Mastery Learning Modules Learning from the Learner Let's Start

Disclaimer: The following presentation has been created to aid　educators in planning a series of classes or modules through educational taxonomic objectives. However, thorough research by the creator of this presentation as not been conducted, so please refer to the References section of this presentation to augment comprehension and view content pragmatically. Next Slide

(Source: Science Monitor, 2012) Nao-bot 4~8 children + “feeble” robot = active learning Press Nao-bot To Advance (Source: Science Monitor, 2012)

Welcome to Class Taxonomy of Learning Objectives A Brainstorming Press here 1st A Brainstorming Activity Press here 2nd Learner Retention Rates Press here 3rd A List Making Activity Press here 4th . Today's Agenda Includes.. There are many reasons why I am proud to lecture to you today. It is an honor to lecture you today because as I look out into the audience I see a room full of educators. Some teach us about life in Japan, opportunities here, and how we can handle difficult situations. Others are nearly teaching at a different school each day of the week. Some educators teach at only one school but have mountains of paperwork and responsibility that ways as much as a boulder atop their shoulders. Some of us are in our Spring and others in our Winter. The common bond we all share is that we all want salience in all that we do.. We want salience in the sense that our attitudes are shaped by accessibility. In other words, once one feels something is possible. We become motivated to move towards that goal. In previous lectures, which can be accessed on the IAJET Wordpress website, we have learned A, B, and C. Today, I will give my conjecture on the knowledge spiral, taxonomy of educational objectives, and retention rates as they apply to giving salience to language learners. Along the way, we will experience each stage of the Taxonomy of Educational Objectives Cognitive Domain. Ultimately, I want each of you to connect with each other and generate some new ideas and link them together to have a viable set of activities that are salient. Each time you get to this screen tap the space bar to advance

Taxonomy of Learning Objectives (It's) One of the most widely cited yet least read books in American education. text Now it is time to introduce one of the most prominent scholars whose theories will be applied to our brainstorming and list making session. Please raise your hand if you would like to take a guess. No smart phones allowed. Only smart guesses. He authored: “Taxonomy of Educational Objectives” the Cognitive Domain along with several other scholars including a cuurent scholar in the area ------------Dr. David R. Krathwohl. I have a quote obtained from wikipedia about the scholar in question. (The) application of his taxonomy of educational objectives: provides teachers an integrated adaptation of the scholar in questions taxonomy. Ontario's Ministry of Education specifies as its taxonomic categories: Knowledge and Understanding; Thinking; Communication; Application. Teachers can classify every 'specific' learning objective, in any given course, according to the Ministry's taxonomy. Here is a picture of him and his famous quote. “It's one of the most widely cited yet least read books in American Education” The scholar in questoon is Dr. Benjamin Bloom Press Nao-bot To Advance (Source: http://en.wikipedia.org/ Benjamin_Bloom)

(Source: http://en.wikipedia.org/wiki/Mastery_learning) Mastery Learning Step-by-step Specific Discrete Obtainable Objectives Widely Applicable (self-learning, one-on-one, classroom) Behaviorist Theory—Stimulus and Response (measurable) (Source: http://en.wikipedia.org/wiki/Mastery_learning) Press Nao-bot To Advance

Taxonomy of Learning Objectives Classic ６　Steps Knowledge Comprehension Application  Analysis Synthesis Evaluation (Source: Bloom, et al., 1956) Kermit can act amphibiously so easily. Revised ６　Steps RememberingUnderstandingApplying  AnalyzingEvaluating Creating (Source: Krathwohl, 2001) Press Nao-bot To Advance

Taxonomy of Learning Objectives Examples for Each Level Lower Intermediate Upper-Intermediate Communicative Communicative Communicative Ability Ability Ability Note: These categories are not exhaustive. Taxonomy of Learning Objectives Examples for Each Level Press Nao-bot To Advance

Taxonomy of Learning Objectives Knowledge – Remembering facts Memory Activities (Assisted), Simple “Wh-Questions”, Using flash cards, Telephone Whispers Same as above, Memory Activities with more words Same as above, Learning Debate Roles & Memorizing each part of a constructive speech (Source: Pohl, 2000) Press Nao-bot To Advance

Taxonomy of Learning Objectives Comprehension – Demonstrating an understanding Memory Activity (Unassisted), Using Total Physical response Same as above, Cloze Activity, Predicting Same as above, summarizing, paraphrasing, main ideas (Source: Pohl, 2000) Press Nao-bot To Advance

Taxonomy of Learning Objectives Application – Applying the knowledge to actual situations Skits, Playing a Game, Roleplaying (RP) with role cards Same as above, Brainstorming Same as above, Finding Debate Resolutions (Source: Pohl, 2000) Press Nao-bot To Advance

Taxonomy of Learning Objectives Analysis – Breaking down generalizations into smaller parts and backing them with evidence Self-correction of work after an explanation of errors Same as above, Outlining an Idea Same as above, Creating a constructive speech for a debate (Source: Pohl, 2000) Press Nao-bot To Advance

Taxonomy of Learning Objectives Synthesis – Compile component ideas into a new whole or propose alternative solutions Free writing, Original Skit, Original Poem k Same as above, Paragraph writing, Show and Tell Same as above, Writing an Academic Essay, Finding Data, Revising a constructive speech for debate (Source: Pohl, 2000) Press Nao-bot To Advance

Taxonomy of Learning Objectives Evaluate – Make and defend judgments based on internal evidence or external criteria Judging a performance k Same as above, Show and Tell Judgment Same as above, Debating, and Judging (Source: Pohl, 2000) Press Nao-bot To Advance

Task 2 Brainstorming Materials Needed: Back of an A4 sheet of Paper, pen-or-pencil Instructions: ①　Get into pairs ② Make a word map listing activities or games category by category ③ Don't worry about mistakes ④ Be mindful of the time Example Press Nao-bot To Advance Flash cards True or False Remembering Pictures

Taxonomy of Learning Objectives Stage 2 Stage 1 Stage 3 Stage 4 Stage 5 Stage 6 Stage Complete! Let's Begin! Brainstorm as many activities. You have 1 minute for each stage. Press Nao-bot To Advance

Average Retention Rates Okay well done! As you recall from the stages. The next step is analysis. To increase the salience of this activity. I would like you to go back to your word map an Press Nao-bot To Advance (Source: Curnan, 2011)

Task 3 List Making Instructions: ① Get into groups ② Make a list ③Try to use ideas from the word map ④ Add new Ideas if you like ⑤ Explain ideas briefly in bullet Points ⑥　Be mindful of the time Example:　・　Remembering― Check understanding with flash cards ― Ss respond with arms in 'O' or 'X Press Nao-bot To Advance

Evaluation – Analysis - Synthesis Closing Goal: Working knowledge of a foreign language Step-by-Step Progression class by class Ultimately, we have as much to gain if not more Evaluation – Analysis - Synthesis Citations Application Comprehension Knowledge

References: Science Monitor (September 1, 2012)“Now, 'confused' robot that teaches kids better by making errors” http://www.indianexpress.com /news/now-confused-robot-that-teaches-kids-better-by-making-errors/996342/. Retrieved on September 14, 2012. Pohl, Michael. (2000) Learning to Think, Thinking to Learn: Models and Strategies to Develop a Classroom Culture of Thinking. http://tpri. wikispaces.com/file/view/05-2Bloom-16- 17+Stems+for+Instruction.pdf . Retrieved on September 14, 2012.

References: Benjamin Bloom. In Wikipedia. http://en.wikipedia. org/wiki/Benjamin_Bloom. Retrieved on September 14, 2012. Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: the classification of educational goals; Handbook I: Cognitive Domain New York, Longmans, Green, 1956.ert Forehand, Mary (2005). Bloom's taxonomy: Original and revised http://projects.coe.uga.edu /epltt/index.php?title=Bloom%27s_Taxonomy

References: Mastery Learning. In Wikipedia.http://en.wikipedia. org/wiki/Mastery_learning. Retrieved on September 14, 2012. Curnan, Susan P. (2011, May) How People Learn: Implications for Motivation and Practice Speech presented at the Nellie Mae Education Foundation’s 2nd Convening for District Level Systems Change Grantees: “Student Centered Learning – Making Success Inevitable”, http:// cyc.brandeis.edu/pdfs/presentations/NMEF%20L earning%20Institute.pdf Retrieved on September 14, 2012.