The personal learning network for educators
Educators are undoubtedly familiar with Bloom's Taxonomy and how it has impacted which activities teachers design for learning activities.Teachers are also keenly aware of how technology can impact and motivate student engagement. This graphic organizer brings the two together and gives teachers an "Easy button" when deciding which Web 2.0 tools to explore at each level of the taxonomy. As you design your lessons, consider this visual aid to help integrate technology into your day-to-day activities and routines.
This pyramid is EXCELLENT and I use it to identify Web 2.0 tools to explore as I design lessons for First Grade students and my own children. Here are a few of my go-to sites that I have included in my personal toolbox. As an extra bonus, enjoy the tips and suggestions on how my favorites can be used for your learners!
If you have others you like to use, please include the site in a post because I am continuing to add to my toolkit too and we know tools are getting better everyday!
Remembering: recall or recognition of specific information
Key words: recognizing, listing, describing, identifying, retrieving, naming, locating, finding
Activities may be in the form of a: quiz, definition, fact, worksheet, test, label, list, workbook, reproduction
Web 2.0 tool that support this level of the taxonomy: WORDLE
Creating Word Clouds is an engaging activity that allows users to visually represent words using colorful fonts in interesting layouts. The possibilities seem endless for classroom use. They are simple, and FREE, to create and depending on the site, students can get creative with color schemes, fonts, and layouts.
Teachers can introduce this tool right at the beginning of the year. One teacher suggests circulating a sheet of paper for each student with their name on it. Students will pass the sheet around and write a kind word or phrase that describes that person. Students will be allowed to repeat words because the more often a word appears, the font size increases. Once collected, the teacher can type it in and students can use the saved images to create book covers, hang in their lockers, or use at home. This project is one that they will cherish.
Teachers can create weekly Wordles that include a phonics focus for younger students and vocabulary spotlight. Instead of regular definitions and sentences for weekly spelling/vocabulary lists, give students the option to create a Wordle with definitions and synonyms for each word.
Other teachers have used Wordles to help students identify commonly used words in their writing. First, students paste their document into the word cloud generator. Then they are expected to replace those words that "pop out" because of their frequent use with synonyms to improve their vocabulary.
Visit the following sites for more great ideas using Word Clouds:
Understanding: comprehending given information
Key words: interpreting, exemplifying, summarizing, inferring, paraphrasing, classifying, comparing, explaining
Lessons and activities include: summary, collection, explanation, show/tell, example, quiz, list, label, outline
Web 2.0 tool that supports this level of the taxonomy: Glogster EDU
Using the Glogster site, teachers and students can create virtual posters that are alive with images, videos, audio, animation, graphics, drawings, and data better known as glogs. Glogster can be used in all content areas to expand students' digital literacy, promote problem solving, demonstrate understanding, differentiate instruction, and enhance formative and summative assessments. Because it is web-based, presentations can be completed and shared at school or at home.
Teachers can create an All About Me glog that introduces students and their families to the technology on a class site or wiki. By including, photographs, short videos, and links to favorite sites, students have a working example of what they can create. Their first assignment could be to log on to the site and create their first glog. As the school year goes on, teachers can create rubrics for students as a guide on creating various glogs so that they can familiarize themselves with the various components.
Presenting Book Reports and Research Projects can be more engaging using Glogster with its ability to include a variety of media. Students can select a character, create a setting, include a character sketch with images that describe the character. These character sketches can be combined to provide a representation of the book/novel that students can share via class website/wiki.
For a Social Studies lesson, students can research a city, state, or country to learn about its population, history, favorite places, restaurants, landmarks, etc. Students would compile this information into a glog including sound, graphics, and video. Each Glog could be embedded on a Google Earth pushpin. As students click on each pushpin, the Glog opens and reveals the student's work. One teacher created a passport for each student. They recorded important facts and received a stamp after each visit. Students seemed to enjoy completing this assignment and visiting each other's places.
Not only do students learn about how to use Glogster, but Google Earth, word processing, and how to embed video, and many other skills. This type of teaching requires the collaboration of the classroom teacher, media specialist, and technology teacher to enrich this activity. As a teaching tool, instructors can design a glog with lesson content that includes lesson objectives, an outline, text, linked sites, video, photographs, and a quiz. The Glog can be used as an introductory lesson or review. It is sure to be engaging and another tool students can add to their toolkit.
Applying: using strategies, concepts, principles & theories in new situations
Key words: implementing, carrying out, using, executing
Lessons and activities include: illustrating, sculpture, demonstration, presentation, Interview, blog, journal
Web 2.0 tools that support this level of the taxonomy: TOON Books
Many students enjoy watching and reading cartoons and now they can create their own using Cartoon Maker! I love introducing the use of quotation marks using comic speech bubbles. After discussing how speech bubbles work in a cartoon, students create their own comics.
Using TOON Books, instructors read a comic book with students focusing on the characters, their actions, the setting and their speech. Students will understand that the speech bubbles and setting help tell the story. Afterwards, students can create their own cartoon using the tools from the site to show understanding.
The instructor will continue on to link the use of quotation marks in writing with the use of speech bubbles in cartoons, but it can also be used with younger students to understand sequence in a story using first, next, and last. Students can use this tool to develop their own stories to share with classmates or publish in classroom/school newsletter/blog.
Analyzing: breaking information down into its component elements
Key words: comparing organizing, deconstructing, attributing, outlining, structuring, integrating
Activities and lessons include: survey, mobile, abstract, report, graph, spreadsheet, checklist, chart, mindmap
Web 2.0 tool that support this level of the taxonomy: Survey Monkey
Students begin learning about organizing and graphing data in preschool, so they recognize graphs all around them. As early as First grade, students can create simple surveys and older students can use Survey Monkey or Spreadsheet in Google docs to create their survey. Survey Monkey offers a free basic plan to begin, along with templates to get students off to a good start. Students can work in pairs or small groups to develop their surveys. Surveys can be conducted face-to-face or embedded in class wiki or blog.
After collecting their data, students will have to practice skills like understanding parts of a graph to complete the task successfully. Using the Create A Graph site, students can input their data, view their data in various graph types, and decide which graph best illustrates their data. If they are unsure of which graph to use, the site offers a student-friendly tutorial.
Creating: putting together ideas or elements to develop an original idea or engage in creative thinking
Key words: designing, constructing, planning, producing, inventing, devising, making
Lessons and activities include: video, story, game, song, advertisement, painting
Web 2.0 tool that supports this level of the taxonomy: Storybird
Storybird is an engaging site that offers students, teachers, and parents the opportunity to collaborate on original stories that can be printed, watched on screen, and shared online. The site provides beautiful artwork to choose from so that students are not concerned with designing illustrations to tell their story. From there it is simple, students let their imaginations fly as they invite friends to collaborate on stories that can be shared. Teachers of younger students especially (but would work equally as well with older students) can use this tool to begin a Progressive story. One group can select the artwork and the beginning of the story, while the remaining groups can add the middle and the ending.
Creating stories is not just for Reading Language Arts! StoryBird.com can be used to create stories that discuss elements learned in Math, Science, and Social Studies. Students can choose a topic recently learned and tell the story from a chosen perspective. It can be used across all Grade levels when teaching Reading and Writing and easily integrated with other content areas.
Evaluating: judging the value of ideas, materials, methods by developing & applying standards and criteria
Key words: checking, hypothesizing, critiquing, experimenting, judging, testing, detecting, monitoring
Activities and lessons include: debate, panel, report, evaluation, investigation, trial, conclusion
Web 2.0 tool that supports this level of the taxonomy: Today's Meet
TodaysMeet is a tool that allows instructors/presenters to connect with their class/audience in real time. It likens itself to Twitter where you can interact and tailor information, but unlike Twitter with TodaysMeet, teachers can set up a room, invite students to sign in, post a question, and students can respond with questions and/or comments. It can also be used as a virtual ticket-out-the-door tool, which is a closing activity/strategy teachers use to check students' understanding. Teachers can view and print transcripts and use it for portfolios, progress monitoring, etc.
Students can also set up rooms on TodaysMeet when giving presentations. They can interact with one another, in a respectful manner, in order to answer questions and concerns during and after the presentation. The audience, made up of the teacher and students, can critique the presenter's work and the presenter can monitor and evaluate the effects of their presentation on their audience.