One way to challenge learners in the classroom is through the use of Bloom’s Taxonomy. According to Heather Coffey (2004), Bloom’s Taxonomy can be used across grade levels and content areas. By using Bloom’s Taxonomy in the classroom, teachers can evaluate learners on multiple learning outcomes. Within each level of the taxonomy, there are a number of tasks that move learners through the thought
Homogeneity Test The sampling process was performed on a continuum (from pre-intermediate to upper-intermediate). In order to have homogeneous groups and real-intermediate level students, the first part of the Oxford Placement Test (OPT) containing 40 questions was administered. The test helped the researcher to make sure if all of the participants were at the intermediate level of proficiency. The test has been developed by Oxford University Press in 2001, after consultation with many teachers to assess the subject's knowledge of the key language as well as their receptive and productive skills (see appendix A). Interpersonal inventory The interpersonal inventory was extracted from MI Inventory that validated and modified for the Iranian context by Hajhashemi and Wong (2010) implemented in this study.
Information Processing (INP) The Information Processing Scale assesses how well students ' can use imagery, verbal elaboration, organization strategies, and reasoning skills as learning strategies to help build bridges between what they already know and what they are trying to learn and remember, i.e., knowledge acquisition, retention and future application (H&H Publishing, 2016). Selecting Main
Furthermore, the study suggests that role-playing helps the participant to gain skills in communication and psychomotor skills. The study was conducted in four different learning application: the first in a multicultural educational course whereby students took on the role of minorities. The second was in a leadership course in childhood educational history classroom, which provided simulation on World Wars One and Two. The third was in mathematics for teacher’s class where students were simulated experiences. The fourth was in a childhood education course where student’s role play management skills.
They learn through assimilation and accommodation in complex cognitive development. Furthermore, interaction with physical and social environments is the key and development occurs in stages. An example of Jean Piaget theory carried out in the classroom is that giving children a great deal of hands-on practice, by using concrete props and visual aids. Taking into consideration and being sensitive to the possibility that students may have different meanings for the same word, or different words for the same meaning where students may expect everyone to understand the words they have
This method allows teachers to work with students who need extra help or attention in certain areas including behavioral. In each tier the article gives different strategies for teachers to choose from that will help with behavioral management. The three tiers include: preventative classroom management, first-line interventions, and intensive, individualized interventions. Some strategies that Sayeski provides for tier
In addition, review of the learning objective of the lesson at the beginning of the lesson and repeated /processed by students is necessary. The teacher is required to use the intervention curriculum the way it is written, however, research based strategies may be implemented into the lessons, as one method may not always work for all students. As suggested by Foorman and Torgeson (2001), a balance of instruction between traditional and literature-based instruction is most powerful, including all five components of literacy. Our reading program, Read Well, addresses a balanced instruction. Read Well, a comprehensive reading program encompasses phonemic awareness, phonics, fluency, comprehension, vocabulary, writing, and literature.
The Aural-Oral Approach in English Language Teaching In English language teaching there are several approaches that can be applied in a classroom. Each one has purpose and gives concern to certain skills (listening, speaking, reading and writing) development. One of these approaches is Aural-Oral Approach. The Aural-Oral Approach is based on developing two language skills: listening and after that speaking which is the earlier stage of learning a language (Geri, 1990). Aural means related to sense of hearing and oral related to verbal communication.
This research used the learning style questionnaire to identify the learning style preference/s of the respondents. According to this theory, all people are capable to understand our environment through language, spatial representation, mathematical analysis, musical thinking, Kinesthetic, intrapersonal, interpersonal. It implies that students have different strength of intelligences to carry out different tasks. The three most valuable senses in learning are vision, hearing, and touch. Meanwhile, constructivism helped the researcher in conceptualizing this study.
The article, “ Identifying Thinking Skills for Instruction in Your Classroom,” written by Deborah E. Burns, addresses and explains the taxonomy of Thinking Skills by focusing on the four major thinking skill categories, including: Analytical Reasoning Skills, Critical Thinking Skills, Organizational Thinking Skills, and Creative Thinking Skills. In the article, Burns explains the purpose of the taxonomy was to identify, “thinking skills that were most frequently addressed in the professional literature and within the various thinking skills programs and materials” (Burns D.E., 1993). Burns uses the article to provide strategies and examples in order for educators to successfully implement the taxonomy and thinking skills in different classroom settings. The article provides multiple outlets to provide the stimulus needed to exercise the Thinking Skills highlighted in the article. In the article, the author addresses the steps needed to successfully implement the taxonomy thinking skills, including: Teachers should be familiar with the thinking skills, teachers should identify student needs, and teachers should choose the most relevant skills according to content, curriculum, and developmental levels.