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These student engagement strategies are easy to implement and will get your class excited to learn

Hello Everyone! This week's Coach's Corner video discusses how to scaffold assignments! This is a make or break best practice, and I have broken it down into four simply steps! If you are interested in learning more about scaffolding, please visit the "Contact Me" page on my website: xjonesconsulting.weebly.com. You can also check my blog at: http://xjonespennies.blogspot.com. If you enjoyed this video, please don't forget to subscribe! I release videos every Monday and Wednesday.

The Need to Know Teacher says so Adults learn what they need to get through the course. It needs to be important to other person. Why is what they are learning important? Importance of the skill and how it relates to what they are doing. Why?

When assessing assessment there are some key questions you should be asking to guide your assessment planning processes.

Social media is an integral part of many students' lives. We asked students about the good and the bad of social media — and how to curate a healthy feed.

One way to engage students and foster their learning is through in-class quizzes. In-class quizzes have gained in popularity due to the open access to polling software that teachers can easily set up and students can engage with via their phones, tablets, or laptops (e.g., Kahoot, Slido, Poll Everyw

Overview/Purpose In this learning module you will examine how important the design process is to the success of a blended course. When you blend a course one needs to be aware of how you plan to align what happens before, during and after class, so students do not think they are all separate. One of […]

Here is a basic overview of Bloom's Taxonomy. If you like this video, please consider subscribing to my channel. Description: In the 1950’s, educational psychologist, Dr. Benjamin Bloom, led a team of researchers and educators who developed a model for educational learning objectives. Their goal was to create a taxonomy to help improve critical thinking in schools. The end result was the Taxonomy of Educational Objectives in 1956. More commonly referred to as Bloom’s Taxonomy, this model breaks learning objectives down into three domains. The first was cognitive domain, which focused on the acquisition of knowledge. The second was the affective domain, which focused on emotions and attitudes and tends to tie into student engagement. The final domain is psychomotor, which focuses on actions and motor skills. The most prominent is the cognitive domain, which is what many educators use when crafting objectives and learning targets, constructing questions, and designing assessments. Bloom’s Taxonomy is often represented as a hierarchy, though it was never explicitly meant to treat lower levels as “less than” or higher levels as “better than.” Instead, the bottom levels are foundational and build up progressively to higher levels. Here is the original Bloom’s Taxonomy, which goes from knowledge to comprehension to application to analysis to synthesis to evaluation. More recently, scholars have updated Bloom’s Taxonomy by taking knowledge out of the cognitive domain and making a new knowledge domain with factual knowledge, conceptual knowledge, procedural knowledge, and metacognitive knowledge. They have also revised the cognitive domain. Let’s take a look. The first level is remember, which focuses on the recall or retrieval of information. Students might be able to list the order for classifying organisms, define the symbols on a map, recall how to shoot a free throw, or identify how to search for information online. The second is understand, which focuses on comprehension rather than just recall. Here students engage in organizing, translating, and generalizing information. Students might summarize the key events in a novel, classify governmental systems given case studies, clarify the steps in playing an instrument, or explain how they solved a problem. Next is apply, where a student uses the prior knowledge in a new situation. It might involve practicing a skill in a new context. Or students might provide advice given a scenario, use a rhetoric technique in a speech, apply a strategy to a new problem, or carry out a test in a science experiment. The fourth level is analyze, where students examine and breakdown information. Here, they might identify causes and effects in a historical event or a scientific phenomenon, compare and contrast ideas or ideologies, make inferences, look for trends in mathematical data, or find evidence to support generalizations. The fifth level is evaluate, where students defend opinions, make judgments and assess information. Students might rank inventions for their impact on history, draw conclusions from an experiment, judge the validity of data, or assess the quality of a theater performance or a work of art. The sixth and final level is create, where students generate something new based on prior knowledge. It might be a new idea, a new solution, or a new system. However, there are some criticisms of Bloom’s Taxonomy. First, it treats learning as sequential. However, learning isn’t always linear. For example, a teacher might start with an evaluation-based question to pique students’ interest or do a hands-on application activity. A second criticism is with the use of a hierarchy. This implies specific levels that are dependent on each other as building blocks. However, learning might be more of a sliding continuum. Furthermore, Bloom’s Taxonomy relies on a clear distinction of categories. However, mental processes are complex, connective, and idiosyncratic making categories seem kind of arbitrary. Finally, it’s outdated. Bloom’s Taxonomy is a product of its time – a Cold War USA. This was a solid decade before the first humans landed on the moon. This is why some critics argue that a more accurate model of mental processes should be built on our current understandings of neuroscience. And yet, for all these criticisms, Bloom’s Taxonomy remains prevalent at both the K-12 and higher education levels. Perhaps Bloom’s Taxonomy is less of a learning theory and more of a framework, albeit flawed, that reminds us to incorporate critical thinking in the classroom and take learning to a higher level.

Formative assessments help guide instruction and provide valuable information for the instructor and learner. Here's how they can be used in a blended course.

Hello Everyone! This week's Coach's Corner video discusses how to scaffold assignments! This is a make or break best practice, and I have broken it down into four simply steps! If you are interested in learning more about scaffolding, please visit the "Contact Me" page on my website: xjonesconsulting.weebly.com. You can also check my blog at: http://xjonespennies.blogspot.com. If you enjoyed this video, please don't forget to subscribe! I release videos every Monday and Wednesday.

Today's video is an amazing collaboration withe Erika from Ever Educating. I'm sharing 3 tips for designing effective college assignments and she's sharing 3 more! Here's Erika's video with 3 more tips: https://youtu.be/6VjoCoPm77E Erika's Blog: https://www.evereducating.com/blog Bullet Journal Course: https://ever-educating.teachable.com Here are my links: Project Management for Academics: https://the-academic-society.teachable.com/p/project-management-for-academics #GRADBOSS: https://www.amazon.com/dp/1087094674 Facebook group for grad students: https://www.facebook.com/groups/mintedacademic/ Instagram: https://www.instagram.com/theacademicsociety_/ Twitter: https://twitter.com/drtoyinalli Website: http://theacademicsociety.com/ Sign up for a freebie to join my email newsletter: https://www.theacademicsociety.com/freebies

Here is a basic overview of Bloom's Taxonomy. If you like this video, please consider subscribing to my channel. Description: In the 1950’s, educational psychologist, Dr. Benjamin Bloom, led a team of researchers and educators who developed a model for educational learning objectives. Their goal was to create a taxonomy to help improve critical thinking in schools. The end result was the Taxonomy of Educational Objectives in 1956. More commonly referred to as Bloom’s Taxonomy, this model breaks learning objectives down into three domains. The first was cognitive domain, which focused on the acquisition of knowledge. The second was the affective domain, which focused on emotions and attitudes and tends to tie into student engagement. The final domain is psychomotor, which focuses on actions and motor skills. The most prominent is the cognitive domain, which is what many educators use when crafting objectives and learning targets, constructing questions, and designing assessments. Bloom’s Taxonomy is often represented as a hierarchy, though it was never explicitly meant to treat lower levels as “less than” or higher levels as “better than.” Instead, the bottom levels are foundational and build up progressively to higher levels. Here is the original Bloom’s Taxonomy, which goes from knowledge to comprehension to application to analysis to synthesis to evaluation. More recently, scholars have updated Bloom’s Taxonomy by taking knowledge out of the cognitive domain and making a new knowledge domain with factual knowledge, conceptual knowledge, procedural knowledge, and metacognitive knowledge. They have also revised the cognitive domain. Let’s take a look. The first level is remember, which focuses on the recall or retrieval of information. Students might be able to list the order for classifying organisms, define the symbols on a map, recall how to shoot a free throw, or identify how to search for information online. The second is understand, which focuses on comprehension rather than just recall. Here students engage in organizing, translating, and generalizing information. Students might summarize the key events in a novel, classify governmental systems given case studies, clarify the steps in playing an instrument, or explain how they solved a problem. Next is apply, where a student uses the prior knowledge in a new situation. It might involve practicing a skill in a new context. Or students might provide advice given a scenario, use a rhetoric technique in a speech, apply a strategy to a new problem, or carry out a test in a science experiment. The fourth level is analyze, where students examine and breakdown information. Here, they might identify causes and effects in a historical event or a scientific phenomenon, compare and contrast ideas or ideologies, make inferences, look for trends in mathematical data, or find evidence to support generalizations. The fifth level is evaluate, where students defend opinions, make judgments and assess information. Students might rank inventions for their impact on history, draw conclusions from an experiment, judge the validity of data, or assess the quality of a theater performance or a work of art. The sixth and final level is create, where students generate something new based on prior knowledge. It might be a new idea, a new solution, or a new system. However, there are some criticisms of Bloom’s Taxonomy. First, it treats learning as sequential. However, learning isn’t always linear. For example, a teacher might start with an evaluation-based question to pique students’ interest or do a hands-on application activity. A second criticism is with the use of a hierarchy. This implies specific levels that are dependent on each other as building blocks. However, learning might be more of a sliding continuum. Furthermore, Bloom’s Taxonomy relies on a clear distinction of categories. However, mental processes are complex, connective, and idiosyncratic making categories seem kind of arbitrary. Finally, it’s outdated. Bloom’s Taxonomy is a product of its time – a Cold War USA. This was a solid decade before the first humans landed on the moon. This is why some critics argue that a more accurate model of mental processes should be built on our current understandings of neuroscience. And yet, for all these criticisms, Bloom’s Taxonomy remains prevalent at both the K-12 and higher education levels. Perhaps Bloom’s Taxonomy is less of a learning theory and more of a framework, albeit flawed, that reminds us to incorporate critical thinking in the classroom and take learning to a higher level.

Gathering information from your students about their experience as learners in your class is a valuable way to assess your teaching. There are many ways of collecting feedback from your students: Small Group Instructional Diagnoses (SGIDs) Surveys WebQs Open-ended feedback forms Which method is best depends on your assessment objectives and the kind of information you...

Derek Bruff discusses his book, Intentional Tech: Principles to Guide the Use of Educational Technology in College Teaching

The world will never be the same since we own digital devices. Indeed, the Internet can alter cognitive processes (1), for example, by promoting continuous division of attention - which in turn reduces our ability to maintain concentration on a particular task.

Let's learn how to make a video: edit, add, remove, replace and create new elements with ease using Canva’s tools. After watching this lesson, structuring an...

And how do our answers to that question impact our work in higher ed?

When it comes to late work policies, this instructor established a "Make-Up Day" that allows students one free pass at the end of the semester.

How do I ensure my meeting/class is accessible for all participants? Enable the Closed Captions feature on your account for any meetings or classes that will require closed captions. Closed capti...

Translation tools and tips to help learners who speak different languages understand in their own language. Free tools to translate.

Professors could be better about building relationships with students, many of whom hope for assistance with career planning and networking. But students may not realize their role in connecting.

A "real world" approach to deadlines on college work means something different than you might think.

Making a syllabus is a crucial component of any curriculum, as it clearly outlines what a student must do to be successful in the course.

Show students that mistakes are part of the learning process and help them work through challenges in a way that encourages self-compassion and promotes a sense of belonging.

Shaina Rowell on episode 414 of the Teaching in Higher Ed podcast

Discussion can engage students and help them to see different perspectives. Here are strategies you can use to create a discussion-rich classroom."I want

Zoom has a great solution - allowing participants to choose their own rooms - that is made even more useful when you rename the rooms to match the topic or room expectations.