Phonetic excercises!!! =)

For all those who are taking the first module exam… this is a great site to practice phonetics!

http://cambridgeenglishonline.com/Phonetics_Focus/

Good luck!!! =)

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Bloom’s Taxonomy Task

This activity could be used in an intermediate level:

•Recalling: Teacher will write on the board the word “Vacation”, then every student will say three words related to the topic.

•Understanding: Students will classify every word in a column distinguished by meaning; destination, clothes, accessories, etc.

•Applying: Every student will make a short sentence using a word of every column.

•Analyzing: Students will compare their sentences, explaining to each other why they choose that destination, why they will use that kind of clothes, etc.

•Evaluating: Will they change their sentence with another student? Is there another destination they prefer?

•Creating: With their final sentence, they will write a short story about how that trip will be.

Bloom´s Taxonomy

Bloom’s taxonomy categorised and ordered thinking skills and objectives according to six cognitive levels of complexity (Bloom, 1956). The idea is that some types of learning require more cognitive processing than others.

Bloom’s Taxonomy can be a great tool to be used in teaching and learning. It focuses attention away from content and instruction, and emphasizes the cognitive events in the mind of a student. For a long time, education has been focused on assessment, instruction, and data, this is why a lot of our students think briefly, and by chance. This means that the focus of our educational system is not promoting thinking and understanding.

This could be a contrast to the 21st century educational system, now there’s a lot of connectivity, dynamic media forms, digital information, and an emphasis on visibility for everything. So maybe we should use Bloom’s Taxonomy, but what kinds of adjustments should we make? Bloom’s taxonomy is almost 50 years old. I think that using Bloom’s Taxonomy in the 21st century it could be complicated but we can adjust the design of learning experiences in response to the changes in the world that students live.

Lorin Anderson, a former student of Bloom, revisited the cognitive domain in the learning taxonomy in the mid-nineties and made some changes, with perhaps the two most prominent ones being, 1) changing the names in the six categories from noun to verb forms, and 2) slightly rearranging them (Anderson, Krathwohl, Airasian, Cruikshank, Mayer, Pintrich, Raths, Wittrock, 2000; Pohl, 2000). This new taxonomy reflects a more active form of thinking and is perhaps more accurate:

revised_taxonomy

Learning Styles

I’ve known for a while, that I’m a great percentage a visual/spatial learner, well… I’m an Architect after all 😉

This week, I took an on line test at Multiple IntelligencesTest; this show the result that I’ve expected, Visual/Spatial learner… but in addition, it shows me another results involving the rest of the intellligences, so I can mix different learning styles? Of course! Personally, I’m also Kinaesthetic and Logical as you can see in the test result.

intelinegcia tkt

Using multiple learning styles and multiple intelligences for learning is a relatively new approach. Many schools still rely on classroom and book-based teaching, much repetition, and pressured exams for reinforcement and review. A result is that we often label those who use these learning styles and techniques as bright. Those who use less favored learning styles often find themselves in lower clases.

By recognizing and understanding your own learning styles, you can use techniques better suited to you. This improves the speed and quality of your learning.

The suggestions below demonstrate how we can incorporate the concept of multiple intelligences into the subject or integrated subjects that we are being taught or are trying to learn. Knowing which intelligence you possess enables you to select learning styles that work for you.

  • We can work in small groups (interpersonal) to do a variety of tasks such as gather information, organize what we already know, and brainstorm etc (verbal/linguistic, logical/mathematical)
  • We can research additional information using the internet, the library, books, multi-media centre and resources (verbal/linguistic)
  • We can classify, sort and organize the information according to a variety of attributes (logical/mathematical)
  • We can use software simulations and manipulatives and communicate our learning in written form (visual/spatial, verbal/linguistic)
  • We can work in groups to communicate the steps and processes involved to solve problems (verbal/linguistic, interpersonall)
  • We can create a musical selections and jingles to memorize key points and facts (musical/rhythmic/body/kinaesthetic)
  • We can reflect about learning tasks and think about the process involved (intrapersonal)

Some of us display strengths in more than one or two areas of multiple intelligences and it is sometimes difficult to determine which intelligence is a real strength. However, by using a variety of methods when learning, your learning needs are more likely to be met.

Although not all of us will learn everything, we can all learn something! Using a variety of methods and strategies to learn, we ensure that learning will occur!

 

Here is a link to a 3D Book, explaining the visual learner characteristics; this web tool it’s called ZooBurst.

http://www.zooburst.com/zb_books-viewer.php?book=zb01_53684111b59fa