Week 5 Bloom's Taxonomy

This past week we analyzed a case study not only for its adherence to the principles of Bloom's Taxonomy, but also for its strengths and weaknesses in adapting it into an online class. Probably not surprisingly, the class heavily depended upon read/view and respond. Because online classes, particularly asynchronous ones, depend so much upon the written word, this class would have needed to have some additional activities that would have provided other measures of learning, otherwise participating in the class would have been awfully tedious. That said, opportunities specific to online learning, would have provided for opportunities to demonstrate learning that fall into the synthesis category of Bloom's, an area where there were few activities in the class for student expression. For instance, students might have done a podcast, created a YouTube video or made a Jing to recreate their knowledge. As I consider ways of assessment in the online category, I posted this useful diagram of Visual Bloom, illustrating various 2.0 tools for the Bloom's categories.

Another article worth visiting in planning the final exam is Bloom's Taxonomy Blooms Digitally. This is a Tech Learning article with both of the Bloom's diagrams that the class utilized last week. In this article, Churches creates an extremely useful digital taxonomy map based upon Bloom's hierarchy.

The second piece of learning this week that has occupied my brain is effective objective writing. I still feel as if I'm not quite in the saddle for that, or that my horse only has three legs. It seems every time I think that I have a good objective something is missing. Nevertheless, I've settled upon the focus of my final project: Summer Reading Seminar. After discussing it with other people in the business, English teachers, reading teachers, curriculum people and tech people, I think it's a niche worthy of time and energy. Charge!