Wednesday, March 25, 2015
Thursday, March 05, 2015
In Response to: Grant Wiggins "5 unfortunate misunderstandings that almost all educators have about Bloom’s Taxonomy"
This post is in response to: Grant Wiggins' post "5 unfortunate misunderstandings that almost all educators have about Bloom’s Taxonomy" (also left as a comment on the blog).
This post strongly mirrors a presentation (http://goo.gl/jr72Fz - start at slide 29 for information related to this post) I recently gave that focused on the Affective Domain - the Second Domain that the group that Bloom chaired published (see image above). I love this quote from Bloom about Book 1:
"One of the most widely cited yet least read books in American education"I believe that by focusing solely on the Cognitive Domain with limited understanding of its purpose, and not taking the time to understand the true scope of what the three domains were trying to uncover about measuring learning, that we have done a great disservice to students and teachers in regards to the arts of learning and teaching. At the same time we have over simplified what it takes to measure mastery. By only focusing on cognitive aspects of mastering a topic we ignore other inherit and important skills, inside of the Affective and Psycomotor Domains that help students invest in the learning process and ultimately achieve mastery the cognitive goals, while building skills to connections beyond the limits of those standards. A little bit of knowledge can be a dangerous thing, and unfortunately in the case of throwing around the taxonomy, that is often the case.
Other Thoughts not in the blog comment:
Some other points I want to leave, but I didn't want to fill a comment box up with.
The goal of the Taxonomies was to:
Measure the ways in which students will change their thinking, their feelings, and their actions.
- What made good teaching has always made good teaching
- There is more to learning than cognitive skills
- We should all be embarrassed for not moving much further past this in 70 years
Posted by HCT at 7:42 AM
Thursday, January 15, 2015
Over the past few months, I have been sitting in on some focus groups comprised of teachers who have worked in a 1:1 setting for more than a year. A constant theme has been rising out of these conversations: differentiation works in a 1:1 environment. This goes against the reasoning of a recent EdWeek article that claims that a “mixture of students with varying abilities in one classroom causes even the most experienced and conscientious teachers to flinch, as they know the task of reaching each child is an impossible one.” I hate to think that we would give up on kids so easily. I believe today’s tools make understanding and providing support for each student possible. Our teachers use tools like Google Forms, PearDeck, Socrative, and EduCanon for quick formative assessments that show where their students' skills are so they can adjust lessons as needed. The combination of the device and assessment tools provides the pathway to differentiation that allows our teachers to reach every one of their students, no matter how big the challenge.
Posted by HCT at 9:59 AM
Tuesday, October 28, 2014
An insightful post by Dominic Manola on a disturbing meeting of individuals that were discussing "the impact of social media during a school crisis". It isn't just disturbing that we have to have meetings about school crisis, it is the fact that it turned into another one of those "the problem with kids today is technology so ban it and the problems will go away" meetings.
Here is what history has taught us:
1. Once a modern invention/idea/convenience has taken hold in common culture (indoor plumbing, books, electricity, radio, TV, credit cards, Internet) and as displaces, enhances, or fills a void that was there before schools must eventually respond to its arrival.
2. Schools, which were built to resist change, will resist the change - driven by paranoid adults and experts (and those invested in the old) - usually by discrediting, banning, and citing that the innovation is doomed to fail (see inkwells vs. ballpoint pens 1815-1950).
3. Society will quickly demand the new skill in the workplace, to respond to consumer demand or efficiency, or both. Parent and Business will wonder why schools are not preparing kids for society.
4. Schools will change, slowly, as a result of external pressure. Kids will wonder why their school is so far behind their real life and why the adults can't do things they take for granted. In the meantime, kids will do amazing things outside of school - which they will turn into multi-national influential companies that come back to tell schools how to do their business with pressure from the politicians they fund (see the Gates Foundation).
These steps repeat themselves for each new modern invention/idea/convenience that takes hold.
Should we be cautious, responsible, and caring of how new things will impact our kids? - YES
Should we fear-monger and blame innovation for all of the woes of today? - NO
We should responsibly teach kids how to use whatever will come along in their life, how to evaluate the pros and cons of any new innovation, to look for ways to integrate any resource to do good work, and with an expectation that they will use anything at their disposal to improve the world around them - for themselves - for those around them - and for those that follow them.
None of that can happen in our schools when we ignore, ban, blame, or hide from innovation.
So - How do we break the cycle?
Start sharing the stories of success. Share in your school, share outside your school, and share with the world. We need people to see evidence that kids can do great things - they need to know that today kids are more intelligent, powerful, and inventive with access to more information than any other time before in human history. They are capable of understanding how to use that power for good as the leaders of today and the leaders of tomorrow. Let's be part of preparing them to harness that power for good.
Posted by HCT at 10:49 AM
Monday, October 20, 2014
Recently, my 8-year-old and I had a conversation about his recent trip to the school library where he was shocked to learn that there was a special section of books that he could not check out and take home. The conversation went something like this:
Son: “What is an encyclopedia and why is it so special that we can’t
Me: “They are books that contain information and facts about things
you might be interested in. You go there to get started
learning about something”
Son: “Like Wikipedia”
Son: “Who would be crazy enough to print out all of Wikipedia?”
After I recovered from my dumbfounded look, I was reminded how perspective and experience define our understanding of the world. From the view of a child today, a printed encyclopedia is crazy. When I was a kid, the encyclopedia was an amazing book where you could learn about “anything.” Same book, two interpretations of value based on experience. When was the last time you took a look at the world form someone else's perspective? Teachers: consider sitting in on a class as a student. Administrators: visit a staff development session and participate as a teacher. Perhaps changing our view will prevent us from doing something so crazy as printing out the Internet.
Cross Posted in the Tech and Learning Newsletter October 8th 2014
Posted by HCT at 1:46 PM
Tuesday, October 29, 2013
I have been working on the next presentation in my Technology Learning for Leaders Series and this session focuses on Google Forms and Sheets to Power Up Data
In my preparation for this session I made five documents that I am quite please with how they turned out. My goal was everything someone would need to know to really work with spreadsheets and data in schools, from basic to advanced, to make sense of data (short of Google Scripts).
Here are the initial documents
Basic Spreadsheet Terminology
Basic Google Spreadsheet Formulas Everyone Will Want Know
Text Google Spreadsheet Formulas Everyone Will Want Know
Intermediate Google Spreadsheet Formulas Everyone Should Want Know
Advanced Google Spreadsheet Formulas Someone Might Want to Know
Posted by Dr. Henry Thiele at 12:51 PM
Wednesday, October 09, 2013
For Tech&Learning's Newsletter 10/8/2013
I continue to hear a lot about personalization in education and what that ultimately looks like in our classrooms. It is strange how ideas can mean such different things to different people (just watch how two separate news channels cover the same story to see a demonstration). However, personalization to me is pretty simple: it starts just as the word does, with “person.” So often we are looking for that magic piece of data to describe a student, or some rating to categorize a teacher, that we forget that each person is a unique individual. We have to learn to trust that people know more about themselves than we can ever distill from an assessment. We need to hear each person’s perspective and listen to his stories. Take the time to walk across the hall, chat up a student, start a conversation with someone new. You might find a person there waiting to be discovered.
Image From: http://blog.beliefnet.com/yourbestlifenow/files/2013/06/Who-are-you.jpg
Posted by HCT at 8:09 AM