Cultural Exploration: Week 3

On Friday, March 2, students of Digital Voices will be assessing their Cultural Exploration Unit and their Digital Voices portfolio.  Students will be led through the assessment procedures during the first class (12:45 – 2:00 pm).

 

Cognitive Domain: Horizontal Axis – Three Stages

The horizontal axis of the Cognitive Domain is composed of a developmental sequence of three stages of thinking that follow Bloom’s taxonomy and Pearson and Gallagher’s “Gradual Release of Responsibility” Model of Explicit Instruction.

Horizontal Axis - Three Stages

Stage 1: Knows – Comprehends – Becomes Aware

The descriptors listed in the first stage, Knows – Comprehends – Becomes Aware, describe skills and knowledge about which learners already have some prior understanding, or that they acquire as the result of direct instruction and teacher modelling. Stage 1 in the Cognitive Domain involves acquiring knowledge, and beginning to develop structured thinking about that knowledge. There are two basic types of knowledge: declarative knowledge—learning about concepts such as community, honesty, or the rules of a game; and procedural knowledge—learning the steps or procedures in a process such as shooting baskets, performing long division, or following the steps to capture an image and insert it into a text document.

Stage 2: Analyzes – Applies – Believes

The descriptors in the second stage, Analyzes – Applies – Believes, describe the thinking skills and knowledge learners apply, with teacher support, to new learning and experiences. Stage 2 in the Cognitive Domain involves restructuring knowledge by applying higherlevel thinking, including comparison, classification, recognizing patterns, inductive reasoning, deductive reasoning, formulating opinions, persuasion, and arguing pro and con. Then it involves applying the results to extend and deepen understanding..

Stage 3: Synthesizes – Evaluates – Values

The descriptors in the third stage, Synthesizes – Evaluates – Values, describe more complex thinking behaviours, such as synthesis and evaluation, in which learners engage to create products and representations with increasing independence. Stage 3 in the Cognitive Domain involves synthesizing, transforming, and evaluating knowledge. Learners employ the higher-level critical and creative thinking skills, which they have begun to develop in the previous stages, to complete and evaluate authentic learning tasks employing ICT. Learners produce more complex representations by combining and transforming the understandings they construct in Stages 1 and 2, through asking essential questions, solving problems, and creating original representations that express ideas, feelings, and understandings for specific audiences.

Big Idea: Plan and Question

The first Big Idea in the Cognitive Domain, Plan and Question, describes learners who, in

  • Stage 1, follow given step-by-step plans and ask topic-related questions in preparation for gathering information to engage in inquiry
  • Stage 2, modify given plans and pose essential questions in preparation for gathering information to engage in inquiry
  • Stage 3, develop their own original plans and ask probing questions in preparation for gathering information to engage in inquiry

Big Idea: Gather and Make Sense

The second Big Idea in the Cognitive Domain, Gather and Make Sense, describes learners who, in

  • Stage 1, find and collect information from given electronic and media sources; cite sources of information; record data and make notes; as well as collect primary data using digital devices
  • Stage 2, search for information from multiple electronic and media sources; evaluate information for relevancy, accuracy, currency, and validity; organize and categorize information using ICT; and collect primary data using digital devices
  • Stage 3, assess all types of media and their sources, for relevancy, bias, motive, perspective, and context; incorporate new information with prior knowledge; and collect primary data using digital devicesBig Idea: Produce and Show Understanding

The third Big Idea in the Cognitive Domain, Produce to Show Understanding, describes learners who, in

  • Stage 1, compose text, record sound, sketch images, graph data and/or create video based on class discussion and teacher modelling
  • Stage 2, compose and edit electronic work according to established criteria
  • Stage 3, create and refine non-sequential representations of their understanding, such as hyperlinked web pages, layered graphic organizers, branching multimedia presentations, multiple sheet spreadsheets, virtual realities, and relational databases

Big Idea: Communicate

The fourth Big Idea in the Cognitive Domain, Communicate, describes learners who, in

  • Stage 1, share and display information and ideas from their electronic work with face-to-face audiences
  • Stage 2, discuss information, ideas, and/or electronic work using electronic communication devices
  • Stage 3, adjust their communication based on self-evaluation and audience feedback
Big Idea: Reflect

The fifth Big Idea in the Cognitive Domain, Reflect, describes learners who, in

  • Stage 1, participate in guided conversations to think about using ICT to extend their learning
  • Stage 2, invite and share constructive feedback, related to established criteria, on their use of ICT to extend their learning
  • Stage 3, self-monitor their learning goals and reflect on the value of using ICT to extend their learning and their critical and creative thinking

 

Affective Domain: Horizontal Axis – Three Stages

The Affective Domain contains descriptors referring to feelings and attitudes toward the use of ICT. It consists of three stages across the horizontal axis.

Horizontal Axis - Three Stages

Stage 1: Knows – Comprehends – Becomes Aware

The first stage in the Affective Domain involves developing awareness of issues related to using ICT under conditions that require external control.

Stage 2: Analyzes – Applies – Believes

The second stage in the Affective Domain involves developing, analyzing, and applying intrinsic beliefs about the issues related to using ICT.

Stage 3: Synthesizes – Evaluates – Values

The third stage in the Affective Domain involves adhering to an internal value system that controls personal behaviour related to using ICT.

Affective Domain: Vertical Axis – Four Big Ideas

The Affective Domain consists of four Big Ideas along the vertical axis

Horizontal Axis

Big Idea: Responsibility and Ethics

The first Big Idea in the Affective Domain, Responsibility and Ethics, refers to knowing about, demonstrating beliefs about, and valuing policies, guidelines, and behaviours for using ICT ethically, responsibly, and safely, including protection of privacy and of intellectual property. Learners are expected to demonstrate ethical and responsible behaviour at all times when using ICT.

Big Idea: Social Implications

The second Big Idea in the Affective Domain, Social Implications, refers to awareness of, beliefs about, and values concerning the uses of ICT in society, the societal consequences of ethical and unethical use of ICT, and the benefits and risks to communities and societies of developing and using ICT.

Big Idea: Collaboration

The third Big Idea in the Affective Domain, Collaboration, refers to students learning how to work in face-to-face groups, how to work together over distance in cyber groups, and how to lead collaborative groups while developing literacy with ICT.

Big Idea: Motivation/ Confidence

The fourth Big Idea in the Affective Domain, Motivation and Confidence, refers to students’ interest, persistence, and engagement in using ICT to learn, and in solving unique problems related to the use of ICT.

 

Task:

Students will:

 

 

 

 

 

 

Posted in About Digital Voices, Cultural Exploration Unit and tagged , , , , .

Leave a Reply