Answer these questions from week five:
Pause and Reflect from page 96.
1. Why do you think it is so difficult for the schools to overcome the effects of poverty on the academic achievement for poor children?
2. What are the challenges of teaching poor children?
Wednesday, September 24, 2008
Sunday, September 21, 2008
Multiple Intelligences
Multiple Intelligences
Howard Gardner's work around multiple intelligences has had a profound impact on thinking and practice in education - especially in the United States. Here we explore the theory of multiple intelligences; why it has found a ready audience amongst educationalists; and some of the issues around its conceptualization and realization.
His work has been marked by a desire not to just describe the world but to help to create the conditions to change it. The scale of Howard Gardner's contribution can be gauged from following comments in his introduction to the tenth anniversary edition of his classic work Frames of Mind. The theory of multiple intelligences:
In the heyday of the psychometric and behaviorist eras, it was generally believed that intelligence was a single entity that was inherited; and that human beings - initially a blank slate - could be trained to learn anything, provided that it was presented in an appropriate way. Nowadays an increasing number of researchers believe precisely the opposite; that there exists a multitude of intelligences, quite independent of each other; that each intelligence has its own strengths and constraints; that the mind is far from unencumbered at birth; and that it is unexpectedly difficult to teach things that go against early 'naive' theories of that challenge the natural lines of force within an intelligence and its matching domains. (Gardner 1993: xxiii)
Howard Gardner initially formulated a list of seven intelligences. His listing was provisional. The first two have been typically valued in schools; the next three are usually associated with the arts; and the final two are what Howard Gardner called 'personal intelligences' (Gardner 1999: 41-43).
Linguistic intelligence involves sensitivity to spoken and written language, the ability to learn languages, and the capacity to use language to accomplish certain goals. This intelligence includes the ability to effectively use language to express oneself rhetorically or poetically; and language as a means to remember information. Writers, poets, lawyers and speakers are among those that Howard Gardner sees as having high linguistic intelligence.
Logical-mathematical intelligence consists of the capacity to analyze problems logically, carry out mathematical operations, and investigate issues scientifically. In Howard Gardner's words, it entails the ability to detect patterns, reason deductively and think logically. This intelligence is most often associated with scientific and mathematical thinking.
Musical intelligence involves skill in the performance, composition, and appreciation of musical patterns. It encompasses the capacity to recognize and compose musical pitches, tones, and rhythms. According to Howard Gardner musical intelligence runs in an almost structural parallel to linguistic intelligence.
Bodily-kinesthetic intelligence entails the potential of using one's whole body or parts of the body to solve problems. It is the ability to use mental abilities to coordinate bodily movements. Howard Gardner sees mental and physical activity as related.
Spatial intelligence involves the potential to recognize and use the patterns of wide space and more confined areas.
Interpersonal intelligence is concerned with the capacity to understand the intentions, motivations and desires of other people. It allows people to work effectively with others. Educators, salespeople, religious and political leaders and counselors all need a well-developed interpersonal intelligence.
Intrapersonal intelligence entails the capacity to understand oneself, to appreciate one's feelings, fears and motivations. In Howard Gardner's view it involves having an effective working model of ourselves, and to be able to use such information to regulate our lives.
Naturalist intelligence enables human beings to recognize, categorize and draw upon certain features of the environment. It 'combines a description of the core ability with a characterization of the role that many cultures value' (ibid.: 48).
Existential intelligence, a concern with 'ultimate issues', is, thus, the next possibility that Howard Gardner considers - and he argues that it 'scores reasonably well on the criteria' (ibid.: 64). However, empirical evidence is sparse - and although a ninth intelligence might be attractive, Howard Gardner is not disposed to add it to the list. 'I find the phenomenon perplexing enough and the distance from the other intelligences vast enough to dictate prudence - at least for now' (ibid.: 66).
Smith, Mark K. (2002, 2008) 'Howard Gardner and multiple intelligences', the encyclopedia of informal education, http://www.infed.org/thinkers/gardner.htm.
There are nine multiple intelligences. What is your dominant intelligence?
Discuss it with us.
Howard Gardner's work around multiple intelligences has had a profound impact on thinking and practice in education - especially in the United States. Here we explore the theory of multiple intelligences; why it has found a ready audience amongst educationalists; and some of the issues around its conceptualization and realization.
His work has been marked by a desire not to just describe the world but to help to create the conditions to change it. The scale of Howard Gardner's contribution can be gauged from following comments in his introduction to the tenth anniversary edition of his classic work Frames of Mind. The theory of multiple intelligences:
In the heyday of the psychometric and behaviorist eras, it was generally believed that intelligence was a single entity that was inherited; and that human beings - initially a blank slate - could be trained to learn anything, provided that it was presented in an appropriate way. Nowadays an increasing number of researchers believe precisely the opposite; that there exists a multitude of intelligences, quite independent of each other; that each intelligence has its own strengths and constraints; that the mind is far from unencumbered at birth; and that it is unexpectedly difficult to teach things that go against early 'naive' theories of that challenge the natural lines of force within an intelligence and its matching domains. (Gardner 1993: xxiii)
Howard Gardner initially formulated a list of seven intelligences. His listing was provisional. The first two have been typically valued in schools; the next three are usually associated with the arts; and the final two are what Howard Gardner called 'personal intelligences' (Gardner 1999: 41-43).
Linguistic intelligence involves sensitivity to spoken and written language, the ability to learn languages, and the capacity to use language to accomplish certain goals. This intelligence includes the ability to effectively use language to express oneself rhetorically or poetically; and language as a means to remember information. Writers, poets, lawyers and speakers are among those that Howard Gardner sees as having high linguistic intelligence.
Logical-mathematical intelligence consists of the capacity to analyze problems logically, carry out mathematical operations, and investigate issues scientifically. In Howard Gardner's words, it entails the ability to detect patterns, reason deductively and think logically. This intelligence is most often associated with scientific and mathematical thinking.
Musical intelligence involves skill in the performance, composition, and appreciation of musical patterns. It encompasses the capacity to recognize and compose musical pitches, tones, and rhythms. According to Howard Gardner musical intelligence runs in an almost structural parallel to linguistic intelligence.
Bodily-kinesthetic intelligence entails the potential of using one's whole body or parts of the body to solve problems. It is the ability to use mental abilities to coordinate bodily movements. Howard Gardner sees mental and physical activity as related.
Spatial intelligence involves the potential to recognize and use the patterns of wide space and more confined areas.
Interpersonal intelligence is concerned with the capacity to understand the intentions, motivations and desires of other people. It allows people to work effectively with others. Educators, salespeople, religious and political leaders and counselors all need a well-developed interpersonal intelligence.
Intrapersonal intelligence entails the capacity to understand oneself, to appreciate one's feelings, fears and motivations. In Howard Gardner's view it involves having an effective working model of ourselves, and to be able to use such information to regulate our lives.
Naturalist intelligence enables human beings to recognize, categorize and draw upon certain features of the environment. It 'combines a description of the core ability with a characterization of the role that many cultures value' (ibid.: 48).
Existential intelligence, a concern with 'ultimate issues', is, thus, the next possibility that Howard Gardner considers - and he argues that it 'scores reasonably well on the criteria' (ibid.: 64). However, empirical evidence is sparse - and although a ninth intelligence might be attractive, Howard Gardner is not disposed to add it to the list. 'I find the phenomenon perplexing enough and the distance from the other intelligences vast enough to dictate prudence - at least for now' (ibid.: 66).
Smith, Mark K. (2002, 2008) 'Howard Gardner and multiple intelligences', the encyclopedia of informal education, http://www.infed.org/thinkers/gardner.htm.
There are nine multiple intelligences. What is your dominant intelligence?
Discuss it with us.
Dress Codes; Extended School Year, etc.
Dress Codes; Extended School Year, etc.
As the Greek philosopher, Heraclitus, said, “The only thing that never changes is change itself.” He could well have been looking into the distant future and referring to 21 st-century American education. Among the many topics actively debated both locally and nationally are those of dress codes, an extended school year [week and day], distance learning, and magnet schools, to name a few.
Dress codes came to the forefront of the education news in the Jackson-Madison County School System for the 2007-2008 school year. The dress code stipulated that “Students should dress in a clean, neat, and modest manner so as not to distract or interfere with the operation of the school.” Specific information as to the guidelines were given, along with the penalties for noncompliance.
http://www.jmcss.net/PR_050407_dresscode.htm. School systems nationwide have enforced dress codes established for the same reason with the Detroit [Michigan} Public Schools adding that “All students, including students exempted from the student dress code, are expected to exemplify proper grooming standards in a manner that projects an appropriate image for the student, school, and district.” http://www.detroit.k12.mi.us/resources/students/dress_code.shtml. An overview of policies regarding dress codes, including court decisions, can be found at http://www.ecs.org.
Magnet schools represent another major change in the configuration of school districts. The Jackson Madison County School System web site offers a definition of magnet schools and a description of the academic focus of the magnet schools in the county. http://jmcss.net/SCHmagnetMain.asp. A rationale for the concept underlying the creation of magnet schools and an extended example of how magnet schools have been implemented in the Arkansas’ Hot Springs School District was described in “A Choice That Works,” (Jackson, 2007). Because of diminished enrollment in the district’s schools, the magnet schools were begun to “stabilize enrollment, increase achievement, and improve diversity within system” (p.34).
Distance learning has become ubiquitous in higher education. It has begun to make inroads in secondary education in response to a need to provide expanded and enriched curricula to schools unable to offer such courses due largely to geographic location and size of the school. Students who have had difficulty interacting productively and positively within the traditional schools frequently find online schooling to suit their learning styles. To find out more about distance education in public schools and for a virtual tour of the North Carolina School of Science and Mathematics. Go to http://www.dlt.ncssm.edu or contact haughty@ncssm.edu.
The extended school day, week, and/or year is also a hot topic in education across the United States. Many variations on the theme are being implemented. Theola LabbA reported in the Washington Post, Saturday, January 19, 2008, that District of Columbia schools are offering a weekend test prep program to help students pass standardized tests. (http://www.washingtonpost.com). An article in the Baltimore Sun written by Karen Nitkin, January 25, 2008, tells about the after-school programs in Learning Centers that offer homework help and activities for students. In the article, “Staying late after school,” Nitkin elaborated on the 3:10 p.m. to 5 p.m. programs and how they are set up. One mother praised the Community Learning Center in her six-year-old’s school for his improvement in reading and, mostly, give credibility to the extended time exposure to schooling for America’s students. “Year-Round Schools Look Better All the Time,” by Vanessa St. Gerard, Education Digest, April 2007, pp. 56-58, and “Effects of School Calendars on Student Achievement and Retention,” Allison C. Woodward, Valdosta State University, December 1995, an older study but a significant piece of research.
These emergent issues and the changes they have fostered are the tip of the proverbial iceberg. You will be the teachers who make a difference in seeing that the schools in which you teach embrace the projects that will bring our education system into sync with the young people of the contemporary cultures.
Jackson, L.D. (2007, December). A choice that works. American School Board Journal, 194(12),pp.34-35.
What do you think about school dress codes and uniforms? Do you think school uniforms are desirable or undesirable?
As the Greek philosopher, Heraclitus, said, “The only thing that never changes is change itself.” He could well have been looking into the distant future and referring to 21 st-century American education. Among the many topics actively debated both locally and nationally are those of dress codes, an extended school year [week and day], distance learning, and magnet schools, to name a few.
Dress codes came to the forefront of the education news in the Jackson-Madison County School System for the 2007-2008 school year. The dress code stipulated that “Students should dress in a clean, neat, and modest manner so as not to distract or interfere with the operation of the school.” Specific information as to the guidelines were given, along with the penalties for noncompliance.
http://www.jmcss.net/PR_050407_dresscode.htm. School systems nationwide have enforced dress codes established for the same reason with the Detroit [Michigan} Public Schools adding that “All students, including students exempted from the student dress code, are expected to exemplify proper grooming standards in a manner that projects an appropriate image for the student, school, and district.” http://www.detroit.k12.mi.us/resources/students/dress_code.shtml. An overview of policies regarding dress codes, including court decisions, can be found at http://www.ecs.org.
Magnet schools represent another major change in the configuration of school districts. The Jackson Madison County School System web site offers a definition of magnet schools and a description of the academic focus of the magnet schools in the county. http://jmcss.net/SCHmagnetMain.asp. A rationale for the concept underlying the creation of magnet schools and an extended example of how magnet schools have been implemented in the Arkansas’ Hot Springs School District was described in “A Choice That Works,” (Jackson, 2007). Because of diminished enrollment in the district’s schools, the magnet schools were begun to “stabilize enrollment, increase achievement, and improve diversity within system” (p.34).
Distance learning has become ubiquitous in higher education. It has begun to make inroads in secondary education in response to a need to provide expanded and enriched curricula to schools unable to offer such courses due largely to geographic location and size of the school. Students who have had difficulty interacting productively and positively within the traditional schools frequently find online schooling to suit their learning styles. To find out more about distance education in public schools and for a virtual tour of the North Carolina School of Science and Mathematics. Go to http://www.dlt.ncssm.edu or contact haughty@ncssm.edu.
The extended school day, week, and/or year is also a hot topic in education across the United States. Many variations on the theme are being implemented. Theola LabbA reported in the Washington Post, Saturday, January 19, 2008, that District of Columbia schools are offering a weekend test prep program to help students pass standardized tests. (http://www.washingtonpost.com). An article in the Baltimore Sun written by Karen Nitkin, January 25, 2008, tells about the after-school programs in Learning Centers that offer homework help and activities for students. In the article, “Staying late after school,” Nitkin elaborated on the 3:10 p.m. to 5 p.m. programs and how they are set up. One mother praised the Community Learning Center in her six-year-old’s school for his improvement in reading and, mostly, give credibility to the extended time exposure to schooling for America’s students. “Year-Round Schools Look Better All the Time,” by Vanessa St. Gerard, Education Digest, April 2007, pp. 56-58, and “Effects of School Calendars on Student Achievement and Retention,” Allison C. Woodward, Valdosta State University, December 1995, an older study but a significant piece of research.
These emergent issues and the changes they have fostered are the tip of the proverbial iceberg. You will be the teachers who make a difference in seeing that the schools in which you teach embrace the projects that will bring our education system into sync with the young people of the contemporary cultures.
Jackson, L.D. (2007, December). A choice that works. American School Board Journal, 194(12),pp.34-35.
What do you think about school dress codes and uniforms? Do you think school uniforms are desirable or undesirable?
Internet Privacy and Security
Internet Privacy and Security
Internet privacy and security are closely linked. Rules that are important for schools are also important for parents and guardians to be aware of. It is recognized that along with the vast contribution to the access of knowledge and communication the Internet has made possible, there is a down side to its use. The question is just how safe is it to go online. For adults it is of great concern, but it is of even more serious concern for children and adolescents. Schools have taken many precautions to protect their students from predators who would prey upon these young people. There are written policies and procedures in place in every school district to instruct students in appropriate network behavior.
The lists that are created and distributed are frequently called the “students will not” lists and include such items as rules not to reveal personal information about themselves or others, not to meet with anyone as a result of online contacts, not to bully others online, not to disrupt the network systems, not to violate copyright laws, and other rules that can be found at sites, such as www.net-security.org, www.netparents.org, and www.safesurf.com.
Internet privacy is another major concern for schools, as well as for parents and guardians. The Children’s Online Privacy Protection Act (COPPA) is federal legislation that addresses this problem. An overview of the act can be found at the Legal Information Institution of Cornell University Law School’s site, http://www4.law.cornell.edu/uscode/15/6501.html. Tips for protecting children’s privacy in keeping with COPPA are relevant for both teachers and parents or guardians. Five tips are listed with the fifth having nine subheadings on the Children’s Online Privacy site at http://www.privacyrights.org/fs/fs21-children.htm. Each tip has explanatory information for implementation of it. An example of the tips is #3. Look for the web seal. Look for the privacy “seal of approval” on the first page, such as that of TRUSTe displays a seal especially for children for children under age 13.
Many school districts have posted their Internet Privacy policies online. One such is that of the Clarke County Public Schools School Board, Clarke County, Virginia, and can be accessed at http://clarke.k.12.va.us/Information/Policy/Internet_Privacy.pdf.
A response is not necessary. Article is for your information.
Internet privacy and security are closely linked. Rules that are important for schools are also important for parents and guardians to be aware of. It is recognized that along with the vast contribution to the access of knowledge and communication the Internet has made possible, there is a down side to its use. The question is just how safe is it to go online. For adults it is of great concern, but it is of even more serious concern for children and adolescents. Schools have taken many precautions to protect their students from predators who would prey upon these young people. There are written policies and procedures in place in every school district to instruct students in appropriate network behavior.
The lists that are created and distributed are frequently called the “students will not” lists and include such items as rules not to reveal personal information about themselves or others, not to meet with anyone as a result of online contacts, not to bully others online, not to disrupt the network systems, not to violate copyright laws, and other rules that can be found at sites, such as www.net-security.org, www.netparents.org, and www.safesurf.com.
Internet privacy is another major concern for schools, as well as for parents and guardians. The Children’s Online Privacy Protection Act (COPPA) is federal legislation that addresses this problem. An overview of the act can be found at the Legal Information Institution of Cornell University Law School’s site, http://www4.law.cornell.edu/uscode/15/6501.html. Tips for protecting children’s privacy in keeping with COPPA are relevant for both teachers and parents or guardians. Five tips are listed with the fifth having nine subheadings on the Children’s Online Privacy site at http://www.privacyrights.org/fs/fs21-children.htm. Each tip has explanatory information for implementation of it. An example of the tips is #3. Look for the web seal. Look for the privacy “seal of approval” on the first page, such as that of TRUSTe displays a seal especially for children for children under age 13.
Many school districts have posted their Internet Privacy policies online. One such is that of the Clarke County Public Schools School Board, Clarke County, Virginia, and can be accessed at http://clarke.k.12.va.us/Information/Policy/Internet_Privacy.pdf.
A response is not necessary. Article is for your information.
Copyright and Fair Use
Copyright and Fair Use
As found in dictionary.com, the definition of copyright is “The legal right granted to an author, composer, playwright, publisher, or distributor to exclusive publication, production, sale, or distribution of a literary, musical, dramatic, or artistic work.” For traditional sources, citing as specified in the style manual of the citation system (APA, MLA, Turabian, etc.) used in a particular content area is a familiar process for college students. Nontraditional sources, such a video for viewing, video and music integrated into multimedia projects, computer software, the Internet, and television, have legal uses that are not always as familiar to students. The Copyright Act and copyrighted material are clearly explained in the Publication Manual of the American Psychological Association, a required textbook for EDU 2523W and other education courses. A helpful chart, “Copyright and Fair Use Guidelines for Teachers,” can be found at www.techlearning.com.
It is your responsibility as a teacher and as a student to comply with the copyright law. You will find it helpful to remind your students that by citing authorities when writing assignments, they will add to the credibility of the issues about which they are writing. It may seem humbling to some, but students are not recognized as authorities on any subject. They are both inexperienced, limited in observational scope, and untrained in the logical interpretation of data and events through either qualitative or quantitative measures. The value judgments students make in creating an expository or argumentative paper are their own; the support for the authenticity of the judgments come from authorities in the field.
Schools have acceptable use policies which delineate how students may use information technology resources in carrying out school assignments and when accessing the Internet on school property. An example of an acceptable use policy can be found at http://www.cybercrime.gov/rules/acceptableUsePolicy.htm.
Do you download music and movies from the intent? Everybody does it right? What’s the big deal? It doesn’t hurt anybody. What is your response to this practice? Defend your answer.
As found in dictionary.com, the definition of copyright is “The legal right granted to an author, composer, playwright, publisher, or distributor to exclusive publication, production, sale, or distribution of a literary, musical, dramatic, or artistic work.” For traditional sources, citing as specified in the style manual of the citation system (APA, MLA, Turabian, etc.) used in a particular content area is a familiar process for college students. Nontraditional sources, such a video for viewing, video and music integrated into multimedia projects, computer software, the Internet, and television, have legal uses that are not always as familiar to students. The Copyright Act and copyrighted material are clearly explained in the Publication Manual of the American Psychological Association, a required textbook for EDU 2523W and other education courses. A helpful chart, “Copyright and Fair Use Guidelines for Teachers,” can be found at www.techlearning.com.
It is your responsibility as a teacher and as a student to comply with the copyright law. You will find it helpful to remind your students that by citing authorities when writing assignments, they will add to the credibility of the issues about which they are writing. It may seem humbling to some, but students are not recognized as authorities on any subject. They are both inexperienced, limited in observational scope, and untrained in the logical interpretation of data and events through either qualitative or quantitative measures. The value judgments students make in creating an expository or argumentative paper are their own; the support for the authenticity of the judgments come from authorities in the field.
Schools have acceptable use policies which delineate how students may use information technology resources in carrying out school assignments and when accessing the Internet on school property. An example of an acceptable use policy can be found at http://www.cybercrime.gov/rules/acceptableUsePolicy.htm.
Do you download music and movies from the intent? Everybody does it right? What’s the big deal? It doesn’t hurt anybody. What is your response to this practice? Defend your answer.
Cyberbullying
Cyberbullying
It is a well known-fact that bullying in schools is neither new nor on the wane. Students have picked on (as the saying goes) other students while on the schoolgrounds since schools as we know them came into being. Bullying was not then, nor is it now, tolerated. The bullies, however, were identifiable and physically present to suffer the consequences of their misbehavior.
With the advent of the Internet, a new, more insidious form of bullying has appeared: cyberbullying. Patchin and Hinduja defined cyberbullying as “willful and repeated harm inflicted through the medium of electronic text” (2006). Because cyberbullying, unlike earlier forms of bullying, can be anonymous and disseminated worldwide, it has caused tragedies that have ranged from defamation of character to suicide. Not only students but also teachers and administrators have been subjected to these vicious verbal attacks. Several cases are pending in Florida courts that involve students using electronic media to deride principals and teachers. To find out more about the current state of affairs that encompasses the use of email, chats, the social networking sites, and other forms of electronic media to maliciously inflict injury on their victims, go to cyberbullying.us at
http://cyberbullying.us.
Once you are familiarized with the impact cyberbullying has on the lives of those people who are preyed upon, the question becomes what can be done to prevent cyberbullying. Literature, both traditional and online, contains authoritative, commonsense, and extensive coverage of means of stamping out cyberbullying. The National Crime Prevention Council has launched a public advertising campaign devoted to deleting cyberbullying. The Council’s web site, http://www.ncpc.org/newsroom/current-campaigns/syberbullying is written to teenagers. It lists ways teenagers have suggested to prevent cyberbullying and how teenagers can stay cyber-safe. Examples of the suggestions are that teenagers should never pass along cyberbullying messages, should tell others not to be cyberbullies, and should report cyberbullying to an adult. This web site includes many easy-to-carry out ways to thwart this form of abuse. The pervasiveness of it can be seen in the results of an empirical study (2005) that shows that over 1/3 (33.4%) of the 1500 youth studied had suffered fro cyberbullying. Since 2005, the popularity of social networking sites has increased exponentially so that it is reasonable to assume that the reprehensible figure of 33.4% has now surpassed that percentage.
Hinudaja, S. (2007, January 15). Cyberbullying research news events anecdotes resources services cyberbullying.us. Retrieved January 15, 2008, from http://www.cyberbullying.us.
Cyberbullying is the willful and repeated harm inflicted through the use of computers, cell phones, and other electronic devices. How would you handle a student who is caught cyberbullying one of his/her classmates? Explain your reasoning.
It is a well known-fact that bullying in schools is neither new nor on the wane. Students have picked on (as the saying goes) other students while on the schoolgrounds since schools as we know them came into being. Bullying was not then, nor is it now, tolerated. The bullies, however, were identifiable and physically present to suffer the consequences of their misbehavior.
With the advent of the Internet, a new, more insidious form of bullying has appeared: cyberbullying. Patchin and Hinduja defined cyberbullying as “willful and repeated harm inflicted through the medium of electronic text” (2006). Because cyberbullying, unlike earlier forms of bullying, can be anonymous and disseminated worldwide, it has caused tragedies that have ranged from defamation of character to suicide. Not only students but also teachers and administrators have been subjected to these vicious verbal attacks. Several cases are pending in Florida courts that involve students using electronic media to deride principals and teachers. To find out more about the current state of affairs that encompasses the use of email, chats, the social networking sites, and other forms of electronic media to maliciously inflict injury on their victims, go to cyberbullying.us at
http://cyberbullying.us.
Once you are familiarized with the impact cyberbullying has on the lives of those people who are preyed upon, the question becomes what can be done to prevent cyberbullying. Literature, both traditional and online, contains authoritative, commonsense, and extensive coverage of means of stamping out cyberbullying. The National Crime Prevention Council has launched a public advertising campaign devoted to deleting cyberbullying. The Council’s web site, http://www.ncpc.org/newsroom/current-campaigns/syberbullying is written to teenagers. It lists ways teenagers have suggested to prevent cyberbullying and how teenagers can stay cyber-safe. Examples of the suggestions are that teenagers should never pass along cyberbullying messages, should tell others not to be cyberbullies, and should report cyberbullying to an adult. This web site includes many easy-to-carry out ways to thwart this form of abuse. The pervasiveness of it can be seen in the results of an empirical study (2005) that shows that over 1/3 (33.4%) of the 1500 youth studied had suffered fro cyberbullying. Since 2005, the popularity of social networking sites has increased exponentially so that it is reasonable to assume that the reprehensible figure of 33.4% has now surpassed that percentage.
Hinudaja, S. (2007, January 15). Cyberbullying research news events anecdotes resources services cyberbullying.us. Retrieved January 15, 2008, from http://www.cyberbullying.us.
Cyberbullying is the willful and repeated harm inflicted through the use of computers, cell phones, and other electronic devices. How would you handle a student who is caught cyberbullying one of his/her classmates? Explain your reasoning.
Bloom's Taxonomy
What is Bloom's Taxonomy?
Understanding that "taxonomy" and "classification" are synonymous helps dispel uneasiness with the term. Bloom's Taxonomy is a multi-tiered model of classifying thinking according to six cognitive levels of complexity. The lowest three levels are: knowledge, comprehension, and application. The highest three levels are: analysis, synthesis, and evaluation. The taxonomy is hierarchical; [in that] each level is subsumed by the higher levels. In other words, a student functioning in the higher levels has also mastered the material at the lower levels. You can now see how the lower and higher levels of thinking came about. Due to Bloom's long history and popularity, it has been condensed, expanded, and reinterpreted in a variety of ways. The six classifications are defined as:
Knowledge of terminology; specific facts; ways and means of dealing with specifics (conventions, trends and sequences, classifications and categories, criteria, methodology); universals and abstractions in a field (principles and generalizations, theories and structures):Knowledge is (here) defined as the remembering (recalling) of appropriate, previously learned information.
defines; describes; enumerates; identifies; labels; lists; matches; names; reads; records; reproduces; selects; states; views; writes;.
Comprehension: Grasping (understanding) the meaning of informational materials.
classifies; cites; converts; describes; discusses; estimates; explains; generalizes; gives examples; illustrates; makes sense out of; paraphrases; restates (in own words); summarizes; traces; understands.
Application: The use of previously learned information in new and concrete situations to solve problems that have single or best answers.
acts; administers; applies; articulates; assesses; charts; collects; computes; constructs; contributes; controls; demonstrates; determines; develops; discovers; establishes; extends; implements; includes; informs; instructs; operationalizes; participates; predicts; prepares; preserves; produces; projects; provides; relates; reports; shows; solves; teaches; transfers; uses; utilizes.
Analysis: The breaking down of informational materials into their component parts, examining (and trying to understand the organizational structure of) such information to develop divergent conclusions by identifying motives or causes, making inferences, and/or finding evidence to support generalizations.
analyzes; breaks down; categorizes; compares; contrasts; correlates; diagrams; differentiates; discriminates; distinguishes; focuses; illustrates; infers; limits; outlines; points out; prioritizes; recognizes; separates; subdivides.
Synthesis: Creatively or divergently applying prior knowledge and skills to produce a new or original whole.
adapts; anticipates; collaborates; combines; communicates; compiles; composes; creates; designs; develops; devises; expresses; facilitates; formulates; generates; hypothesizes; incorporates; individualizes; initiates; integrates; intervenes; invents; models; modifies; negotiates; plans; progresses; rearranges; reconstructs; reinforces; reorganizes; revises; structures; substitutes; validates.
Evaluation: Judging the value of material based on personal values/opinions, resulting in an end product, with a given purpose, without real right or wrong answers.
appraises; compares & contrasts; concludes; criticizes; critiques; decides; defends; interprets; judges; justifies; reframes; supports.
Forehand, M. (2005). Bloom's taxonomy: Original and revised.. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved, from http://projects.coe.uga.edu/epltt/
Answer this question:
Because standards based education is derived from Taxonomy what is your opinion of instructional design that is required to fill taxonomic requirements?
Understanding that "taxonomy" and "classification" are synonymous helps dispel uneasiness with the term. Bloom's Taxonomy is a multi-tiered model of classifying thinking according to six cognitive levels of complexity. The lowest three levels are: knowledge, comprehension, and application. The highest three levels are: analysis, synthesis, and evaluation. The taxonomy is hierarchical; [in that] each level is subsumed by the higher levels. In other words, a student functioning in the higher levels has also mastered the material at the lower levels. You can now see how the lower and higher levels of thinking came about. Due to Bloom's long history and popularity, it has been condensed, expanded, and reinterpreted in a variety of ways. The six classifications are defined as:
Knowledge of terminology; specific facts; ways and means of dealing with specifics (conventions, trends and sequences, classifications and categories, criteria, methodology); universals and abstractions in a field (principles and generalizations, theories and structures):Knowledge is (here) defined as the remembering (recalling) of appropriate, previously learned information.
defines; describes; enumerates; identifies; labels; lists; matches; names; reads; records; reproduces; selects; states; views; writes;.
Comprehension: Grasping (understanding) the meaning of informational materials.
classifies; cites; converts; describes; discusses; estimates; explains; generalizes; gives examples; illustrates; makes sense out of; paraphrases; restates (in own words); summarizes; traces; understands.
Application: The use of previously learned information in new and concrete situations to solve problems that have single or best answers.
acts; administers; applies; articulates; assesses; charts; collects; computes; constructs; contributes; controls; demonstrates; determines; develops; discovers; establishes; extends; implements; includes; informs; instructs; operationalizes; participates; predicts; prepares; preserves; produces; projects; provides; relates; reports; shows; solves; teaches; transfers; uses; utilizes.
Analysis: The breaking down of informational materials into their component parts, examining (and trying to understand the organizational structure of) such information to develop divergent conclusions by identifying motives or causes, making inferences, and/or finding evidence to support generalizations.
analyzes; breaks down; categorizes; compares; contrasts; correlates; diagrams; differentiates; discriminates; distinguishes; focuses; illustrates; infers; limits; outlines; points out; prioritizes; recognizes; separates; subdivides.
Synthesis: Creatively or divergently applying prior knowledge and skills to produce a new or original whole.
adapts; anticipates; collaborates; combines; communicates; compiles; composes; creates; designs; develops; devises; expresses; facilitates; formulates; generates; hypothesizes; incorporates; individualizes; initiates; integrates; intervenes; invents; models; modifies; negotiates; plans; progresses; rearranges; reconstructs; reinforces; reorganizes; revises; structures; substitutes; validates.
Evaluation: Judging the value of material based on personal values/opinions, resulting in an end product, with a given purpose, without real right or wrong answers.
appraises; compares & contrasts; concludes; criticizes; critiques; decides; defends; interprets; judges; justifies; reframes; supports.
Forehand, M. (2005). Bloom's taxonomy: Original and revised.. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved
Answer this question:
Because standards based education is derived from Taxonomy what is your opinion of instructional design that is required to fill taxonomic requirements?
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