resiliency, and working intelligencehas potentially far-reaching implications for
how schools can design their academic programs and how teachers could structure
educational experiences in the classroom.
Norah Alsubaie
Norah Alsubaie
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Norah Alsubaie
References
BRAIN-BASED LEARNING. (2013, August 29). Retrieved from
http://edglossary.org/brain-based-learning/
Blooms Taxonomy. (n.d.). Retrieved from https://cft.vanderbilt.edu/guides-subpages/blooms-taxonomy/
Multiple Intelligences. (n.d.). Retrieved from
http://www.institute4learning.com/multiple_intelligences.php
S. M. (n.d.). Maslow's Hierarchy of Needs. Retrieved from
http://www.simplypsychology.org/maslow.html
S. M. (n.d.). Jean Piaget. Retrieved from
http://www.simplypsychology.org/piaget.html
What is the history of constructivism, and how has it changed over time? (n.d.).
Retrieved from
http://www.thirteen.org/edonline/concept2class/constructivism/index_sub4.h
tml
Webb's Depth of Knowledge (DOK) Levels -- The Basics. (2015, February 10).
Retrieved from http://blog.edmentum.com/webbs-depth-knowledge-doklevels-basics
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