Dale’s Cone of Experience, Bloom’s Taxonomy – Flashcards
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Reading
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What do you remember the least of?
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What you actually do
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What do you remember the most of?
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Define, list, describe, and explain.
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When reading and hearing, what do you have the ability to do?
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Demonstrate, apply, and practice
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When viewing and watching images or visiting exhibits/sites and watching a demonstration, what do you have the ability to do?
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Analyze, design, create, and evaluate
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When participating in a hands on workshop and designing a collaborative lesson or simulate, model or experience a lesson and design/perform a presentation (do the "real" thing), what do you have the ability to do?
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1. Knowledge 2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation
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Bloom's Taxonomy
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Ability to recall previously learned material
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Knowledge
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Ability to grasp meaning, explain, restate ideas
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Comprehension
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Ability to use learned material in new situations
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Application
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Ability to separate material into component parts and show relationships between parts
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Analysis
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Ability to put together the separate ideas to form new whole, establish new relationships
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Synthesis
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Ability to judge the worth of material against stated criteria
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Evaluation
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Help set up goals and objectives
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What do the verbs do in Bloom's Taxonomy?
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Low competence
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When do you direct?
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Low to some competence
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When do you coach?
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Moderate to higher competence
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When do you support?
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High competence
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When do you delegate?
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Justifiably, confident, self-reliant, autonomous, inspired/inspires others
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What are the observed student behaviors of students with high competence and high commitment?
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Capable, self-critical, insecure, cautious, bored, contributing
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What are the observed student behaviors of students with moderate to high competence and variable commitment?
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Inexperienced, curious, hopeful, optimistic, unskilled
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What are the observed student behaviors of students with low competence and high commitment?
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Overwhelmed, confused, frustrated, still learning, flashes of competence
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What are the observed student behaviors of students with low to some competence and low commitment?
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Self-direction, accepted, ask for input
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What actions are taken when delegating?
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Facilitate joint problem solving, encourage outside of task performance, expect accurate self-assessment of strengths and weaknesses, support student initiated professional development
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What actions are taken when supporting?
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Establish goals and monitor outcomes, state clear performance expectations, teach, tell and model performance first, assist with task organization and delivery, use competence to reinforce learning tasks, encourage during task performance, support what student knows, teach parts not known, explain why desired performance is important, inquire about student awareness of weaknesses and follow through the suggestions
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What actions are taken when coaching and directing?
