LeeAnna Hooper's Posts - Classroom 2.02024-03-29T15:43:05ZLeeAnna Hooperhttps://www.classroom20.com/profile/LeeAnnaHooperhttps://storage.ning.com/topology/rest/1.0/file/get/1950638479?profile=RESIZE_48X48&width=48&height=48&crop=1%3A1https://www.classroom20.com/profiles/blog/feed?user=0b0uayd59w2ix&xn_auth=noVirtual Realitytag:www.classroom20.com,2014-02-10:649749:BlogPost:9945962014-02-10T01:15:19.000ZLeeAnna Hooperhttps://www.classroom20.com/profile/LeeAnnaHooper
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<p><font size="3">This week I spent time researching and exploring the use of virtual reality in the classroom. This is a very new idea for me. A lot of my time was spent on discovering what is meant by virtual reality, what that looks like in the classroom, and the benefits of incorporating virtual simulations into teaching. As I researched this topic I found myself asking how can I use virtual reality in the classroom and how will it benefit my students. I am not…</font></p>
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<p><font size="3">This week I spent time researching and exploring the use of virtual reality in the classroom. This is a very new idea for me. A lot of my time was spent on discovering what is meant by virtual reality, what that looks like in the classroom, and the benefits of incorporating virtual simulations into teaching. As I researched this topic I found myself asking how can I use virtual reality in the classroom and how will it benefit my students. I am not sure that I have fully answered this question, but I did begin to gain a better understanding of what virtual reality means and some of the benefits it brings to teaching. </font></p>
<p><font size="3">I discovered that virtual reality programs can mean that students are collaborating in different ways. Students become engaged in what they are learning and students who struggle to be in engaged in content such as literacy may become reengaged through the use of virtual environments. Virtual worlds can provide students with new opportunities to participate in class. </font></p>
<p><font size="3">Although I found benefits to virtual reality in the classroom I do not feel that it provides a better learning experience for students than real world experiences. I think that virtual reality can help to provide new opportunities to kids that may otherwise not exist. For instance students can visit the world of Ancient Rome or interact with influential people that are no longer living. I do find that this to be a benefit to virtual reality and I think as time goes on the technology available for simulating these types of situations will begin to get even better. However, I think that real life experiences will always trump virtual experiences. A surgeon can learn the steps for a surgical procedure through a virtual simulation, but what is done in the surgery room cannot be completely replicated and a virtual simulation cannot be set up to completely match real world. It is the real world, hands on experiences that, in my opinion, provide the better learning experience. </font></p>
<p><font size="3">It will be interesting to see over the next ten years how virtual reality will change and grow. I do think that it will become more prevalent in classroom instruction. I think it will continue to grow in higher education and be used more frequently in job training programs. I believe that the benefits for its use will increase and more and more classroom teachers will seek out the tools in order to bring virtual reality into the classroom. That being said, I do not think it will ever replace real world experiences. </font></p>
<p></p>Social Networkingtag:www.classroom20.com,2014-02-02:649749:BlogPost:9931892014-02-02T21:07:27.000ZLeeAnna Hooperhttps://www.classroom20.com/profile/LeeAnnaHooper
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<p><font size="3">This week provided me the opportunity to explore social networking sites that I can use in the classroom. I also had the opportunity to look at how to prepare students to be digital citizens and the importance of emphasizing digital citizenship ideals. After this week I have discovered that I have barely scratched the surface of using social networking in the classroom. Today, I use tools such as Pandora, Google Sites, and YouTube. After exploring…</font></p>
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<p><font size="3">This week provided me the opportunity to explore social networking sites that I can use in the classroom. I also had the opportunity to look at how to prepare students to be digital citizens and the importance of emphasizing digital citizenship ideals. After this week I have discovered that I have barely scratched the surface of using social networking in the classroom. Today, I use tools such as Pandora, Google Sites, and YouTube. After exploring new ways to utilize social networking tools I now have some ideas for how I can better incorporate social networking into the sixth grade classroom.</font></p>
<p><font size="3">To begin with, I would like to use a social networking site such as Edmodo or Schoology. These are Learning Management Systems, but they have social networking functions that help to engage students and allow them to practice social networking in a safe environment. I researched both this week and I am still not sure which would be the best system to use with sixth grade. Jefferson County really pushes teachers to use Schoology. I am currently using Schoology for professional purposes, but I have not looked at how to use it with students. Fortunately my district offers a Schoology class that I can take over the summer. After participating in the discussion I learned a little more about Edmodo. Many of my peers suggested that this is an exceptional tool and perfect for elementary students. I know that I would like to start utilizing one of these tools in the classroom, so my next step is to dive in and really explore both to determine which would work best.</font></p>
<p><font size="3">Additionally, I enjoyed learning more about how I can use Twitter in the classroom. I have been pseudo using Twitter by taking the tweet idea into the classroom, but not utilizing the technology resource itself. Finally, I got the approval from the technology specialist to begin using Twitter in the classroom. This is something that I intend to follow through with for next year. I would like to set up a class account and do some shared writing with Twitter. One thing that I need to find out more about is how students and their families will have access to these tweets. I will do some research as to whether they have to have a Twitter account.</font></p>
<p><font size="3">Lastly, I would like to pursue the use of blogs in the classroom. I liked Theresa’s idea of the blog challenge and I intend to find more information to see if this is something that I can begin to use this year. Next year I would like to start the year with blogging and have it continue throughout the entire year. It would be great to look at how we can use blogging as a school and connect to the work we are doing with the 100 Mile Club and having students chronicle that experience. It would be a great way to track their goals and achievements and bring the success they find on the track into the classroom. </font></p>
<p><font size="3">I enjoyed this learning topic and have some new ideas that I would like to try. There is no doubt; social media is a powerful tool. Students are already using these tools so it would be great to find ways to optimize these ideas in the classroom and engage students in their own learning. </font></p>
<p></p>Acceptable Use Policytag:www.classroom20.com,2014-01-20:649749:BlogPost:9898632014-01-20T23:39:47.000ZLeeAnna Hooperhttps://www.classroom20.com/profile/LeeAnnaHooper
<p><font face="Calibri"><font size="3">The National Education Association has determined that an effective Acceptable Use Policy (AUP) contains six elements: a preamble, a definition section, a policy statement, an acceptable uses section, an unacceptable uses section, and a violations/sanctions section. Jefferson County School District has written an Acceptable Use Policy. This blog will compare Jefferson County’s AUP to the six elements that have been suggested by the National Education…</font></font></p>
<p><font face="Calibri"><font size="3">The National Education Association has determined that an effective Acceptable Use Policy (AUP) contains six elements: a preamble, a definition section, a policy statement, an acceptable uses section, an unacceptable uses section, and a violations/sanctions section. Jefferson County School District has written an Acceptable Use Policy. This blog will compare Jefferson County’s AUP to the six elements that have been suggested by the National Education Association. </font></font></p>
<p><b><font face="Calibri" size="3">Preamble</font></b></p>
<p><font face="Calibri"><font size="3">The preamble should contain information about why the AUP is needed, its goals, and the process for developing the AUP. Jefferson County’s AUP does contain a preamble. Jefferson County’s preamble begins by explaining that they will offer internet access to all stakeholders. The document goes on to discuss that it is a legal document and it must be signed by students and parents before students have access to computers and/or network and before internet access will be granted. Jefferson County’s AUP does not explicitly address the three components that should be addressed in the preamble. There is not information given about why the AUP is needed. It seems that the why piece has been omitted and instead the focus is on that the document is a legal document that must be signed in order for students to use computers and internet. The goals for the AUP are not addressed in the preamble and the process for developing the AUP was not discussed. </font></font></p>
<p><b><font face="Calibri" size="3">A definition Section</font></b></p>
<p><font face="Calibri"><font size="3">The purpose of the definition section is to define key words that will be used and addressed in the district or school’s AUP. This is a key component to an AUP as it helps to ensure student and parent understanding of what is being addressed or discussed within the AUP. Jefferson County’s AUP does not have a definition section. Directly after the preamble, the document moves into a section on personal safety. This section discusses how the internet will or will not be used by internet users and the school district. Ideas about the sharing of personal information are among some of the safety ideas discussed under this section. A definition section is absent from the entire document and definitions are not given or addressed anywhere within the document. </font></font></p>
<p><b><font face="Calibri" size="3">Policy Statement</font></b></p>
<p><font face="Calibri"><font size="3">The policy statement of an AUP explains what computer services are covered under the AUP and the circumstances under which the students can use these services. Jefferson County’s AUP does not directly have a policy statement. Embedded within the AUP the district addresses the use of computers and internet as the services that are covered under the AUP. No specific services are addressed. The district has a section entitled “System Resources” in their AUP. This section addresses some of the circumstances under which students can use the computer and internet as resources. </font></font></p>
<p><b><font face="Calibri" size="3">An Acceptable Uses Section</font></b></p>
<p><font face="Calibri"><font size="3">Under this section of an AUP, the writers would explain the acceptable uses of computer services. The Jefferson County AUP does not contain an acceptable uses section. The “System Resources” section and the “User Rights” section does include some information regarding the acceptable use of the computer network. For example, under the “System Resources” section, the district has determined that the computer network will only be used for career and educational purposes. Under the “User Rights” section it states that the user shall have the responsibility to use computer resources for academic purposes. Both sections go on to discuss ways in which the user will or will not utilize the network. For example, the “System Resources” section states that users will notify teachers and/or administration when inappropriate materials are being accessed using district computers and/or internet. </font></font></p>
<p><b><font face="Calibri" size="3">An Unacceptable Uses Section</font></b></p>
<p><font face="Calibri"><font size="3">The AUP should address the unacceptable uses of internet and computer systems. Under this section, the writers of the AUP should address what types of sites are off limits to students, what type of information should be prohibited, and what type of student behavior should be restricted. The Jefferson County School District does include an Unacceptable Uses section in their AUP. In addition some of the information that should be included in this section can also be found in the “System Resources” and “User Rights” sections. Although Jefferson County has included an “Unacceptable Uses” section, they have not covered the recommended information within that section. Their “Unacceptable Uses” section includes information on the purpose for utilizing a computer network (for educational purposes), limits on days, times, and hours that the resources can be used, and use of the system is contingent on parent or guardian permission. The section also explains that users are responsible for maintaining email accounts and that information found under student profiles is not private. There is an “Illegal and/or Unacceptable Usage” section. This section explicitly defines unacceptable ways in which users shall not use the system. This section includes the unacceptable use of copyrighted materials, violence, and illegal materials. Additionally the section addresses the downloading of shareware or freeware and harassment of others. </font></font></p>
<p><b><font face="Calibri" size="3">Violations/Sanctions Section</font></b></p>
<p><font face="Calibri"><font size="3">This section should include information on how to report violations of the AUP. Jefferson County did include a “Consequences” section. Under this section the writers of the AUP indicate that consequences can be handed out for individuals that violate or fail to follow the district’s AUP. The section also lists some of the consequences that may be put into place including payment for damages, denial of computer or internet access, suspension, expulsion, and other disciplinary actions. This section explains that law enforcement involvement may occur if any state or federal violations happen. </font></font></p>
<p><font face="Calibri"><font size="3">Overall it seems that the Jefferson County AUP does have some of the components that the National Education Association has deemed important to include in an Acceptable Use Policy. It is clear that Jefferson County is missing some important components, such as a definition section. Jefferson County has also added some of their own sections including a “Safety Guidelines” section. </font></font></p>
<p></p>Blogging About Bloom and Marzanotag:www.classroom20.com,2014-01-18:649749:BlogPost:9895682014-01-18T22:35:43.000ZLeeAnna Hooperhttps://www.classroom20.com/profile/LeeAnnaHooper
<p>Bloom’s Taxonomy has become an important part of my planning process. My school has a leadership team that works with an outside company to make instructional improvements. Our current goal is to create objectives that require students to complete tasks at a higher depth of knowledge. As a part of our training on improving depth of knowledge, we have done a lot of work with Bloom’s Taxonomy and have made it a regular part of our planning process. Previously, I had used Bloom’s to plan,…</p>
<p>Bloom’s Taxonomy has become an important part of my planning process. My school has a leadership team that works with an outside company to make instructional improvements. Our current goal is to create objectives that require students to complete tasks at a higher depth of knowledge. As a part of our training on improving depth of knowledge, we have done a lot of work with Bloom’s Taxonomy and have made it a regular part of our planning process. Previously, I had used Bloom’s to plan, but now I am looking at how it can be used to increase depth of knowledge. My goal is to get kids to complete tasks at a higher depth of knowledge and Bloom’s is a great tool to help develop tasks that will achieve this goal. I like the idea of incorporating Marzano’s research into what I am doing currently with Bloom’s. </p>
<p>Although I am currently using Bloom’s to plan, I am not using Bloom’s Digital Taxonomy in my planning. Until this week I had not been aware that there was a Digital Bloom’s and I enjoyed using it to create activities in this week’s learning topic. I plan to utilize the Digital Bloom’s in order to ensure that I am integrating technology into the learning objectives at all thinking levels. I plan to keep a print out of Bloom’s Digital Taxonomy with my planning documents, so that I can reference it when planning. In addition to using the digital taxonomy, I will also keep Marzano’s nine strategies with my planning resources, so that I can keep them in mind when planning. I found the planning document that we did using Bloom’s and Marzano’s a great practice for looking at how to embed both into planning. It changed the way that I thought about learning objectives and pushed me to be a little more thoughtful of the objective and the task. I believe that planning with all three of these tools will truly benefit my students and help me to reach a higher depth of knowledge.</p>
<p>I believe that the staff at Patterson would benefit from looking at Bloom’s Digital Taxonomy. Since we are looking at Bloom’s as a whole school, I think it would be beneficial to see how we can incorporate the digital piece. I believe it is always important to look at ways in which we can integrate technology into lessons. I think the best way to share this learning with the staff would be to present what I know about Bloom’s Digital Taxonomy at a professional development meeting. I could explain the digital component and explain how I have been using it in my planning. I think adding the digital component would be valuable to the staff at Patterson. </p>Investigating Bloom's Taxonomytag:www.classroom20.com,2014-01-16:649749:BlogPost:9893142014-01-16T04:28:57.000ZLeeAnna Hooperhttps://www.classroom20.com/profile/LeeAnnaHooper
<p dir="ltr" style="text-align: center; line-height: 1.15; margin-top: 0pt; margin-bottom: 0pt;"><span style="color: #000000; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; background-color: transparent;">Investigating Bloom’s Taxonomy…</span></p>
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<p style="text-align: center; line-height: 1.15; margin-top: 0pt; margin-bottom: 0pt;" dir="ltr"><span style="color: #000000; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; background-color: transparent;">Investigating Bloom’s Taxonomy</span></p>
<p style="text-align: center; line-height: 1.15; margin-top: 0pt; margin-bottom: 0pt;" dir="ltr"><span style="color: #000000; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; background-color: transparent;">Bloom’s Revised Taxonomy Vs. Digital Bloom’s Taxonomy</span></p>
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<colgroup><col width="*"></col><col width="*"></col></colgroup><tbody><tr style="height: 0px;"><td style="padding: 7px; border: 1px solid #000000; vertical-align: top;"><p style="text-align: center; line-height: 1; margin-top: 0pt; margin-bottom: 0pt;" dir="ltr"><span style="color: #000000; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; background-color: transparent;">Similarities</span></p>
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<td style="padding: 7px; border: 1px solid #000000; vertical-align: top;"><p style="text-align: center; line-height: 1; margin-top: 0pt; margin-bottom: 0pt;" dir="ltr"><span style="color: #000000; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; background-color: transparent;">Differences</span></p>
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<tr style="height: 0px;"><td style="padding: 7px; border: 1px solid #000000; vertical-align: top;"><p style="line-height: 1; margin-top: 0pt; margin-bottom: 0pt;" dir="ltr"><span style="color: #000000; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; background-color: transparent;">Both have 6 levels (remembering, understanding, applying, analyzing, evaluating, and creating).</span></p>
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<td style="padding: 7px; border: 1px solid #000000; vertical-align: top;"><p style="line-height: 1; margin-top: 0pt; margin-bottom: 0pt;" dir="ltr"><span style="color: #000000; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; background-color: transparent;">Revised Bloom’s is set up as a pyramid</span></p>
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<tr style="height: 0px;"><td style="padding: 7px; border: 1px solid #000000; vertical-align: top;"><p style="line-height: 1; margin-top: 0pt; margin-bottom: 0pt;" dir="ltr"><span style="color: #000000; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; background-color: transparent;">Both utilize verbs</span></p>
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<td style="padding: 7px; border: 1px solid #000000; vertical-align: top;"><p style="line-height: 1; margin-top: 0pt; margin-bottom: 0pt;" dir="ltr"><span style="color: #000000; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; background-color: transparent;">Digital Bloom’s is set up as a map</span></p>
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<tr style="height: 0px;"><td style="padding: 7px; border: 1px solid #000000; vertical-align: top;"><p style="line-height: 1; margin-top: 0pt; margin-bottom: 0pt;" dir="ltr"><span style="color: #000000; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; background-color: transparent;">Levels are set up with lower order thinking skills on the bottom and higher order thinking skills at the top</span></p>
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<td style="padding: 7px; border: 1px solid #000000; vertical-align: top;"><p style="line-height: 1; margin-top: 0pt; margin-bottom: 0pt;" dir="ltr"><span style="color: #000000; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; background-color: transparent;">The Digital Taxonomy includes a communication spectrum that includes ideas such as collaborating, texting, and posting and blogging</span></p>
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<td style="padding: 7px; border: 1px solid #000000; vertical-align: top;"><p style="line-height: 1; margin-top: 0pt; margin-bottom: 0pt;" dir="ltr"><span style="color: #000000; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; background-color: transparent;">In each level of Digital Bloom’s includes digital verbs that connect to the use of technology. </span></p>
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<p style="line-height: 1.15; margin-top: 0pt; margin-bottom: 0pt;" dir="ltr"><span style="color: #000000; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; background-color: transparent;">One idea that I would consider adding to the Bloom’s taxonomy is the idea of asking students to prove or justify their answer. This is something we have started to incorporate in our constructed responses for math. It asks students to reach that higher level thinking by having to prove that their thinking or answer is correct. This includes the idea of justifying their answer and explaining why other answers would not work. By asking students to prove their thinking, you are asking them to reach a deeper depth of knowledge.</span></p>
<p style="text-align: center; line-height: 1.15; margin-top: 0pt; margin-bottom: 0pt;" dir="ltr"><span style="color: #000000; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; background-color: transparent;">Lesson Idea</span></p>
<p style="line-height: 1.15; margin-top: 0pt; margin-bottom: 0pt;" dir="ltr"><span style="color: #000000; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; background-color: transparent;">A lesson that I just taught the other day asks kids to think about and work through story problems that involve dividing by fractions. This lesson connects to the essential question, how do you divide fractions? By the end of the lesson, students will be able to solve division problems that involve fractions and discuss the steps and strategies used. The students have been working on the steps for dividing fractions and we have started to talk about how to apply this skill to word problems. In the original lesson, I put the story problem up on the document camera.</span></p>
<p style="line-height: 1.15; margin-top: 0pt; margin-bottom: 0pt;" dir="ltr"> </p>
<p style="line-height: 1.15; margin-top: 0pt; margin-bottom: 0pt;" dir="ltr"><span style="color: #000000; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; background-color: transparent;">Story Problem: You have ¾ of a pumpkin pie remaining. You divide the pie into 6 equal slices. What fraction of the original pie is each slice? </span></p>
<p style="line-height: 1.15; margin-top: 0pt; margin-bottom: 0pt;" dir="ltr"> </p>
<p style="line-height: 1.15; margin-top: 0pt; margin-bottom: 0pt;" dir="ltr"><span style="color: #000000; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; background-color: transparent;">The kids worked with a partner or small group to solve the problem and then share their answers with the class. As a class, we have a discussion about the problem, the steps that the students had taken, and their math thinking. In the current lesson format, the students are working on applying what they know about dividing fractions and solving story problems. They are asked to collaborate with a peer or peers. As it is, the lesson does not include a technology component.</span></p>
<p style="line-height: 1.15; margin-top: 0pt; margin-bottom: 0pt;" dir="ltr"> </p>
<p style="line-height: 1.15; margin-top: 0pt; margin-bottom: 0pt;" dir="ltr"><span style="color: #000000; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; background-color: transparent;">As I look at the revised Bloom’s and the Digital Bloom’s I would make some changes to the lesson discussed above. To begin with, I would ask students to spend more time collaborating on the story problem in small groups. As students work through the problem, I would ask that they create a model that would help others to think about and solve the problem. Or a model that represents and connects to their thinking. By asking them to create a model, I am deepening the student’s thinking by increasing their level of thinking and the depth of knowledge. This moves the lesson up to the creating level of the Revised Bloom’s Taxonomy.</span></p>
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<p style="line-height: 1.15; margin-top: 0pt; margin-bottom: 0pt;" dir="ltr"><span style="color: #000000; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; background-color: transparent;">I would like to incorporate a higher level of the Digital Bloom’s by incorporating a technology component to the lesson. In the original lesson, the students present their thinking to the class through an oral presentation. Instead of students collaborating on an oral presentation, I would like students to create an Educreations or Show Me presentation using the iPads on how the story problem was solved and how the students used a model to express their thinking. Students can then share their presentations in small groups, educating other students on how to solve division story problems and how the group used a model to explain their thinking. I could expand on this idea with later lessons by giving students slightly different story problems and having them teach their peers how the problems would be solved. Students will have to use a higher level of thinking to determine what information will be shared and how to effectively share the information in an Educreations presentation in order to teach others the math. </span></p>
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<p style="text-align: center; line-height: 1.15; margin-top: 0pt; margin-bottom: 0pt;" dir="ltr"><span style="color: #000000; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; background-color: transparent;">References</span></p>
<p style="line-height: 1.15; margin-top: 0pt; margin-bottom: 0pt;" dir="ltr"><span style="color: #000000; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; background-color: transparent;">Churches, A. (2014). “Bloom’s Digital Taxonomy”. Educational Origami. Retrieved from:</span></p>
<p style="line-height: 1.15; text-indent: 36pt; margin-top: 0pt; margin-bottom: 0pt;" dir="ltr"><a style="text-decoration: none;" href="http://edorigami.wikispaces.com/Bloom%27s+Digital+Taxonomy"><span style="color: #1155cc; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap; background-color: transparent;">http://edorigami.wikispaces.com/Bloom%27s+Digital+Taxonomy</span></a></p>
<p style="line-height: 1.15; margin-top: 0pt; margin-bottom: 0pt;" dir="ltr"><span style="color: #000000; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; background-color: transparent;">Overbaugh, R and Schultz, L. (no date). “Bloom’s Taxonomy”. Old Dominion University. </span></p>
<p><b id="docs-internal-guid-1f82632d-994d-cebf-e2a3-be4d1194c567" style="font-weight: normal;"><span style="color: #000000; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; background-color: transparent;">Retrieved from:</span> <a style="text-decoration: none;" href="http://ww2.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm"><span style="color: #1155cc; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap; background-color: transparent;">http://ww2.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm</span></a></b></p>