Well hello again, it’s good to see you all.
This week we will be discussing a few topics. The first is good pedagogy, my understanding and an example of good pedagogy from my experience. To make this section more interesting, I created a short video using a 3D program called ‘Alice’, I hope you enjoy! The second item on the agenda is Bloom’s Taxonomy, SAMR and more specifically what links them together to create a deeper understanding of effective teaching methods.
This week we will be discussing a few topics. The first is good pedagogy, my understanding and an example of good pedagogy from my experience. To make this section more interesting, I created a short video using a 3D program called ‘Alice’, I hope you enjoy! The second item on the agenda is Bloom’s Taxonomy, SAMR and more specifically what links them together to create a deeper understanding of effective teaching methods.
In the video above you will have noticed a lot of different ideas on what good pedagogies are. There is just one problem. All of the things that make good pedagogical content can make bad pedagogy as well; it all depends on the learners. Let me give you a for instance:
I currently teach in primary schools, and I have this group of boys learning trumpet and they just don’t seem to understand the saying ‘Practice makes Perfect’. It has been a very trying few weeks for me, repeating the same information and the same exercises week in, week out. I tried re arranging where they sat in the classroom. I did theory with them, teaching them ‘FACE’ and ‘EveryGoodBoyDeservesFruit’, but it seemed to no avail. I set them a homework task last week. I sent them home with a piece of sheet music filled with notes, all over the page and their task was to write the note names underneath and bring it back, using the mnemonics that I taught them over and over again.
And the result?
Majority of the notes were named correctly, they had even placed the mnemonics underneath the homework so they had something to relate to. I had them chanting the sayings in class numerous times and in this class where they gave me their homework, it seems that I actually had gotten through to them, I just hadn’t given them a chance to show me what they can do!
In that same lesson, the boys started learning pieces of music in their ‘Tradition of Excellence’ books. I hadn’t started them in the book because they didn’t seem to be grasping what I was teaching, but when we opened to the first page and I quizzed them on what the notes were they had almost no trouble answering me. And when I had them play, their rhythms were correct and their notes were too!! I had only gone through rhythm with them as a theory on the whiteboard but they knew. They had remembered what I had been teaching them through mnemonics, repetition, chanting, written tasks and practice. I was teaching using good pedagogies, but I wasn’t seeing them as good, making teaching lessons harder and learning even harder.
Ok, now that effective pedagogy is out of the way let’s dive into the fun world of Bloom’s taxonomy and SAMR. Blooms taxonomy is a way to promote higher forms of thinking in classrooms through activities where analysing and evaluating concepts, principles, processes and procedures are used to help students have a deeper understanding of the subject content they are taught. This helps student’s move away from rote learning (just remembering the facts) so that their knowledge of the content grows and their understanding develops at a higher level. Blooms’ taxonomy began with three domains of educational activities to enhance students understanding, but through continuous research has developed and grown, using technologies and more modern concepts to enhance the student learning.
I currently teach in primary schools, and I have this group of boys learning trumpet and they just don’t seem to understand the saying ‘Practice makes Perfect’. It has been a very trying few weeks for me, repeating the same information and the same exercises week in, week out. I tried re arranging where they sat in the classroom. I did theory with them, teaching them ‘FACE’ and ‘EveryGoodBoyDeservesFruit’, but it seemed to no avail. I set them a homework task last week. I sent them home with a piece of sheet music filled with notes, all over the page and their task was to write the note names underneath and bring it back, using the mnemonics that I taught them over and over again.
And the result?
Majority of the notes were named correctly, they had even placed the mnemonics underneath the homework so they had something to relate to. I had them chanting the sayings in class numerous times and in this class where they gave me their homework, it seems that I actually had gotten through to them, I just hadn’t given them a chance to show me what they can do!
In that same lesson, the boys started learning pieces of music in their ‘Tradition of Excellence’ books. I hadn’t started them in the book because they didn’t seem to be grasping what I was teaching, but when we opened to the first page and I quizzed them on what the notes were they had almost no trouble answering me. And when I had them play, their rhythms were correct and their notes were too!! I had only gone through rhythm with them as a theory on the whiteboard but they knew. They had remembered what I had been teaching them through mnemonics, repetition, chanting, written tasks and practice. I was teaching using good pedagogies, but I wasn’t seeing them as good, making teaching lessons harder and learning even harder.
Ok, now that effective pedagogy is out of the way let’s dive into the fun world of Bloom’s taxonomy and SAMR. Blooms taxonomy is a way to promote higher forms of thinking in classrooms through activities where analysing and evaluating concepts, principles, processes and procedures are used to help students have a deeper understanding of the subject content they are taught. This helps student’s move away from rote learning (just remembering the facts) so that their knowledge of the content grows and their understanding develops at a higher level. Blooms’ taxonomy began with three domains of educational activities to enhance students understanding, but through continuous research has developed and grown, using technologies and more modern concepts to enhance the student learning.
The SAMR model works in the same way as Blooms taxonomy does. SAMR is a way to enhance and transform students learning so that they have a deeper understanding of the subject being taught and I have included a short video below explaining SAMR further, using technology in classrooms as an example:
As you can see from the SAMR video and the brief explanation of Blooms taxonomy, there is not much that differs between the two pedagogical methods. Blooms taxonomy can be used to break down the SAMR model further and when used together will create the best learning environment for students, where their knowledge and understanding of subjects enhance and transform and their cognitive vortex is engaged and retaining the information discussed through activities and different pedagogical methods. This link between the SAMR model and Blooms Taxonomy is demonstrated perfectly in the image below as it shows what skills and activities will enhance and transform students understandings.
Stay tuned, because up next is my reflection on ‘De Bono’s Hats’!!
References:
Good Pedagogies - Made by me, using: www.alice.org
Google Images
Donald Clark (1999-2015) Bloom's Taxonomy on Learning Domains, retrieved from: http://www.nwlink.com/~donclark/hrd/bloom.html#cognitive
Candace M (2013) SAMR in 120 Seconds, retrieved from: https://www.youtube.com/watch?v=us0w823KY0g
References:
Good Pedagogies - Made by me, using: www.alice.org
Google Images
Donald Clark (1999-2015) Bloom's Taxonomy on Learning Domains, retrieved from: http://www.nwlink.com/~donclark/hrd/bloom.html#cognitive
Candace M (2013) SAMR in 120 Seconds, retrieved from: https://www.youtube.com/watch?v=us0w823KY0g
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