2.  Learning Domains ◦ Cognitive objectives  Describe the knowledge that learners are to acquire ◦ Affective objectives  Describe the attitudes, feelings, and dispositions that learners are expected to develop ◦ Psychomotor objectives  Relate to the manipulative and motor skills that learners are to master Bloom’s Taxonomy (1956).

3. Bloom’s Six Levels of Learning  Knowledge is a starting point that includes both the acquisition of information and the ability to recall information when needed.  Comprehension is the basic level of understanding. It involves the ability to know what is being communicated in order to make use of the information.  Application is the ability to use a learned skill in a new situation.  Analysis is the ability to break content into components in order to identify parts, see relationships among them, and recognize organizational principles.  Synthesis is the ability to combine existing elements in order to create something original.  Evaluation is the ability to make a judgment about the value of something by using a standard.

4.  The Cognitive Domain (Bloom, 1956) ◦ Knowledge – Remembering the information ◦ Comprehension – Understanding the meaning ◦ Application – Using the information ◦ Analysis – Breaking down into parts ◦ Synthesis – Producing a new whole ◦ Evaluation – Judging the value

5. Anderson and Krathwohl Anderson and Krathwohl (2001) http://coe.sdsu.edu/eet/

6. A is for Audience B is for Behavior C is for Condition D is for Degree of Learning

7. Learning Objectives: Why are they important?  They aren’t simply a list of the topics to be covered.  They are: (A, B C, D’s of learning objectives) ◦ Audience ◦ Behavior: The behavior should be specific and observable. ◦ Condition: The conditions under which the behavior is to be completed should be stated, including what tools or assistance is to be provided. ◦ Degree: The level of performance that is desirable should be stated. ◦ (Mager, 1962)

8.  Without notes or references, the students should be able to list in order the steps in troubleshooting a BASIC computer program with no mistakes. Observable Behavior?

9.  Without notes or references, the students should be able to list in order the steps in troubleshooting a BASIC computer program with no mistakes. Observable Behavior?

10.  Without notes or references, the students should be able to list in order the steps in troubleshooting a BASIC computer program with no mistakes. Condition?

11. Condition?

12. Degree of Mastery?

13.  Without notes or references, the students should be able to list in order the steps in troubleshooting a BASIC computer program with no mistakes. Degree of Mastery?

14.  Without notes or references, the students should be able to list in order the steps in troubleshooting a BASIC computer program with no mistakes.  Given the values of two of the three variables in Ohm’s law, the students should be able to calculate the value of the remaining variable 90% of the time.

15.  Without notes or references, the students should be able to list in order the steps in troubleshooting a BASIC computer program with no mistakes.  Given the values of two of the three variables in Ohm’s law, the students should be able to calculate the value of the remaining variable 90% of the time.

16.  Without notes or references, the students should be able to list in order the steps in troubleshooting a BASIC computer program with no mistakes.  Given the values of two of the three variables in Ohm’s law, the students should be able to calculate the value of the remaining variable 90% of the time.

17.  Without notes or references, the students should be able to list in order the steps in troubleshooting a BASIC computer program with no mistakes.  Given the values of two of the three variables in Ohm’s law, the students should be able to calculate the value of the remaining variable 90% of the time.

18. Choose technology to support (1) Teachers’ instruction and (2) Students’ learning Guided by California Content Standards

19. 1. Identify what is to be learned from the California K-12 Content Standards. 2. Write learning objectives based on the Content Standards. 3. Choose technology to support the learning objective. 4. Record, share and review work inTaskStream.

20.  Mathematics: Grade One - Number Sense  2.0 Students demonstrate the meaning of addition and subtraction and use these operations to solve problems. ◦ 2.1 Know the addition facts (sums to 20) and the corresponding subtraction facts and commit them to memory.  Learning Objective ◦ Given 20 addition problems involving only sums up to 20, 1 st grade students complete problems with 90% accuracy.

21.  Mathematics: Grade One - Number Sense  2.0 Students demonstrate the meaning of addition and subtraction and use these operations to solve problems. ◦ 2.1 Know the addition facts (sums to 20) and the corresponding subtraction facts and commit them to memory.  Learning Objective ◦ Given 20 addition problems involving only sums up to 20, 1 st grade students complete problems with 90% accuracy.

22.  Mathematics: Grade One - Number Sense  2.0 Students demonstrate the meaning of addition and subtraction and use these operations to solve problems. ◦ 2.1 Know the addition facts (sums to 20) and the corresponding subtraction facts and commit them to memory.  Learning Objective ◦ Given 20 addition problems involving only sums up to 20, 1 st grade students complete problems with 90% accuracy.

23.  Mathematics: Grade One - Number Sense  2.0 Students demonstrate the meaning of addition and subtraction and use these operations to solve problems. ◦ 2.1 Know the addition facts (sums to 20) and the corresponding subtraction facts and commit them to memory.  Learning Objective ◦ Given 20 addition problems involving only sums up to 20, 1 st grade students complete problems with 90% accuracy.

24. To Support the Teacher’s Instruction To Support Students in their Learning Tasks

25.  To Support Instruction ◦ To Present or Introduce Information in the Classroom (Knowledge)  Find PPT Presentations through Advanced Google Searches (File Type: choose PPT format for searches).  Revise or Re-purpose the PPT  Use Custom Animations - Direct Questioning  Or, create your own PowerPoint

26.  To Support Instruction ◦ Provide Resources on a Teacher Web Site ◦ For Use by Students  In the Computer Lab  In the Classroom at a Computer Center  At Home  At Community Centers or Libraries

27.  To Support Instruction ◦ Find lessons that meet the content standards and that use technology:  Try established web sites such as Marco Polo http://www.marcopolo-education.org/http://www.marcopolo-education.org/  Use Advanced Google Searches  Within Site or Within Domain ie. “math” lessons search terms” .edu .gov .org

28.  To Support Instruction ◦ Create a Teacher Web Site:  TaskStream (Web Page Builder)  Google Sites  Tripod, or others  Wikis – www.wikispaces.comwww.wikispaces.com  Blogs – Blogger at Google Educator Tools

29. Supporting Students to Complete Learning Tasks (observable behavior)  WebQuests  Educational Games  Specialized Web Sites  Software  Use Advanced Google Searches to Support Locating Resources

30. 1. Identify what is to be learned from the California K-12 Content Standards. 2. Write learning objectives based on the Content Standards. 3. Choose technology to support the learning objective. 4. Record, share and review work inTaskStream.