{"content":{"sharePage":{"page":0,"digests":[{"id":"63823070","dateCreated":"1379265588","smartDate":"Sep 15, 2013","userCreated":{"username":"emayo13","url":"https:\/\/www.wikispaces.com\/user\/view\/emayo13","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/capitaledpsych.wikispaces.com\/share\/view\/63823070"},"dateDigested":1532724690,"startDate":null,"sharedType":"discussion","title":"Bloom's Taxonomy ","description":"My lesson for my students would be to learn more about a country that their family originates from.
\nKnowledge: Have the students create a list of the countries that their family originated from.
\nComprehension: Students will be asked to choose one country (from their list) that they would like to do their project on. The students would write a one page paper about the selected country and their family's connection to the country.
\nApplication: The students will draw a map of the country which will include showing where the capital and top 5 major cities\/ towns are located. Also they will label major mountain ranges, rivers and lakes on the map. Students will label which part of the country their family is from (if they have that information).
\nAnalysis: Students will write a summary of the country. This summary will include when the country was founded, wars the country has been apart of (the reasons behind the war and the results), the type of government the country has, two influential leaders that have run the country (either good or bad), and the common languages and religions.
\nSynthesis: Students will create a presentation that will include the information in their summary and will present it to their classmates.
\nEvaluation: Q & A time after each presentation will allow the teacher and classmates to ask the presenter questions about their selected country.
\n:","replyPages":[{"page":0,"digests":[{"id":"65879666","body":"These are good activities for getting a richer understanding of geography in the context of one's family history. The thing I would add would be an arts piece focusing on the arts of that country (getting beyond wars as a defining schema for history), but also encouraging students to use multimedia to represent what they are learning.","dateCreated":"1381251040","smartDate":"Oct 8, 2013","userCreated":{"username":"COCapitalU","url":"https:\/\/www.wikispaces.com\/user\/view\/COCapitalU","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"61076602","dateCreated":"1355296045","smartDate":"Dec 11, 2012","userCreated":{"username":"ChristineAngi","url":"https:\/\/www.wikispaces.com\/user\/view\/ChristineAngi","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/capitaledpsych.wikispaces.com\/share\/view\/61076602"},"dateDigested":1532724690,"startDate":null,"sharedType":"discussion","title":"Response-Christine Angiuoli","description":"There are endless possibilities when it comes to using blooms taxonomy to create a fun and interactive lesson plan. For example you could use Blooms Taxonomy for teaching about something like different religions. To begin with remembering you could just open up the topic and ask students about all their own religions and we could write them up all on the board to exhibit all the diversity in the class and what a wonderful thing it is. For understanding you could read a book about how awesome it is to be aware or all types of people. For application we could have each student tell us about their religions and bring in something to represent a tradition that their family practices and invite the class to participate. For analyzing the students could pair with a student that has a different religion and stage a mock interview of each other and make a \u201creport\u201d to turn in about what they learned that they never knew about the religion. For evaluation the students can pick any religion that isn\u2019t their own and talk about a holiday in that religion with the class and put together a prezi or power point to show how the history and current practice. Finally for creation I would have students create teams that represent their own religion and work with that team to create a station in the room. That station would be a trip into the word that practice and be represented by a food, a well known tradition and live elements and props to back up these traditions.","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"61076536","dateCreated":"1355294233","smartDate":"Dec 11, 2012","userCreated":{"username":"kleitschuh","url":"https:\/\/www.wikispaces.com\/user\/view\/kleitschuh","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/capitaledpsych.wikispaces.com\/share\/view\/61076536"},"dateDigested":1532724690,"startDate":null,"sharedType":"discussion","title":"Bloom's Taxonomy ","description":"Using the process demonstrated in the Prezi below, create a lesson based on the Common Core standards that accounts for all three of Bloom's domains.
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\nWhen using Blooms Taxonomy there are multiple lessons that could be made. For example you could use Blooms Taxonomy for teaching a historical event, such as slavery. For remembering, you could ask children what they already know about the event. For understanding you could read a book about slavery to the class and gain an understanding as a class for what is going on in the pictures of the book. For application, the teacher could lead a classroom drama where the students act out the historical event taking place in the story taking turns of the different roles as slave owner and slave. For analyzing, the teacher could ask student\u2019s questions regarding the historical event as well as their opinions on the event or certain events in the book. For evaluation, the teacher could give the students a quiz or journal entry on the book of historical event. Last, for creation the teacher could have students create their own story of this historical event from what they have learned. This lesson incorporates cognitive characteristics and is an Affective lesson by making students reflect with things such as journal entries and classroom dramas. I think they both also add that psychomotor characteristic to the lesson.","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"60989018","dateCreated":"1354483991","smartDate":"Dec 2, 2012","userCreated":{"username":"mgreathousemarshall","url":"https:\/\/www.wikispaces.com\/user\/view\/mgreathousemarshall","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/capitaledpsych.wikispaces.com\/share\/view\/60989018"},"dateDigested":1532724690,"startDate":null,"sharedType":"discussion","title":"Bloom's Taxonomy","description":"Using the process demonstrated in the Prezi below, create a lesson based on the Common Core standards that accounts for all three of Bloom's domains.
\nThe lesson will involve the understanding of electron configuration. For remembering students will be asked if they remember what electrons are. They will then be asked if they know what electron configuration is or if they have heard of it. For understanding the concept of electron configuration will be explained in detail to the students, possibly showing videos or other visual aids. Application will involve students working with the teacher as it is demonstrated on the board. Students will be called upon to help fill in the some of the blanks. This will help keep them involved in the conversation. For analyzing more examples will be given on the board and students will work together (with guidance of the teacher) to fill in the configuration. When it seems that there is a basic understanding of the concept, students will be given examples on the board that they will complete as a class. The teacher will fill in as the students suggest and wait to see if the class agrees or notices an error. After more understanding is demonstrated, students will be given examples to complete as a class in groups. They will work on the examples and give an answer as a group. From there groups will look at other elements on the chart to create the electron configuration for those not discussed already in the class. It will not matter if they do the same elements as other groups, as long as they all agree in the end and can explain to each other what they did. This lesson is affective because students are moving along the process of learning, from knowledge to demonstration to doing. In the end they learn to work through the problem on their own, with minimal interference from the teacher. They will have a good understanding of what they are doing and can explain to others.","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"60910452","dateCreated":"1353805496","smartDate":"Nov 24, 2012","userCreated":{"username":"cbpries","url":"https:\/\/www.wikispaces.com\/user\/view\/cbpries","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/capitaledpsych.wikispaces.com\/share\/view\/60910452"},"dateDigested":1532724690,"startDate":null,"sharedType":"discussion","title":"Carly Pries Response","description":"Using the process demonstrated in the Prezi below, create a lesson based on the Common Core standards that accounts for all three of Bloom's domains.
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\nAn example lesson could be a lesson on homophones, homonyms, and homographs. For knowledge you can ask the students about what they already know about these three things and in order to better explain what they are to break down the words for example homo (same) phones (speech sound), same sound. For comprehension you can have students verbally recall word pairs or words that fall into each category and explain why they fall into that category. For application students can use an interactive white board after the teacher has created three different columns and has provided a bank of many homophones, homonyms and homographs and students can drag the word and their pairs (if applicable) to their appropriate column in order to organize the different words. For analysis students can examine the differences between the words in each of the category after they are organized. For synthesis, students can then come up with new words themselves and can create a short story using at least two homonyms, homographs, and homophones. For evaluation students can share their short stories and explain which of their words fall into what category and why. Having students recall any prior knowledge of these three categories and also remembering the new information and recognizing it when categorizing the words use cognitive domain. The act of receiving and organizing information uses the affective domain. You can incorporate the psychomotor domain by having students act out different homographs and have students guess what word the student is acting out like charades.","replyPages":[{"page":0,"digests":[{"id":"58625236","body":"You've got it! This set of activities ensures that students understand the concept but also that they can go further than just mere understanding. I bet students would enjoy writing stories with these words and you will enjoy reading what they write.","dateCreated":"1354018245","smartDate":"Nov 27, 2012","userCreated":{"username":"COCapitalU","url":"https:\/\/www.wikispaces.com\/user\/view\/COCapitalU","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"60825712","dateCreated":"1352841384","smartDate":"Nov 13, 2012","userCreated":{"username":"arutsky","url":"https:\/\/www.wikispaces.com\/user\/view\/arutsky","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/capitaledpsych.wikispaces.com\/share\/view\/60825712"},"dateDigested":1532724691,"startDate":null,"sharedType":"discussion","title":"Andrew Rutsky Response","description":"Using the process demonstrated in the Prezi below, create a lesson based on the Common Core standards that accounts for all three of Bloom's domains.
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\nThere are a variety of lessons for which you could use Blooms Taxonomy. For example you could use Blooms Taxonomy for teaching a story or event, such as the Cinderella. For remembering, you could ask children what they already know about the story. For understanding you could read the book to the class, or have kids read to each other depending on their age. For application, the teacher could lead a classroom drama where the students act out the story taking turns with different roles. For analyzing, the teacher could ask student\u2019s questions regarding the stories plot as well as their opinions on different events in the book. For evaluation, the teacher could give the students a formal assessment or written test on the book. This could have questions on the plot and opinion based questions. Also, the teacher could incorporate reading and spelling into the test. Last, for creation the teacher could have students create their own fairy tale after being given guidelines and a structure. This lesson incorporates cognitive characteristics by making students reflect and think on the story of Cinderella. It is an Affective lesson because students can express their feelings through the opinion-based questions as well as experience different emotions in the class drama. The drama also adds a psychomotor characteristic to the lesson.","replyPages":[{"page":0,"digests":[{"id":"58625200","body":"This series of lessons provides a healthy balance of thinking! We need to insure students remember and understand things, but then we need to go deeper with these other activities.","dateCreated":"1354018046","smartDate":"Nov 27, 2012","userCreated":{"username":"COCapitalU","url":"https:\/\/www.wikispaces.com\/user\/view\/COCapitalU","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]}],"more":false},"comments":[]},"http":{"code":200,"status":"OK"},"redirectUrl":null,"javascript":null,"notices":{"warning":[],"error":[],"info":[],"success":[]}}