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Course
Outline:
| 1.) | announcements:
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| 2.) | small group activity: Jigsaw activity on six facets of learning |
| 3.) | quick write: "How do you think your knowledge of the six facets of learning might be useful to you as a teacher?" |
| 4.) | Interactive presentation: Bloom's taxonomy |
| 5.) | minute paper |
Overheads
(MS
Word file):
February
4, 2004
.
Reading
Questions:Wiggins & McTighe, chapter
3
| 1.) | What seems to be the point of this chapter? |
| 2.) | How does generalization seem to figure into this discussion of understanding? |
| 3.) | The authors state that "understanding implies the ability to escape a naive or inexperienced point of view" (p. 41). What does that imply for our students with mental retardation and severe disabilities? |
| 4.) | Now that you've read this chapter:
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| 1.) | What did you know about Bloom's taxonomy before reading these two chapters? How does your understanding of Bloom's taxonomy relate to what you have learned in this chapter? |
| 2.) | Which of these facets seemed to make the most sense to you? Why? |
| 3.) | Do you tend to use any of these facets more than others in your teaching? Which? Why do you think that is? |
| 4.) | How do you think you might begin to utilize the information from this chapter into your design of curriculum for your classroom? |
| 5.) | Now that you've read this chapter:
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Additional Resources:
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| Return to top | Julia Scherba de Valenzuela, Ph.D. |
Last
updated: January 27, 2004
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