-
MODULE 1 - Introduction to Engaging Instruction
7-
Course Overview (TCP) 03 minLecture1.1
-
Introduction (TCP) 20 minLecture1.2
-
The Teaching Cycle- The Challenge of the 21st Century (TCP) 10 minLecture1.3
-
Importance of Identifying Learners Needs (TCP) 20 minLecture1.4
-
Strategies for Supporting Students with Learning Difficulty (TCP) 30 minLecture1.5
-
CLASS ACTIVITY (TCP) 15 minLecture1.6
-
End of Module 1 Quiz (TCP) 10 questionsQuiz1.1
-
-
MODULE 2 - Lesson Planning as a Dimension of Engaging Instruction
8-
INTRODUCTION (TCP) 08 minLecture2.1
-
LEARNING THEORIES (TCP) 30 minLecture2.2
-
THE CONSTRUCTIVIST THEORY (TCP) 20 minLecture2.3
-
OVERVIEW OF LESSON PLANNING (TCP) 10 minLecture2.4
-
THE RATIONALE AND MAIN INGREDIENTS OF A LESSON PLAN (TCP) 30 minLecture2.5
-
DIFFERENTIATION (TCP) 15 minLecture2.6
-
BRITISH TEACHING STANDARDS AND HOW THAT INFORMS LESSON PLANNING (TCP) 15 minLecture2.7
-
PRACTICAL ASSIGNMENT (TCP) 15 minLecture2.8
-
-
MODULE 3 - Lesson Delivery as a Dimension of Engaging Instruction
7-
INTRODUCTION (TCP) 10 minLecture3.1
-
CLASS ACTIVITY (TCP) 12 minLecture3.2
-
HOW THE BRAIN LEARNS (TCP) 25 minLecture3.3
-
Learning Pyramid Quiz (TCP) 6 questionsQuiz3.1
-
LEARNING PYRAMID (TCP) 20 minLecture3.4
-
FORMATTING INFORMATION IN THE BRAIN (TCP) 15 minLecture3.5
-
END OF MODULE ASSIGNMENT (TCP) 20 minLecture3.6
-
-
MODULE 4 - Strategies for Delivering Engaging Instruction
9-
INTRODUCTION (TCP) 09 minLecture4.1
-
STRUCTURE FOR DELIVERING ENGAGING INSTRUCTION (TCP) 20 minLecture4.2
-
CLASS ACTIVITY (TCP) 20 minLecture4.3
-
AIMS & OBJECTIVES (TCP) 20 minLecture4.4
-
USING THE S.M.A.R.T RULE (TCP) 20 minLecture4.5
-
MULTI-SENSORY INSTRUCTION (TCP) 20 minLecture4.6
-
STRATEGIES TO ACHIEVE MULTISENSORY INSTRUCTION (TCP) 20 minLecture4.7
-
Resources to Achieve Multisensory Instruction beyond the Classroom (TCP) 20 minLecture4.8
-
End of module assignment (TCP) 15 minLecture4.9
-
-
MODULE 5 - Assessment as a Dimension of Engaging Instruction
6-
INTRODUCTION (TCP) 20 minLecture5.1
-
TYPES OF ASSESSMENT (TCP) 10 minLecture5.2
-
Module 5 QUIZ (TCP) 10 questionsQuiz5.1
-
USING DATA TO INFORM ASSESSMENT (TCP) 12 minLecture5.3
-
ASSESSMENT TOOLS (TCP) 25 minLecture5.4
-
CLASS ASSIGNMENT (TCP) 20 minLecture5.5
-
-
MODULE 6 - Assessment and Feedback - Theory & Practice
9-
INTRODUCTION (TCP) 15 minLecture6.1
-
BLOOM’S TAXONOMY (TCP) 25 minLecture6.2
-
CLASS ACTIVITY (TCP) 30 minLecture6.3
-
BLOOM’S TAXONOMY IN ACTION (TCP) 10 minLecture6.4
-
THE IMPORTANCE OF FEEDBACK (TCP) 10 minLecture6.5
-
DELIVERING FEEDBACK (TCP) 15 minLecture6.6
-
PRINCIPLES OF GOOD FEEDBACK (TCP) 20 minLecture6.7
-
Course Conclusion (TCP) 20 minLecture6.8
-
End of Course Quiz (TCP) 18 questionsQuiz6.1
-
This content is protected, please login and enroll course to view this content!
Leave A Reply Cancel reply
You must be logged in to post a comment.
This site uses Akismet to reduce spam. Learn how your comment data is processed.
37 Comments
Blooms taxonomy is centred around being able to make students become critical thinkers, which empowers them to broaden and expand their thought faculty..
As a tool of assessment it aims at making the students more stimulated. It seeks to develop the thinking, reasoning and thought process of the students.
Students are trained to think about their thinking which is the best learning training every child should have.
It is not about the quantity of work that the students have covered (me – teacher covering the curriculum) but the quality of work that the students produced ( me – teacher ensuring that learning has occurred) It is the quality of what the students produced that will create room for critical thinking in the students.
I see Bloom’s Taxonomy as a veritable tool for promoting metacognition in learners. Most solutions to human problems are born out of metacognitive activities.
Assessments go a long way to increase the student’s thinking ability. That is, their brains are developed to think critically.
Bloom Taxonomy aims to develop critical thinkers out of our learners. Like the acronym HOT( High Order Thinkers). With this students are made to think about their thinking…
Blooms Taxonomy is the big bang for the effective development of High Order Thinking/Critical Thinking Skills in students
Bloom”s taxolomy encourage student to be critical thinkers and increase the level of problem solving.
This is the pattern we are using in my school. We use HOT questions to assessment and teach our pupils.
Bloom’s Taxonomy is a great tool for increasing student’s learning Independence and increase their ability to think without assistance. It encourages critical thinking and creativity which is what we want for our students
Improving the quality of learning is what Bloom Taxonomy presents, by means of helping the learner be a high critical thinker in the process of learning.
Critical thinking is one of the 21st century skills and Bloom’s Taxonomy emphasizes on giving complex questions as an effective way of accessing the students and making them critical thinkers.
Critical thinking is one of the 21st century skills and Bloom’s Taxonomy emphasizes on giving complex questions as an effective way of accessing the students and making them critical thinkers.
Teachers can help develop students as critical thinkers.
I’ve always been an advocate of Bloom’s taxonomy and I could say since the time I adopted this principle, teaching has been fun for me because I get to listen to my learners produce some really surprising answers which I normally thought werw “too high” for their brains.
I’ve always been an advocate of Bloom’s taxonomy and I could say since the time I adopted this principle, teaching has been fun for me because I get to listen to my learners produce some really surprising answers which I normally thought werw “too high” for their brains.
Blooms taxonomy is not about the quantity of work but about the quality of the learners performance
Blooms Taxonomy is about quality performance on learners and have a high thinking level