Academic Literacy Class Analysis

Bloom’s Taxonomy is a classification of learning objectives in education that was developed by a committee of educators in the late 1940s to early 1950s. It shows us that lower level knowledge must be mastered

I have learned how to ask better questions and to talk to my teachers when I need help or do not understand the concept well. I make sure that I have a relationship with my teachers and introduce myself at the beginning of each semester. Learning how to communicate with my teachers

In order to create the lesson plan, the objectives had to be planned first. As per the requirements for the course, I based my learning objectives off of Bloom’s taxonomy with my learning objectives falling under the categories of remembering, understanding,

In summary, this course has really educated my view of being a teacher as well as being able to interact with today’s diverse and fluctuating educational setting. Therefore, the discussions were very good ways in understanding how

Using what you have learned from the readings, discuss why you think lesson plans are important to teaching and which part(s) of the lesson plan will you find most helpful?

Today I began working one on one with “Student M.” Mrs. Gault provided the reading material for me to begin my assessment of “Student M’s” reading abilities. Before starting my assessment, I reviewed a list of words with “Student M.” The list of words were comprised of sight words that students on a second grade reading level should be able to recognize. The first time I went through the list with “Student M” she correctly identified four out of thirty-five words. The second time I reviewed the word list, “Student M” was able to recognize two or three additional words. “Student M” struggled when she read the passage. Her main problem was that she did know many of the words and she had problems when she

I learned a lot in this class during the semester. The first project was our learning narrative, it was not what I was expecting from a writing class. I expected we would be writing a many formal essays in MLA format with lots of sources and research. The first essay being a creative writing project was unexpected. At first writing a narrative from my personal experience was difficult for me. I had not written anything besides formal essays since high school. Writing something that was creative and expressive was an adjustment. After a few days of writing I began to really enjoy my learning narrative. I liked being able to express myself and my own experiences and share them with others.

The best thing that came out of this learning experience is my appreciation for the younger grades. I always thought that I wanted to a third grade teacher, but I do not think I need to limit myself. I had so much fun just watching the kids all interact with one another and have so many different thoughts. They truly liked learning and thought of their teacher as almost a mom like figure. I hope to instill this in my future classroom and to be in a school system that is ready to help

In my English 1310 course, taught by Professor David Stuart, we were taught many things. I learned about rhetoric devices and literary elements. I figured out the difference between an intrusive and extrusive proof.

Each learning experience builds on the one prior to it as the students will gradually be introduced to the key vocabulary terms for this topic. Students will first use terms such as bigger or smaller quantity then continue onto learning the academic terms greater and less quantities; lastly, students will learn the mathematical symbols for the key vocabulary terms. Throughout the entirety of the learning experiences, students will use their prior knowledge from the other lesson in order to gain a deeper understanding of the current learning experience. The different levels of Bloom’s Taxonomy are implemented into the lessons as students will first learn to compare quantities, followed by comprehending the academic terms of greater, equal, and less, applying the terms to the symbols, and lastly, reaching the highest level of Bloom’s where students combine all learned information to compose their own problems. Students will be combatively assessed in order to conclude all the learning segments for this topic.]

Blaze mother is currently working at the school where Blaze goes to and is in a Preschool classroom for special education students. At the end of the year they have a magician come in and she comes to a realization about what normal is. “Where is there a line between normal and abnormal” This stands out to me because everyone is different and unique in their own way. Who determines what normal is. We were discussing in my Advanced Literacy Practice class on who determines what makes this passage a 2nd grade level. My question is, why are people making generalizations on where a kindergartener of 3rd grader should be at. In science we all physically grow at different rates based off of our genes, shouldn’t this is be used as the same reason

“What any person in the world can learn almost all persons can learn if provided with appropriate prior and current conditions of learning” (Bloom, 2017). This belief was held by Dr. Bloom in 1956 when he and his team created Bloom’s Taxonomy. Since then educators have been utilizing these “goals of the learning process” (Clark, 2015) and making assumptions of its usage and implications. I too did have assumptions but have not thought about how I developed them or how they would affect my use of the taxonomy. When starting this reflection I held three assumptions true about Bloom’s Taxonomy. The first is if the educator uses Bloom’s Taxonomy for planning through assessment, then the student will develop higher order thinking skills. Secondly, a student can move on to a higher order thinking level only if they first mastered a lower order thinking level. Thirdly, if educations use different levels of Bloom’s Taxonomy in lessons students will retain more information. Interestingly, I uncovered two additional assumptions that I did not know I had. The first of which is that the focus on cognitive development of Bloom’s devalues importance of other domains. The other is that Bloom’s Taxonomy is used only by educators in K-12 and college. Here are some things I understand about this subject that informed or changed

It asks for students to do a lot of work on their own, without much group discussion. I feel the published lesson asked a lot of questions from the lower levels of Bloom’s taxonomy instead of drawing from other levels to really allow the students to get the most out of the lesson. The published lesson seemed very boring, and not very engaging. It did require the students to write in their journal and read out of their books, but it was a lot of ”the teacher says do, and the students do.” Meaning this lesson asked questions that the students simply answered, guided discussion was not present, and teacher modeling did not seem to exist. I feel this lesson asks students to do a lot of sitting and memorizing; the most participation in the published lesson was that the students read aloud and that they write in their journal. Though writing in their journal is student participation, the publisher asked the students to write just three things they learned, in theory the students could just copy three things from the

I enjoyed reading this quote, for a short line it definitely speaks volume. In my opinion, this passage means that as educators we have a responsibility to introduce all students to a variety of literacy that not only teaches them concepts but also introduce them to different cultures and background. Through literacy, we can teach our students how to value everyone’s thoughts and perspective. While also teaching students how to be empathetic towards other cultures and background. By introducing literacy to students, educators can encourage them to look beyond what they are accustomed to and introduce them to other things that are going on outside from what they're used to. For example, as a biology teacher, I can use literacy to

As proposed by Dymoke and Harrison, good lesson planning is essential to successful teaching in so far as stating, `It is often the case that poor teaching, classroom management and behaviour stem from lack of explicit planning` (2008, p.122) It is suggested then, that thorough planning is fundamental to the successful learning of pupils in many ways. Whilst allowing the teacher to follow a process of thinking, providing a mental practice session if you like, the act of planning therefore becomes an imperative aid for both student and teacher.