Tip #720:  Why Care About DOK™?

On May 7, 2018, Posted by , In learning, By ,,,,, , With Comments Off on Tip #720:  Why Care About DOK™?

“For every complex problem there is an answer that is clear, simple and wrong.”  H.L. Mencken

DOK™ stands for the Depth of Knowledge framework designed by Dr. Norman Webb. According to Darin Rasmussen, the depth of knowledge “corresponds to the content complexity of a particular educational material.” Dr. Webb has summary definitions for four different subject areas: English Language Arts, Mathematics, Social Studies and Science. All of the subject areas have four DOK™ levels. See <http://www.webbalign.org/Webbs-DOK-Levels-Summary.pdf>

Mr. Rasmussen explains and summarizes the four DOK™ levels by using the mathematics definitions: see <https://blog.edmentum.com/darinrasmussen>

Level 1:  Recall and Reproduction

This level involves basic tasks that require recall of facts or rote reproduction of simple procedures. The tasks do not require any … Read the rest

Tip #624:  Learning Through Productive Failure

On June 6, 2016, Posted by , In curriculum design, By ,,,, , With Comments Off on Tip #624:  Learning Through Productive Failure

“Learning from failure is a very intuitive and compelling idea that’s been around for ages, but teachers may not know how to use it.” Manu Kapur

Professor Manu Kapur is currently a Professor of Psychological Studies at The Hong Kong Institute of Education and the former head of the Learning Sciences Lab at the National Institute of Education of Singapore. He has pioneered the idea of productive failure, which is “a learning design that entails the design of conditions for learners to persist in generating and exploring representations and solution methods for solving complex, novel problems.”

Dr. Nido Qubein, the President of High Point University, explains that we learn by doing and when we learn something new, such … Read the rest

Tip #604: Rethinking Bloom

On January 18, 2016, Posted by , In learning, By ,,, , With Comments Off on Tip #604: Rethinking Bloom

“I did then what I knew how to do. Now that I know better, I do better.” Maya Angelou

This Tip is not so much about rethinking Bloom’s Taxonomy but instead realizing that my understanding (and therefore explanation) of the difference between Bloom’s cognitive levels of Analysis and Evaluation had become muddled.

It took a scientist in a Dubai train the trainer program to point out that they can be very easily distinguished from each other:

“Analysis” requires viewing a topic or situation from a variety of perspectives.

“Evaluation” requires applying criteria to make a judgment.

This clarification occurred following a discussion of a case study.

The case study involved the following scenario:

The trainer went through the participant Read the rest

Tip #588: An Infographic of Bloom’s Taxonomy

On September 28, 2015, Posted by , In training resources, By ,, , With Comments Off on Tip #588: An Infographic of Bloom’s Taxonomy

Pictures help you to form the mental mold…” Robert Collier

Not being particularly artistic myself, I have never used infographics in training. However, I have just been shown how wonderfully effective an infographic can be.

See what you think about this one of Bloom’s revised Taxonomy with verbs, by Mia MacMeekin:

bloom-verbs

Isn’t it wonderful? She has many other infographics that you might find appealing and useful in your own work at her website: An Ethical Island- How to Teach Without a Lecture and other fun: https://anethical island.wordpress.com.

You can see the original infographic at: https://anethicalisland.wordpress.com/2014/06/05/blooms-revised-taxonomy-with-verbs

Please let me know what you think!

May your learning be sweet- and colorful!

Deborah… Read the rest

Tip #565: The Power of Six in Training

“If I had eight hours to chop down a tree, I’d spend six sharpening my ax.” Abraham Lincoln

According to the Mastery Teaching Model designed by Dr. Madeline Hunter of UCLA, trainers make three decisions: (1) what content will be taught, (2) what the learners will do to learn and demonstrate their learning, and (3) what the trainer will do to create a positive and motivational learning environment.

The number six occurs during each of these decisions.

Within the content decision:

  • There are six basic steps in the design of a lesson plan for a training program:

(1) conduct a needs assessment to determine if training is needed and, if so, what needs to be covered and who needs to … Read the rest

Tip #445: Learning Activities for Attitude-Changing Training

On November 26, 2012, Posted by , In learning activities, By ,, , With Comments Off on Tip #445: Learning Activities for Attitude-Changing Training

“It’s your aptitude, not just your attitude that determines your ultimate altitude.”  Zig Ziglar

When working with the Cognitive Domain, some learning activities are more appropriate for achieving some of the six learning levels. This is also true for the Affective Domain:

A learning activity enables the learner to learn and/or demonstrate the learning that has occurred. Different learning activities are appropriate for different learning levels:

1.  Receive: (activities that create awareness of a new value)
lecturette visualization reference materials
panel DVD or pictures e-learning
     
For example: A panel of people who share personal stories about their poor treatment because of certain attitudes. Prior to participating in the panel, these individuals participate in table group activities, building relationships with other
Read the rest