Bloom’s Taxonomy- As a Health and Physical Education teacher at the high school level, the psychomotor domain of Bloom’s Taxonomy is the easiest domain to assess. In the gym, we are constantly evaluating students’ psychomotor domain because of the nature of the class. How does a PE teacher measure the affective and cognitive domains? The traditional way to assess the cognitive domain is through a written test. There are alternative ways to assess the cognitive domain through exit slips, game performance assessment instrument, and sport education model rubrics. To assess the affective domain in a PE setting, the teacher will need to determine important components of the sport you are teaching (e.g., cooperation, fair play, caring, etc.). Most Physical Education teachers concentrate on the psychomotor domain and neglect the cognitive and affective domains. Physical Education should include assessments in all three learning domains.
Diffusion of Innovations/Types of Adopters- When artificial intelligence
first came out, many people were skeptical about the technological innovation
who would fall under the late majority adopter category. Especially in the world
of education, AI can be a scary thing. However, being a teacher and a student,
I have seen how co-workers, classmates, and students have adopted artificial
intelligence into their craft at different rates falling mostly into the early
majority category. I noticed that many students were talking about ChatGPT and
other AI platforms (innovators or early adopters) and then it slowly dispersed
to older groups of people such as teachers and co-workers using these programs.
Just like the weed spray to the farmers, AI makes our lives easier. However, easier
is not always better. I have seen professors acknowledge the advantages of AI
but have put parameters around student usage. They are aware that it is not going
away so people have embraced the concept while implementing policies to be sure
that students are learning the material needed.
Deep Learning- Technology in the classroom has become a huge
advantage for both students and teachers. Not only are teachers able to use a
variety of ways to present information, but students are also able to learn in
a variety of ways. We see technology everywhere in our day-to-day lives, and
children are beginning to use it at younger ages. It only makes sense to use the
technological advantages of the world to make our classrooms better equipped to
teach all learners and keep students’ attention. I think the “Connecting Depth
and Balance in Class” article had some incredible examples of teachers using
technology to their advantage and would like to begin thinking about how I can
personally use educational technology tools to make my classroom the best place
to learn.
Resources
Fullan, M. &
Langworthy, M. (2014). A rich seam: How new pedagogies find deep
learning. London: Pearson. https://www.pearson.com/content/dam/one-dot-com/one-dot-com/global/Files/about-pearson/innovation/open-ideas/ARichSeamEnglish.pdf
Hobbs, R.
(2011). Empowering learners with digital and media literacy. Knowledge Quest, 39(5), 12-17. Retrieved from Academic Search Premier database.
Huitt, W. (2011).
Bloom et al.'s taxonomy of the cognitive domain. Educational Psychology
Interactive. Valdosta, GA: Valdosta State University. Retrieved from http://www.edpsycinteractive.org/topics/cognition/bloom.pdf.
Kuhn, M. S.
(2008). Connecting depth and balance in class. Learning & Leading with
Technology, 36(1), 18-21. Retrieved from Academic Search Premier database.
Rogers, E. M.
(1963). The adoption process II. Journal of Cooperative Extension, 1(2), 69-75.
Retrieved from https://archives.joe.org/joe/1963summer/1963-2-a2.pdf.
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