This week we learned about PowerPoint and how it is a successful tool to use within the classroom. A few important aspects that were vital to this weeks discussion were the do's and don'ts of PowerPoint. I hate to admit it but I am guilty of a few of the don'ts, and from now on nobody else needs to know that information. For and example, using too many words on one slide, or even using too many slides altogether. As we already know, PowerPoint holds an important part within the classroom. As a teacher PowerPoint may act as a guide to both the material that will be discussed at that time, but also to keep the students engaged in the material. As discussed in class, teachers have the opportunity to use PowerPoint in multiple ways. A mode for active learning was revealed through the Jeopardy game. Also teachers can use it as a slide show in a science class for an example, in order to show animals who live in certain environments. Therefore the students are able to keep interest during instruction. That I believe is a great example of the benefits of PowerPoint for students. Therefore my use of PowerPoint would be to keep the teacher and student together (on the same page) during instruction.
Blooms taxonomy links were very interesting in the sense that they broke down learning into so many different parts. Included are knowledge, comprehension, application, analysis, synthesis, and evaluation. Each new part (as I had listed above), goes into a deeper relationship between learner and the material learned. A statistic that caught my attention was regarding testing. "Bloom found that over 95 % of the test questions students encounter require them to think only at the lowest possible level...the recall of information" (Taxonomy 2). WOW! Though this statistic is surprisingly high, as I think back into my memories of test taking just recalling information seems to be the basis of testing. Memorize it for the test...move on to the next subject and never visit that topic again. With that being so common as well as the combination of constant testing for"No Child Left Behind" it seems that students have too much pressure and not enough time to do anything deeper than just recalling information. With more time spent on instruction, I feel that there is a greater chance that students will reach higher levels in Bloom's Taxonomy.
Subscribe to:
Post Comments (Atom)
1 comment:
I also find that, when using PowerPoint, I stray away from the main point and focus on making my presentation all glamorous, or if I'm in a rush, full of paragraphs on about 3 slides. This last session really reminds me to step back and look at my presentation from a viewers standpoint, as we should do in all types presentations. Also, I agree that Bloom's idea can help the educational system move toward less tests and more teacher-student instruction, or at least develop curriculums to where students aren't forced to memorize, then ultimately move on and forget.
Post a Comment