After reading the pages from "Where Great Teaching Begins," please post two comments to our blog. One of the posts should be an original thought/idea and the other should be a response to someone else. Feel free to share more than two ideas. :)
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Wednesday, December 7, 2011
What is one thing you read that will help improve your practice? How will you implement this idea during this trimester?
One thing I think we all have been "taught" is that the higher-level thinking skills are the ONLY ones that we should be "aiming" for in writing our objectives, but the article states "the higher-level thinking skills require the most sophisticated and wide ranging mental effort, but all levels of thinking may be represented in the language of instructional objectives. Even those activities at the lowest end of Bloom's taxonomy require some mental work ....and are a necessary foundation for the higher levels.....and that the so-called lower levels of thinking and learning are not necessarily the easiest, nor are higher levels the most difficult." We CAN use knowledge and comprehension as a basis for some instructional objectives, we just must be careful about how best to describe the desired outcome and pinpoint the learning we want to accomplish or the performance we expect.
I like the idea that all levels of Bloom's are necessary for higher level thinking. I was happy to see the last sentence that "it is not necessary to be specific about the form that an assessment takes, it just provides parameters." So, being too specific on objectives isn't right as well. Thus, I am going to work on using more of the key terms- anaylze, interpret, etc. in my purpose statements.
I liked that the reading reminded me that objectives should be student-centered and thinking-centered. This was a good reminder. I also liked that objectives need to pass the "Hey, Dad" test.
I took meaning from a very simple part of the chapter. "Choosing the most accurate language for the objectives is a matter of thinking carefully about how best to describe the desired learning outcomes." Often I know what I want them to learn, but my student friendly purpose may not be as clear, or can be task directed (when the learning objective takes more than one period. Better language used to explain the learning outcome can greatly improve student success in achieving that goal.
I liked the idea of "imagine a student doing this.." when writing objectives. As I work to get better at developing and sharing instructional objectives in class, I will also try to imagine "what that would look like" as a way of determining if the objective is both strong enough, and clearly tied to to the idea of "what will students do?".
Although I cannot say it is a revolutionary thought, the part that discussed student thinking versus teacher thinking resonated a bit. I often find myself worrying about what I am going to be doing that sometimes (not all the time) I forget that the students should be the ones doing. I will certainly keep trying to focus more on the action (what they will be able to do) rather than the avenue (how they get there).
I agree with Jen I think it easy to forget the students point of view since we know the material so well sometimes it hared to see it from their point of view. But it is very important thing to do and the Hey Dad test is a good way to check that you are doing that.
I liked what Sarah said about the wording of the purpose statements. Using those terms (analyze, interpret ...) and not being forced to be exact but allowing for thinking skills and student discoveries to happen.
I liked Rob's comment on thinking about "what that would look like" when the students take what they learned in the focus lesson and apply it in the guided instruction or in their productive groups. What is our end result--especially in business and marketing classes, for example, as they apply the focus lesson to produce an end result like a promotion plan or a spreadsheet.
The "key point" about knowing what the students can "DO" and the ability to use that thinking/skill in an observable way is what we are really looking for!
I agree with Kristy and would like to add the quote: "Bloom's taxononmy also reminds us that these "lower level" of thinking are a necessary foundation for the higher levels". As teachers we have to build a foundation of skills to reach the higher levels.
In reflecting on my purpose statements, I agree when the author suggests "stress that students will be able to do two things -one internal and one external." The internal "knowing/understanding" the content is an easy place to stop. However, I think the best objectives happen when this is paired with the external /observable things "to perform certain tasks that can be witnessed". I can't see evidence of understanding or learning any other way.
I agree with Rob Kinney, in that I am always trying to picture what a lesson will look like to help ensure that my purpose/objective is student-centered and thinking-centered. This brings up what Steve Mandelko mentioned - I think a lot of times we as teachers are worried about what we're doing in a lesson and forget put attention towards what students are doing. That is exactly why its important to visualize what the lesson will look like - then we can't forget to put attention towards what the students are doing.
I also like the idea of "Hey Dad" test. This test helps to ensure the purpose/objective is specific and concrete enough and is something I will definitely be using as I write my purpose statements.
"Students' actions is the link between objectives and assessments." When what we teach is aligned with what we assess, we ensure that students will reach the intellectual level we have planned.
I get caught up in 'teacher talk' or 'education speak' and forget to put things in terms that students can understand from time to time. The 'Hey Dad' test is a nice way to take something that could be full of educational jargon and put it in a way that makes it accessible to students.
One thing I think we all have been "taught" is that the higher-level thinking skills are the ONLY ones that we should be "aiming" for in writing our objectives, but the article states "the higher-level thinking skills require the most sophisticated and wide ranging mental effort, but all levels of thinking may be represented in the language of instructional objectives. Even those activities at the lowest end of Bloom's taxonomy require some mental work ....and are a necessary foundation for the higher levels.....and that the so-called lower levels of thinking and learning are not necessarily the easiest, nor are higher levels the most difficult."
ReplyDeleteWe CAN use knowledge and comprehension as a basis for some instructional objectives, we just must be careful about how best to describe the desired outcome and pinpoint the learning we want to accomplish or the performance we expect.
I like the idea that all levels of Bloom's are necessary for higher level thinking. I was happy to see the last sentence that "it is not necessary to be specific about the form that an assessment takes, it just provides parameters." So, being too specific on objectives isn't right as well. Thus, I am going to work on using more of the key terms- anaylze, interpret, etc. in my purpose statements.
ReplyDeleteI liked that the reading reminded me that objectives should be student-centered and thinking-centered. This was a good reminder. I also liked that objectives need to pass the "Hey, Dad" test.
ReplyDeleteI think Kristy's comment is a real good one, especially as it applies to some of our special education students.
ReplyDeleteI took meaning from a very simple part of the chapter. "Choosing the most accurate language for the objectives is a matter of thinking carefully about how best to describe the desired learning outcomes." Often I know what I want them to learn, but my student friendly purpose may not be as clear, or can be task directed (when the learning objective takes more than one period. Better language used to explain the learning outcome can greatly improve student success in achieving that goal.
ReplyDeleteI liked the idea of "imagine a student doing this.." when writing objectives. As I work to get better at developing and sharing instructional objectives in class, I will also try to imagine "what that would look like" as a way of determining if the objective is both strong enough, and clearly tied to to the idea of "what will students do?".
ReplyDeleteAlthough I cannot say it is a revolutionary thought, the part that discussed student thinking versus teacher thinking resonated a bit. I often find myself worrying about what I am going to be doing that sometimes (not all the time) I forget that the students should be the ones doing. I will certainly keep trying to focus more on the action (what they will be able to do) rather than the avenue (how they get there).
ReplyDeleteI agree with Jen I think it easy to forget the students point of view since we know the material so well sometimes it hared to see it from their point of view. But it is very important thing to do and the Hey Dad test is a good way to check that you are doing that.
ReplyDeleteI liked what Sarah said about the wording of the purpose statements. Using those terms (analyze, interpret ...) and not being forced to be exact but allowing for thinking skills and student discoveries to happen.
ReplyDeleteI liked Rob's comment on thinking about "what that would look like" when the students take what they learned in the focus lesson and apply it in the guided instruction or in their productive groups. What is our end result--especially in business and marketing classes, for example, as they apply the focus lesson to produce an end result like a promotion plan or a spreadsheet.
ReplyDeleteThe "key point" about knowing what the students can "DO" and the ability to use that thinking/skill in an observable way is what we are really looking for!
ReplyDeleteI agree with Kristy and would like to add the quote: "Bloom's taxononmy also reminds us that these "lower level" of thinking are a necessary foundation for the higher levels". As teachers we have to build a foundation of skills to reach the higher levels.
ReplyDeleteIn reflecting on my purpose statements, I agree when the author suggests "stress that students will be able to do two things -one internal and one external."
ReplyDeleteThe internal "knowing/understanding" the content is an easy place to stop. However, I think the best objectives happen when this is paired with the external /observable things "to perform certain tasks that can be witnessed". I can't see evidence of understanding or learning any other way.
I agree with Rob Kinney, in that I am always trying to picture what a lesson will look like to help ensure that my purpose/objective is student-centered and thinking-centered. This brings up what Steve Mandelko mentioned - I think a lot of times we as teachers are worried about what we're doing in a lesson and forget put attention towards what students are doing. That is exactly why its important to visualize what the lesson will look like - then we can't forget to put attention towards what the students are doing.
ReplyDeleteI also like the idea of "Hey Dad" test. This test helps to ensure the purpose/objective is specific and concrete enough and is something I will definitely be using as I write my purpose statements.
Pg 45 paragraph after the bullets.
ReplyDelete"Students' actions is the link between objectives and assessments." When what we teach is aligned with what we assess, we ensure that students will reach the intellectual level we have planned.
The Hey, Dad! approach applies thinking and doing for teachers as is prescribed for students. That's helpful.
ReplyDeleteSarah I agaree we need to have common language and the students need to have access and contact with it for it to be successful.
ReplyDeleteI get caught up in 'teacher talk' or 'education speak' and forget to put things in terms that students can understand from time to time. The 'Hey Dad' test is a nice way to take something that could be full of educational jargon and put it in a way that makes it accessible to students.
ReplyDelete