Sunday, February 28, 2010
Tuesday, February 23, 2010
Module 5 Bloom's Taxonomy Assignment
Bloom categories
Learning objective verbs
Activity
Knowledge
(recall, list, define, identify, collect, label) Define Define libel. (Libel is the publication of false and malicious material that
damages a person’s reputation.)
Comprehension
(summarize, describe interpret, predict, discuss) Discuss After viewing the documentary Media Ethics, students will discuss the
ethical dilemmas journalists face.
Application
(apply, demonstrate, illustrate, classify, experiment, discover) Create Students can create their individual guidelines for questionable language,
subject matter and photographs.
Analysis
(analyze, classify, connect, explain, infer) Analyze Students will be given scenarios to analyze. Each scenario is designed
not only to provoke a discussion of ethics and decision-making, but also to help
them begin to explore the issues involved in journalism decisions.
Synthesis
(combine, integrate, plan, create, design, formulate) Research: How do the three basic defenses against
libel suits work with such films that seem to slant the truth? (Truth, privilege, fair
comment and criticism)
Evaluation
(assess, recommend, convince, compare, conclude, summarize) Explore Students will write an informative essay that explores this issue.
Learning objective verbs
Activity
Knowledge
(recall, list, define, identify, collect, label) Define Define libel. (Libel is the publication of false and malicious material that
damages a person’s reputation.)
Comprehension
(summarize, describe interpret, predict, discuss) Discuss After viewing the documentary Media Ethics, students will discuss the
ethical dilemmas journalists face.
Application
(apply, demonstrate, illustrate, classify, experiment, discover) Create Students can create their individual guidelines for questionable language,
subject matter and photographs.
Analysis
(analyze, classify, connect, explain, infer) Analyze Students will be given scenarios to analyze. Each scenario is designed
not only to provoke a discussion of ethics and decision-making, but also to help
them begin to explore the issues involved in journalism decisions.
Synthesis
(combine, integrate, plan, create, design, formulate) Research: How do the three basic defenses against
libel suits work with such films that seem to slant the truth? (Truth, privilege, fair
comment and criticism)
Evaluation
(assess, recommend, convince, compare, conclude, summarize) Explore Students will write an informative essay that explores this issue.
Monday, February 15, 2010
Week 6 post
Well, there was a little confusion on my end last week and I missed my blog post. I'm currently taking three online classes - all of them starting on different dates, so that means three different modules each week and I just got confused on which week we were on in this class.
Anyway, the reading for this week. I was particulary interested in the "Cybercoaching: Rubrics, Feedback, and Metacognition, Oh My!" reading by Naomi Jeffery Petersen, Ed.D. I am a teacher and I am a coach. Like many teachers I tend to get defensive if some suggests that I am no longer a teacher and applies another name to what I do. Am I no less a teacher because I don't have a classroom of students physically in front of me? How close of a proximity do I have to be to be considered a teacher? After reading the article I found that it's not meant to be derogatory, it's just the truth. Interestingly enough, I was just thinking this morning that I didn't like the title of "coach" because I always feel like I'm a "sports teacher." I feel that even more after reading the explaination of what a coach is on page 3.
It wasn't until I go to page 8 before I found something that really struck a chord with me. The explaination of a rubric as "A holistic rubric will describe the whole essay at each level of proficiency; an analytic rubric will describe eachcriterion, typically organized in a matrix to show gradual changes in quality (Mertler, 2001)." I believe that this is one of the most important aspects of teaching an online class. I had three classes last semester and three this semester. I would say that the classes that went the smoothest and I learned the most were the ones that had the most clear rubrics. A place that no matter how lost you get, you can always refer back to those as your guide.
I think that the rubics place in online education is paramount and it really has show me how I should use them more in my standard classes.
Anyway, the reading for this week. I was particulary interested in the "Cybercoaching: Rubrics, Feedback, and Metacognition, Oh My!" reading by Naomi Jeffery Petersen, Ed.D. I am a teacher and I am a coach. Like many teachers I tend to get defensive if some suggests that I am no longer a teacher and applies another name to what I do. Am I no less a teacher because I don't have a classroom of students physically in front of me? How close of a proximity do I have to be to be considered a teacher? After reading the article I found that it's not meant to be derogatory, it's just the truth. Interestingly enough, I was just thinking this morning that I didn't like the title of "coach" because I always feel like I'm a "sports teacher." I feel that even more after reading the explaination of what a coach is on page 3.
It wasn't until I go to page 8 before I found something that really struck a chord with me. The explaination of a rubric as "A holistic rubric will describe the whole essay at each level of proficiency; an analytic rubric will describe eachcriterion, typically organized in a matrix to show gradual changes in quality (Mertler, 2001)." I believe that this is one of the most important aspects of teaching an online class. I had three classes last semester and three this semester. I would say that the classes that went the smoothest and I learned the most were the ones that had the most clear rubrics. A place that no matter how lost you get, you can always refer back to those as your guide.
I think that the rubics place in online education is paramount and it really has show me how I should use them more in my standard classes.
Wednesday, February 10, 2010
Week 4 thoughts
My belief in education and I have crossed paths again. In "assessment as a way of Life" by Roberta Ferger I came across the wonderful words that I love to see and read. Project−based learning and student presentation of work is an integral part of the Key Learning assessment program. I did my undergrad work at UW-Stout as a Marketing Education teacher and everything that we belive in is project-based learning. We had this drilled into our heads in the mid-90's so I find it a little disturbing that this is such a revelation to the core content classes. Sadly, there are some people that think that a cooperative education course doesn't have value, but like the reading said You can watch a show where Julia Child makes a soufflé,and you can read about soufflé making," she adds, but the real test is "making one yourself."
I love to hear that more people are believeing in cooperative ed and hands-on learning.
I love to hear that more people are believeing in cooperative ed and hands-on learning.
Wednesday, January 27, 2010
Week 3 Reflection
"May you live in interesting times" - Unknown
Funny that we are discussing all these different methods of assessment and ways to get information to and from students electronically, and we have another method added to the list in the middle of the Module. The iPad made it's debut today and it came with promises to change the way that information is used. They even say that it can save traditional media. Personally, I think it just sounds like a big iPhone (of which I have and am addicted to) without the camera and phone part. Still, it sounds like it has the capability to replace the laptop, or at the very least, present itself as a viable competitor to it. So, in a few years will all students be carrying an iPad that links directly into their courses for a semester? Probably.
Funny that we are discussing all these different methods of assessment and ways to get information to and from students electronically, and we have another method added to the list in the middle of the Module. The iPad made it's debut today and it came with promises to change the way that information is used. They even say that it can save traditional media. Personally, I think it just sounds like a big iPhone (of which I have and am addicted to) without the camera and phone part. Still, it sounds like it has the capability to replace the laptop, or at the very least, present itself as a viable competitor to it. So, in a few years will all students be carrying an iPad that links directly into their courses for a semester? Probably.
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