BYOD Making Connections to Pedagogy

In my last post I shared information about apps you could have your students download and save on their devices for use in the classroom. I know there are many apps available and you may still be a bit overwhelmed about which ones you may want to incorporate in the classroom. I definitely understand.

Thanks to a former AIMS colleague for sharing the work of Allan Carrington (http://www.unity.net.au/allansportfolio/), a scholar in Australia who has matched app use on devices with Bloom’s Taxonomy.

The Padagogy Wheel

Here is Allan’s blog with the explanation of the wheel: https://www.youtube.com/watch?v=RAYVQlUVpK4&feature=youtu.be

(Make sure you download the free PDF of the wheel at http://www.unity.net.au/allansportfolio/edublog/?p=874)

Since being introduced to the Pedagogy Wheel, I wanted to refresh my memory of Bloom’s Taxonomy. Here is an explanation in a YouTube video:  https://www.youtube.com/watch?v=__YdXxwBZ7Q

I hope this helps you with your thinking about what apps to incorporate into the classroom and which will become part of your regular teaching practices.

I especially got a good laugh watching the YouTube video with Andy Griffith Show clips explaining Bloom’s Taxonomy. Guess you know what vintage I may be!! https://www.youtube.com/watch?v=TrLWxa-cKKc

Thanks for commenting and I look forward to learning and sharing more about device and app use in the classroom.

Deb Porcarelli

Deb Porcarelli is an educator. For the last seventeen years she has facilitated math and science workshops for the AIMS Education Foundation, and currently is the Trainer/Liaison. Sharing with other educators is her passion. Following her blog may give teachers new thoughts or ideas to use in the classroom.

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3 Responses to BYOD Making Connections to Pedagogy

  1. During my years as a classroom math teacher, I shared the frustration that many of you must feel with students using finger counting techniques in seventh and eighth grades. I lost my job over that fact that I refused to give “F’s” and keep remediating the class for concepts not integrated in second grade. I gave full credit for setting the problem up using the inquiry-based approach that we used in class. I wasn’t going to interfere with James Joyce-level math (anyone get the joke?) because they missed something at Dick and Jane.

    Now that I’m blogging about neurological issues in math ed, I can demonstrate with research that I was right to be frustrated, but even more right to make a workaround. Teachers need tools to remediate dyscalculia. Doing so cleans up space in working memory, especially in the phonological process loop, that should be used for the integration of new knowledge and the extension of that knowledge into new terrain. Further, the central executive is able to mediate the process of learning, because it isn’t losing its capacity due to math anxiety.

    Computer-aided instruction (CAI) gets a mixed rap, but it works for dyscalculia. I’m not sure whether the process is mediated by taking the arithmetic completely out of working memory (certainly out of the realm of finger strategies!) and make it automatic. I can’t prove that this is how games like those on http://www.mathnook.com work, but I think it’s a good guess. Let’s get our students into full Bloom and off their fingers!

  2. I have heard of this approach before, but haven’t had time to really look at it. So today I get the Aimes email, and low and behold here it is again, Bloomastaxonomy and apps. I am so excited that I am having to go back and read and apply it to my lessons. I can’t wait to share your post and divulge more into this.

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