1). How much of a place do discrete facts deserve a spot in the classroom, i.e., how do you draw the line of presenting only discrete facts versus doing activities that require higher order thinking according to Bloom's Taxonomy? (264). [Remembering]
2). In regards to comprehension monitoring, is there a particular way to address students who tend to space out? (255). [Understanding]
Don't forget to let people know what category from Bloom's Taxonomy your questions are in.
ReplyDeleteHow absentminded of me! Thanks for the reminder, Brian.
Delete1). How much of a place do discrete facts deserve a spot in the classroom, i.e., how do you draw the line of presenting only discrete facts versus doing activities that require higher order thinking according to Bloom's Taxonomy? (264). [Remembering]
ReplyDeleteDiscrete facts do deserve a spot in the classroom because they may serve as the foundation of information that the students need to build upon. Facts don't necessarily allow students to have a higher order of thinking such as; Why did this happen? How did this happen? And what are we going to do about it? Sometimes facts just are not the answer when you're problem solving (Ormrod 264).
I agree with you on the "Remembering" part of Bloom's Taxonomy because the students can recall information that they learned earlier and store it into long term memory. Facts are thing that are set in stone and you should be able to recall on demand. Facts can be supportive in your problem solving, but facts alone cannot solve your problem (Ormrod 418).
2). In regards to comprehension monitoring, is there a particular way to address students who tend to space out? (255). [Understanding]
#2- I think that there is no right or wrong way to address students who space out. A way that I would handle this as a future educational interpreter would be to make sure the child is focused on me. I would do this because as soon as the student looks away, I've "lost" them. I think it is also easier to see a deaf child that is spacing out versus a hearing child that is spacing out. As soon as a hearing child turns their head away from the teacher they can still rely on their hearing to pick up a few cues even if they are not focusing well. As soon as a deaf child looks away you know they are not getting information that they need. I would pat their desk and sign "LOOK-AT-ME," or "FOCUS," or say "THIS HERE REALLY IMPORTANT!" Depending on the age I would try this until they stay on task, but if they are an older high school student there is only so much I can do as an interpreter. This is where they start to learn independence and focusing, and not spacing out is just part of it.
I agree with you on the "Understanding" part of Bloom's Taxonomy because I would want to make sure the student is constructing meaning from the instructional materials and I would draw an inference if that student is paying attention or not. I would also say that you could add the "Evaluation" part of Bloom's Taxonomy as well. I say this because I would be evaluating and making judgements about if the student is paying attention or if they are getting any of the information at all.