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Using Web 2.0 Tools to Address Revised Bloom’s Taxonomy Drew Polly UNC Charlotte http://drewpolly.com [email protected]

Using Web 2.0 Tools to Address Revised Bloom’s Taxonomy

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Using Web 2.0 Tools to Address Revised Bloom’s Taxonomy. Drew Polly UNC Charlotte http://drewpolly.com [email protected] . Revised Bloom’s Taxonomy. Creating. Generating hypotheses (e.g., when you double the side length of a cube what happens to the surface area? volume?) - PowerPoint PPT Presentation

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Page 1: Using Web 2.0 Tools to Address Revised Bloom’s Taxonomy

Using Web 2.0 Tools to Address Revised Bloom’s Taxonomy

Drew PollyUNC Charlotte

http://[email protected]

Page 2: Using Web 2.0 Tools to Address Revised Bloom’s Taxonomy

Revised Bloom’s Taxonomy

Page 3: Using Web 2.0 Tools to Address Revised Bloom’s Taxonomy

Creating

• Generating hypotheses (e.g., when you double the side length of a cube what happens to the surface area? volume?)

• Making new representations of knowledge (e.g., create a product to demonstrate understanding of the Civil War)

• Reorganizing elements in a new structure• Inventing a product that has a purpose (e.g., a house

from recyclable material that efficiently maintains heat)

Page 4: Using Web 2.0 Tools to Address Revised Bloom’s Taxonomy

Evaluating

• Making judgments based on criteria and standards

• Answering questions such as:– Is this process effective?– Does this data answer your question?– Which method is the best?

Page 5: Using Web 2.0 Tools to Address Revised Bloom’s Taxonomy

Analyzing

• Breaking material into parts and examining their relation

• Determining which parts (knowledge) are essential compared to those that are not

• Examining parts within a system (e.g., earth, moon, sun system)

• Considering perspective and bias (e.g., author’s purpose while reading a text)

Page 6: Using Web 2.0 Tools to Address Revised Bloom’s Taxonomy

Essential Standards

• North Carolina Department of Public Instruction’s revised NCSCOS

• Patterned after the Revised Bloom’s Taxonomy• Emphasis:– Including a variety of verbs– Higher-order thinking skills in all content areas– Developmentally appropriate content

Page 7: Using Web 2.0 Tools to Address Revised Bloom’s Taxonomy

Revised Bloom’s…..Web 2.0’s Role

• Web 2.0 tools are creation focused• People are authors, artists, producers,

scientists • “regenerating new information” or

“regenerating knowledge in new ways”

• Does a Web 2.0 created product get us to the highest stages of Revised Bloom’s?

Page 8: Using Web 2.0 Tools to Address Revised Bloom’s Taxonomy

Comic strips with Toondoo.com

• Create a cartoon for a historical event, (e.g. Boston Tea Party)

• Create a cartoon to display a concept in science (e.g., water cycle)

• Create a cartoon to demonstrate understanding of mathematics (e.g.., comparing fractions)

Page 9: Using Web 2.0 Tools to Address Revised Bloom’s Taxonomy

Timelines with Dipity.com

• Generate a timeline of your day and determine how you spent most of your time

• Make timelines about the American Revolutionary War and Civil War and compare the two

• Make a timeline of a book read during class

Page 10: Using Web 2.0 Tools to Address Revised Bloom’s Taxonomy

Web 2.0 Tools

• Database- http://www.go2web20.net/

• Diigo.com – search web 2.0

• E-book: http://clifmims.wetpaint.com/page/Modules

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