2. No kidding. Teachers in every strata of
education are challenged everyday to
face the student population that is not
only more wired than they are but also
grew up in a techno-drenched
atmosphere that has trained them to
absorb and process information in
fundamentally different ways. This
generation of students is more likely to
be armed with cell phones,
laptops and iPods than with
spiral notebooks and no. 2
pencils.
4. Bloom’s Taxonomy, 1956
Original terms
• Knowledge
• Comprehension
• Application
• Analysis
• Synthesis
• Evaluation
New Terms
• Remembering
• Understanding
• Applying
• Analysing
• Creating
• Evaluating
(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)
5. Bloom’s Taxonomy of Educational Objectives
Categories of questions:
Knowledge: Who, what, when, where, how..? Describe…
Comprehension: retell…
Application: How is…an example of..?; how is… related to…?
Why is… significant?
Analysis: What are the parts or features of…? Classify…
according to…
Synthesis: What would you infer from…? What ideas can you
add to…? How would you design a new…? What would happen
if you combined…? What solutions would you suggest for…?
Evaluation: Do you agree that…? What do you think
about…? What is the most important…? Place the following in
order of priority… How would you decide about…? What
criteria would you use to assess…?
6. THE ART OF QUESTIONING
Do you ask enough questions?
Questioning is a major form human
thought and interpersonal
communication.
7. Think out of the box!!!
Find 5 things in this room
that are round.
Find 5 things in this room
that are open.
You always find what
you are looking for,
when you consider
different meanings.
8. How is intelligence like love?
If creativity were a machine,
what would it look like?
How would you feel if you were a great
book that was never read? Why?
Being a student is like a sandwich
because…
What are some things that
are both trapped and free?
9. Bright Learner Gifted Learner
Knows the answer
Is interested
Has good ideas
Works hard
Answers the questions
Top group
Listens with interest
Learns with ease
6-8 repetitions for mastery
Enjoys peers
Grasps the meaning
Completes the assignment
Copies accurately
A technician
Good memorizer
Enjoys straightforward ideas
Is alert
Is pleased with own learning
Asks the questions
Is highly curious
Has silly, wild ideas
Plays around, yet tests well
Discusses in detail, elaborates
Beyond the group
Shows strong feelings/opinions
Already knows
1-2 repetitions for mastery
Prefers adults
Draws inferences
Initiates projects
Creates a new design
Inventor
Good guesser
Thrives on complexity
Is keenly observant
Is highly critical
10.
11. About Motivation
Two motivational states interfere with teaching and learning:
One is anxiety;
The other is boredom.
Anxiety occurs when teachers expect too much.
Boredom when they expect too little.
12. THEORITICAL
PREMISE
(Howard
Gardner)
People engage in different kinds
of thinking
There’s a connection between
intelligence and thinking
There are different kinds of
intelligence
Other forms of intelligence are
valued in other cultures
Real people have a blend of
intelligences and teachers must
use varied strategies to address
this
13. Gardner believes that…
By understanding a
student’s strengths and
weaknesses in each
intelligence, we could help
to improve student
success.
