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I have created a learning sequence designed specifically for a grade 9 Media Arts class. This learning sequence delved into the creation of media artworks for a particular genre with the purpose of meeting or manipulating the expectations of the audience.

Throughout the process of gathering resources for my curated collection, I came across a storyboarder program created by Wonder Unit. Throughout my placements, the students had always created their storyboards by hand. I had considered creating storyboards digitally but before coming across this program, had only thought of using Canva. This program is designed specifically for storyboarding and can be seamlessly integrated into other programs such as Adobe Photoshop. This tool would be an incredible asset for students to utilize in their planning stages of any media artworks they plan to create. This tool allows students to draw scenes and effectively communicate what is happening and what is required for each scene. Additionally, students are able to write notes in relation to each scene which they may use in the learning sequence to identify what camera angles they plan to use, or if there is any dialogue in that particular scene.

This tool would provide students with support in creating their storyboards as it would allow them to transform their work into the digital space. Many students are not confident in their drawing ability and prefer to use images as reference and this program allows students to do that.  There are a variety of YouTube videos that explain in detail how to effectively utilize the program. Another added benefit of having digital storyboards is that they are able to be shared more easily and can be accessed from a variety of places.

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Storyboarder - The best and easiest way to storyboard.

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Storyboarder makes it easy to visualize a story as fast you can draw stick figures. Quickly draw to test if a story idea works. Create and show animatics to others. Express your story idea without mak

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An incredible resource that explores the Australian curriculum with digital technologies. This resource provides teachers with great ideas and materials to allow for more ICT to be implemented into the classroom.

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Understanding DT

Engage with the Digital Technologies curriculum to plan, implement and assess effective lessons.

Plan and prepare

Guidance and support to develop and implement a whole-school plan.

Teach and assess

Students can learn to code and create using digital technologies, and find out about relevant careers.

For families

Find out about Digital Technologies to support your child to learn skills, create digital solutions and find a related career.

Programming

This series of three infographics provide an explanation of 'Programming' with relevant examples for each Year band and 'I can' statements

Algorithms

This series of three infographics provide an explanation of 'Algorithms' with relevant examples for each Year band and 'I can' statements.

Data representation

This series of three infographics provide an explanation of 'Data representation' with relevant examples for each Year band and 'I can' statements.

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Support for the Australian Curriculum: Digital Technologies with lesson plans, case studies, advice for school leaders, activities for students and for families. See links to the digital technologies industry events and programs. Get support with the development of computational thinking and coding skills in Australian students.

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This platform is a great digital resource for teachers to implement into the classroom. Blogger allows students to practice their reflective writing and peer feedback whether at home or in the classroom.

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Free weblog publishing tool from Google, for sharing text, photos and video.

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A great online resource that allows teachers to track students learning through formative assessment. Teachers are able to not only see which students got the questions right and wrong, but how quickly they chose their answer.

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Join a game of kahoot here. Kahoot! is a free game-based learning platform that makes it fun to learn – any subject, in any language, on any device, for all ages!

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Allows multiple media formats to be played. This program can also allow the teacher to prepare videos for the class ahead of time without having to worry about having internet access.

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VLC is a free and open source cross-platform multimedia player and framework that plays most multimedia files, and various streaming protocols.

Version 3.0.20 * Windows * 38 MB

Simple, fast and powerful

Plays everything - Files, Discs, Webcams, Devices and Streams.

Plays most codecs with no codec packs needed - MPEG-2, MPEG-4, H.264, MKV, WebM, WMV, MP3...

Runs on all platforms - Windows, Linux, Mac OS X, Unix, iOS, Android ...

Completely Free - no spyware, no ads and no user tracking.

learn more

Customise

Windows

Apple Platforms

Sources

You can also directly get the source code.

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Official download of VLC media player, the best Open Source player

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This tool allows students to edit videos for free. This program provides students with more freedom to experiment with the program as they are able to access it outside of the classroom.

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Download OpenShot Video Editor 3.1.1 - now with improved stability and quality-of-life improvements! Highlights & Features: Fixes and Improvements to Tracker and Object Detection effects (fix propert...
Read More
Download OpenShot Video Editor 3.1 - now with 400+ video profiles, improved features, bug fixes, and faster performance! Highlights & Features: Free & Open-Source Video Editor Improved Profiles (400+...
Read More

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OpenShot Video Editor | Free, Open, and Award-Winning Video Editor for Linux, Mac, and Windows!

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OpenShot is an award-winning free and open-source video editor for Linux, Mac, and Windows. Create videos with exciting video effects, titles, audio tracks, and animations.

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Videos (Over 2 Million Educational Videos Available)

Thomas Jefferson - Author of The...

Women's History Activator: Eleanor Roosevelt

How Computers Work: What Makes a Computer,...

Other Resource Types (4,838)

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Media Arts Lesson Plans & Worksheets Reviewed by Teachers

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Find media arts lesson plans and teaching resources. From arts media careers worksheets to mixed media arts videos, quickly find teacher-reviewed educational resources.

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This program allows teachers to transform their students learning by being able to share files online. Students are able to provide their peers with feedback and access their work outside of the classroom.

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Make amazing things happen together at home, work, and school.

More is possible with Microsoft Teams

Stay connected and access shared content any time to learn, plan, and innovate—together.

Connect naturally

Make something great together

Stay in the flow

Connect naturally

Chat, call, and share video simply from one place that helps you stay close to all the people in your life.

Connect naturally

Make something great together

Stay in the flow

Make something great together

With shared documents and files always available, you can create, share, and exchange ideas whenever you want to and keep things moving forward together.

Connect naturally

Make something great together

Stay in the flow

Stay in the flow

When all the best apps and features that you need are at your fingertips, you become more focused and efficient.

Get started with Microsoft Teams today

Follow Microsoft 365

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When autocomplete results are available use up and down arrows to review and enter to select. Touch device users, explore by touch or with swipe gestures.

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This is a great resource that would allow students to make connections with peers from different schools in different locations around the globe. Students would be able to discuss real world issues and the similarities in the content they are learning.

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This resource allows teachers, especially graduate teachers to determine how they are meeting the Australian Professional Standards for Teachers. Utilizing these Standards as a base line will allow teachers to effectively reflect on their teaching practice and improve.

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Australian Professional Standards for Teachers

The Australian Professional Standards for Teachers help you understand and develop your teaching practice and expertise across 4 career stages. By demonstrating the Standards you can have maximum impact on all learners.

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australian professional standards for teachers

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Australian Professional Standards for Teachers

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ACARA allows teachers to stay up to date on the curriculum requirements for their teaching area and year level. This will allow teachers to adapt their content each year.

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This resource is especially important for teachers who teach senior year levels in Queensland. This website allows both students and teachers to look up their syllabus to understand their assessment requirements more. This allows teachers to plan their lessons based on students upcoming external assessments.

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Queensland Curriculum and Assessment Authority

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Queensland Curriculum and Assessment Authority

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The Queensland Curriculum and Assessment Authority is a statutory body of the Queensland Government. We provide Kindergarten to Year 12 syllabuses, guidelines, assessment, reporting, testing and certification services for Queensland schools.

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Another great resource for both students and teachers as it provides a more in-depth explanation of what students are expected to learn.

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This is another online quiz resource that can be used within the classroom. Some students prefer Blooket over Kahoots as it offers different features. This resource still provides the teacher with valuable information regarding students retainment of new concepts introduced.

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Join a game of Blooket to answer questions and compete in a fierce clash to determine who is the best and what Blook will come out victorious.

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Scooped from Adam Mccormick

Aligning with the new 2019 QCE and Senior FTNMA Syllabus, this is a must have resource for Film & Television Teachers. Laid out with each area corresponding with the individual units (1-4) of the QCAA Film & Television subject.

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Nelson Film Television and New Media for QCE: Student Book with 1 Access Code for 26 Months Resources and Supplies - Teacher Superstore

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Nelson Film Television and New Media for QCE: Student Book with 1 Access Code for 26 Months - Nelson - Nelson Film, Television and New Media for QCE is a stand-alone textbook for the Film, Television and New Media syllabus being implemented in 2019.

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This ICT resource provides both students and teachers a central hub to store learning materials and student data. This software allows for documents to be stored for individual students and for teachers to share with the class. It is also free for teachers and students to use.

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Scooped from Tiarna Taylor

Scootle is a national digital learning repository which provides Australian teachers with access to digital learning items, provided by a wide array of contributors and aligned to core areas of the Australian Curriculum.

The digital resources available to teachers nationally include:

interactive, multimedia resources

audio, photo and video resources

open-ended tools for teachers and students to create learning resources

interactive assessment resources

work samples

collections of curriculum resources

teacher ideas and units of work.

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Scootle provides Australian teachers with access to quality-assured digital learning resources aligned to the Australian Curriculum.

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Amazing online resource that allows students to create anything from presentations, to story boards. Students are able to continue to knowledge on the program to improve their output.

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Canva is a free-to-use online graphic design tool. Use it to create social media posts, presentations, posters, videos, logos and more.

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This online resource provides teachers with a wide range of resources that would transform learning in the classroom. The resources provided on this website focus of media through lessons plans, worksheets and videos.

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Think a show you saw on ABC TV Education could help your lesson?

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A great resource to ensure students understand copyright laws. This website also provides fact sheets that can be printed out and given to students or provided through a program like OneNote.

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Creative Commons Australia | Creative Commons works to increase sharing, collaboration and innovation worldwide.

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Creative Commons: Education | Creative Commons Australia

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Assisting students and teachers to share creative and educational resources freely with others.

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YouTube is an amazing platform that allows students to experience the real world in ways they would not be able to in person. This platform also provides a large variety of learning resources from field experts. Students are also able to use this platform to share their own work and receive feedback from a variety of users, not just their peers.

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Enjoy the videos and music you love, upload original content, and share it all with friends, family, and the world on YouTube.

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An insightful article that depicts how game-based learning can enhance students learning experiences. The program has a variety of lessons set out for different subjects and can allow students to interact and experiment with new concepts introduced, rather than viewing as a video.

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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Rescooped from Phoebe Hines.

There are some quick and efficient exit ideas on this webpage that can be enacted verbally, on paper or digitally. A PDF version could simply be printed on my desk to refer to at the end of the lesson to check for understanding

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Class is done. We've learned a lot. We've tried some new things. We've had some great discussions.

So ... now what?

How can we make the most of the end of class? How can we tie a bow on a day of class to wrap everything up?

An exit ticket gives us that opportunity - much like bell-ringer activities help us kick class off effectively.

The name "exit ticket" makes it sound like you need a ticket to exit the room, but exit tickets are final quick check-ins with students before class wraps up.

What can we do with exit tickets?

In an article in the publication Educational Leadership by ASCD, Robert Marzano explains that there are four kinds of prompts teachers often use with exit slips - prompts that ...

Provide formative assessment data (How would you rate your current level of understanding of what we did today?)

Stimulate student analysis (How hard did you work today? What could you have done to help yourself learn better?)

Focus on instructional strategies (How did the group work today help you understand the content?)

Are open communications to the teacher (What could I do differently to help you understand better?)

Exit tickets are also a research-based best practice for several reasons ...

Exit tickets are a pretty versatile tool. We can use exit tickets one day as formative assessment and on another day to check in on students' feelings to learning.

Armed with this data, it can inform your instruction instantly - as soon as the next day or even later on in that same day!

So ... what does this look like in a classroom? What digital tools can help us with exit tickets? I have 10 ideas for both!

BONUS: The Exit Ticket Builder for Google Slides and PowerPoint

Having some ideas for exit ticket prompts can save you time AND help you remix them to meet the needs of your students.

Here I'll share 10 exit ticket prompts ... but let's take it a step further!

These prompts are part of my FREE Exit Ticket Builder template for Google Slides and PowerPoint! With this template, you can quickly add any of the 20 pre-made exit ticket prompts to your slide deck -- then assign it to students.

Flip through the slides below to see all the exit ticket ideas in the Exit Ticket Builder.

Then, make a copy in Google Slides or PowerPoint to assign to your students!

10 ideas for exit ticket prompts

Here are 10 exit ticket prompt ideas that you can use to wrap up your class ...

1. Do you agree or disagree with the topic today? Describe why. If you're studying a topic that has two or more sides, this lets the student decide where he/she stands and why.

2. How are you doing? Just a simple social-emotional check-in can give the teacher valuable information and help the student to feel seen and heard.

10 digital tools for exit tickets

The traditional way of doing exit tickets is with slips of paper. That's totally fine. But we do have plenty of digital options that give us variety.

The great thing about many of these is that you can re-use them. For many, you can create them once and use the same (or similar) questions and templates without having to reinvent the wheel.

Here are some digital tools and ideas for using them for using digital exit tickets in the classroom.

1. Socrative

Use Socrative ( socrative.com) for to ask a quick question or do a quick poll at the end of class. The quick question option lets you ask a super-fast open-ended or multiple choice question. Plus, Socrative has a built-in exit ticket option, asking students ...

how well they understood the day's lesson (multiple choice)

what they learned (open-ended)

to answer an additional question from the teacher, maybe one you ask verbally (open-ended)

Benefits: It's fast and summarizes your info quickly on one screen.

2. Google Forms

Creating a quick Google Form ( forms.google.com) can let you customize your exit ticket experience. Building your exit ticket with Forms, Google's survey tool, lets you add a variety of question types. Plus, you can also display videos, images and text. The drag and drop interface of Google Forms makes it pretty easy to pull together an exit ticket. When you're done, use the "Send" button to give your students a link. View results in the "Responses" tab and even export them to a spreadsheet.

Benefits: You get more question types and multimedia. You can view graphs of responses quickly.

3. Pear Deck

Pear Deck ( peardeck.com) works with slide presentation tools (easiest, in my opinion: Google Slides, with the Pear Deck add-on) to make slides interactive. Have a quick slide deck pre-created for the end of class. Design slides visually - or use the pre-created slides in Pear Deck's slide library in the Google Slides add-on. Students interact on their screen, drawing, dragging and typing. Pear Deck has a paid premium version, but there's a lot you can do with its free version.

Benefits: Questions are visual, hands-on and interactive.

4. Flipgrid

Using Flipgrid ( flipgrid.com) as an exit ticket means you get to see and hear your students via video. Create a simple prompt. Give your students a link to it - or assign it in Google Classroom - or provide students the QR code to answer it. Students respond in their browser (or with the mobile app). It's one thing to see text on a screen. It's another to be able to read your students' body language and vocal intonation.

Benefits: You can learn more from watching how your students answer via video sometimes.

5. Synth

Like the idea of video responses but prefer to respond with audio? Synth ( gosynth.com) makes responding with your voice digitally feel like a conversation. Students can leave short audio responses to a question - perfect for exit tickets. But they can also respond to each other's recordings, making it feel more like an asynchronous conversation over time.

Benefits: This lets you hear your students' voices - and lets them practice answering with their voices.

6. Kahoot!

You're likely familiar with this classroom staple by now. We often use Kahoot! ( kahoot.com) for reviewing. However, we can also use it for exit tickets. Create a new survey Kahoot! instead of the traditional quiz game. Surveys still have multiple choices, but they aren't scored. It takes the competitive edge off and lets students be more thoughtful with their answers.

Benefits: It uses a familiar interface that students likely connect to having fun. Plus, students can answer quickly and easily.

7. Google Slides

Google Slides is for way more than oral presentations in front of class! Create a new slide presentation and share it with students, making it "everyone can edit". ( Instructions in this blog post.) Each student gets a slide on the slide deck for responding. Give students a question or prompt to respond to at the end of class. Note that everyone can see everyone's slides, so this wouldn't be ideal for fact recall or for sensitive personal questions. Because of the design freedom in Google Slides, it opens up what students can create for you quickly!

Benefits: The design tools mean students can quickly make something visual with text, images, lines, shapes, etc.

8. Formative

Formative ( goformative.com) is like using Google Forms in some ways. But it offers even more flexibility. There are TONS of question types. One of my favorites is the "Show Your Work" question where students draw their answers. If you ask multiple-choice questions, it will autograde the responses.

Benefits: Have students draw their answers using the "Show Your Work" question type.

9. Poll Everywhere

Using Poll Everywhere ( polleverywhere.com) lets you create a quick poll with lots of options. You can add images to your polls and even rank items instead of just choosing one.

Benefits: Ask students to rank multiple items.

10. Seesaw

Teachers love Seesaw ( seesaw.me) because it creates a digital learning community. It's a bit like social media (think Facebook) for the classroom. For exit tickets, students can post to their Seesaw classroom and snap a picture of what they've been working on. They can even annotate it by drawing and labeling.

Benefits: Marking up images can help students show what they know.

Exit tickets that DON'T use technology

Technology opens up lots of opportunities to assess, create and gather data in unique ways.

That doesn't mean we HAVE to use technology, though. Sometimes, the data we want to gather can be done faster - or more meaningfully - without technology.

Here are some ideas:

The sticky note mosaic: Grab a few pads of sticky notes of different colors. Tell students what each color stands for: something that know for sure, something they're still unclear on, something they need to tell the teacher, etc. Stick the sticky notes on the board randomly or in groups as they leave. The colors will help you sort them quickly.

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20 ideas for exit tickets in the classroom

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Class is done. How can we end it effectively? Using digital exit tickets can bring closure to your day. Here are 10 you can use tomorrow.

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PowerPoint in particular is a great tool for both teachers and students. PowerPoint allows students to improve their ICT skills and their presentation skills. Teachers are able to utilize this resource as a way to implement explicit teaching by working through the slides, showing examples and setting instructions.

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Microsoft PowerPoint Slide Presentation Software | Microsoft 365

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Microsoft PowerPoint empowers you to create clean slideshow presentations and intricate pitch decks and gives you a powerful presentation maker to tell your story.

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Although this resource is more costly than many other programs, the possibilities are essentially endless. This program provides students with the tools to transform their work and continue to improve their ICT skills.

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Official Adobe Photoshop | Photo and design software

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If you can dream it, you can make it with Adobe Photoshop. Create beautiful images, graphics, paintings and 3D artwork on your desktop or iPad. Join today.

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Gardner's theory of multiple intelligences 

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Gardner's theory of multiple intelligences 

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This is a great resource for transforming learning in the classroom by allowing the teacher to cater for various learning styles. This website provides the teacher with knowledge on technology can be implemented in the classroom to assist with differentiation.

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Instructional Uses of Technology and Gardner's Multiple Intelligences Theory Work Hand-in-Hand

Recent educational and psychological research studies have shown that the traditional one-size-fits-all approach to education is ineffective at best, and often detrimental to the learning process.

When considering differences in how each student learns, teachers may reflect onÂ the multiple intelligences theory developed in 1983 by Howard Gardner. In this theory, the idea of a single intelligence quotient (IQ) is challenged. This theory instead proposes that each person has multiple types of intelligence. Each of these different types represents specialized ways of processing and interpreting information, informing in turn how each of us learn.

As technology is increasingly used in the educational process, it is becoming a more powerful tool in putting the multiple intelligences to use. The purposeful and thoughtful association of technology and Gardner's multiple intelligences theory can benefit both students and teachers throughout the learning process.

Verbal-Linguistic Intelligence

Verbal-linguistic intelligence refers to the use of oral or written language to store, process and transmit information. In the educational setting, this type of content is developed through written and oral explanations and descriptions. Highlighted keywords, sidebar definitions and audio recordings are also used to delineate this type of information.

The tech tools that can be used to enhance verbal-linguistic intelligence in learning include storytelling apps, which offer narratives, scenarios and discussions for younger learners. Older learners benefit from blogging about a particular topic. The group discussions, feedback, notes and highlighting of crucial points also helps this learning style. Online resources with relevant subject matter can be utilized by instructors in order to cater to this type of intelligence.

Logical-Mathematical Intelligence

The logical-mathematical intelligence is the ability to solve abstract problems, make mental calculations and develop equations and proofs. This intelligence is often used on tangible and question-based projects such as when a teacher presents a problem and provides the resources needed to solve it.

The technology tools used in logical-mathematical intelligence include spreadsheets, databases, online survey tools for gathering and analyzing data, and even online tools and apps that create digital or printable timelines.Â Google Drive and the associated applications are examples of a whole range of resources available for collecting data in online forms, creating spreadsheets,Â building charts or graphs and analyzing the results.

Musical Intelligence

Musical intelligence is the use of music and rhythm to learn. This intelligence enables learners to produce and understand the meaning of different types of sounds. In the classroom, cross-curricular projects can incorporate music, such as making a melody to go with a written poem or story.

There are powerful online tools for creating and collaborating and inexpensive apps like GarageBand that allow learners to record and edit audio files. Music has never been more readily available for listening and analysis, thanks to popular streaming platforms like SoundCloud and Pandaro, with some appsÂ also providing comment areas or forums for discussing musical clips.

Bodily-Kinesthetic Intelligence

In bodily-kinesthetic intelligence, the learner gathers intelligence by doing an activity. This process involves expressing and presenting ideas through movement and the body.

There are platforms available to today that expressly combine motion and learning.Â Some of the other technology tools used in bodily-kinesthetic intelligence include apps for tablets and smartphones that cater to a student's tactile senses and abilities to manipulate objects. Coding tools such as Scratch allow students to create video games with a drag-and-drop programming language. Increasingly popular codable little robots combine logic and kinesthetics intelligences.

Visual-Spatial Intelligence

Visual-spatial intelligence is the use of visual sources for learning and interpreting information. It also includes the ability to perceive and analyze objects in space. This learning style incorporates visual resources to interpret information.

Some of the tech tools used in this process include gamification, such as Minecraft and the building of virtual civilizations and architectural works. Trello is an online tool for mapping ideas and visual brainstorming. Photoshop and numerous other tools are used to create, manipulate and edit images.

Interpersonal Intelligence

Interpersonal intelligence is the ability to connect and interact with others. In this intelligence, people are able to recognize and understand the moods, intentions and motivations of others.

Some of the tech tools for this learning include working on collaborative team projects, videoconferencing tools like Skype and social media for discussion of current events.

Intrapersonal Intelligence

Intrapersonal intelligence is the understanding of oneself and the activities that trigger introspection and reflection.

Some of the top tech tools for this intelligence include blogging or discussion forums for documented reflection, tools that can be used to create artistic expression (music, art work, poetry, etc.), concept mapping with various apps, or simply using search engines like Google to research interesting topics that inspire introspection.

Naturalist Intelligence

Naturalist intelligence is the ability to identify and distinguish living things and natural processes like the weather.

Thereâ€™s a whole range of tech devices, tools and online resources that can be utilized to cater to this particular intelligence. Smartphone or tablet cameras can be used for recording the natural world. Online videos and photos allow learners to become familiar with natural entities. Databases and spreadsheets are useful for cataloging and documenting discoveries and insights.

Examining the multiple intelligences theory from an ed tech perspective revealsÂ many benefits for the learning process, for both educators and learners. Everyone possesses all of these eight types of intelligences to some extent or another. Tapping into these intelligences in our studentsÂ can help teachers achieve improved results in the classroom, and later in the professional and day-to-day social world.

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Exploring How Technology Caters to Your Students' 8 "Multiple Intelligences"

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Recent educational and psychological research studies have shown that the traditional one-size-fits-all approach to education is ineffective at best, and often detrimental to the learning process. When considering differences in how each student learns, teachers may reflect onÂ the multiple intelligences theory developed in 1983 by Howard Gardner.

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Scooped from Katy De Corte

The SAMR model aims to help teachers synthesise technology, pedagogy and Bloom’s Taxonomy of higher order thinking. When integrating technology into the classroom, it is helpful to identify its purpose and effects to learning through the model.

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Good technology integration isn't about using the fanciest tool, it's about being aware of the range of options and picking the right strategy-or strategies-for the lesson at hand.

The biggest obstacle to teaching online probably isn't the technology. Teachers seek out educational technology, in fact, because it "can have considerable positive impacts on student performance," according to a 2016 study -improving test scores and allowing teachers to assess student achievement more efficiently. The big problem is how to integrate it: Beyond the sheer number of tech tools available, the same researchers identified "inadequate professional development and training" as the primary obstacle to using technology productively in classrooms.

Understandably, the emergence of the coronavirus has dramatically accelerated the process of integrating edtech, as educators around the country race to get online as fast as they can. But as many of our teachers have noted, the current state of K-12 online learning is more like triage-a form of crisis management-and not at all like skillfully managed distance education.

What's missing from the conversation right now, which makes sense given the immediacy of the need, is a focus on the bigger question of what the highest quality technology integration actually looks like. That's an important conversation to have, because in a post-coronavirus world there's likely to be a greater emphasis on digital learning, even as we return to physical schools and take advantage of face-to-face opportunities.

A Hierarchy of Tech Uses

A powerful conceptual tool to think about technology integration-and edtech's best uses-is the SAMR model, developed in 2010 by education researcher Ruben Puentedura, who was the 1991 recipient of a Phi Beta Kappa teaching award.

The SAMR model lays out four tiers of online learning, presented roughly in order of their sophistication and transformative power: substitution, augmentation, modification, and r edefinition. When switching to an online format, teachers often focus on the first two levels, which involve replacing traditional materials with digital ones: converting lessons and worksheets into PDFs and posting them online, or recording lectures on video and making them available for asynchronous learning, for example.
Creative Commons
Those are important steps, especially when teaching online for the first time, but in classrooms where tech integration has moved to the mastery level, the last two levels of the SAMR model-modification and redefinition-should also be in the mix. Students in classes where this kind of mastery is embedded find more novel and immersive uses for technology. They are creators and publishers of their own work across multiple forms of media, for example, or they are inviting professionals to provide feedback on their work products, or participating in digital forums with other peers around the world.

It's tempting to think of SAMR as a mountain to be summited. But good technology integration isn't about living at the top of the SAMR model; it's about being aware of the range of options and picking the right strategy-or strategies-for the lesson at hand.

Here's a closer look at good classroom practices at each level in the model:

Substitution

"Substitution" means replacing traditional activities and materials-like in-class lectures or paper worksheets-with digital versions. There is no substantial change to the content, just the way that it is delivered.

The goal here is to keep things simple: there's no need to reinvent the wheel. Scan your lessons and worksheets, convert them into PDFs, and post them online using Microsoft OneDrive, Google Drive, or a similar file-sharing service. Think about the information you have on your walls, such as the classroom norms, the daily schedule, or vocabulary lists, and convert them into digital formats that students can easily reference.

It may also help to provide synchronous as well as asynchronous versions of your lectures. If you're holding class meetings over a videoconferencing service like Zoom or Skype, provide a recording for students who can't attend. You can also create your own instructional videos for students to view at their own pace.

Augmentation

This level involves incorporating interactive digital enhancements and elements like comments, hyperlinks, or multimedia. The content remains unchanged, but students can now take advantage of digital features to enhance the lesson.

For example, students can create digital portfolios to create multimedia presentations, giving them more options to demonstrate their understanding of a topic. And instead of handing out paper quizzes, you can gamify your quizzes with tools like Socrative and Kahoot.

Teachers can also create virtual bulletin boards-using an app like Padlet -where students can post questions, links, and pictures.

Modification

At this level, teachers can think about using a learning management system like Google Classroom, Moodle, Schoology, or Canvas to handle the logistical aspects of running a classroom, like tracking grades, messaging students, creating a calendar, and posting assignments.

Teaching online opens up new channels of communication, many of which can help students who have traditionally been marginalized. Research shows that girls may be less likely to speak up in class, for example, so they may benefit from backchannels -alternative conversations that can run alongside instruction-that encourage participation.

Zoom's text chat feature, meanwhile, gives students an opportunity to write their questions out, which can feel less intrusive if there are dozens of students participating in the call. Also, students who prefer to collect their thoughts may benefit from slower-paced, asynchronous discussions in an online forum or email threads.

Redefinition

Learning is fundamentally transformed at the "redefinition" level, enabling activities that were previously impossible in the classroom.

For example, virtual pen pals can connect students to other parts of the world, whether it's with other students or experts in a field. Virtual field trips enable students to visit locations like the Amazon rainforest, the Louvre, or the Egyptian pyramids. After reading a book in class, you can invite the author to chat about their work and answer questions.

Technology also provides an opportunity to bring authentic audiences into your virtual classroom, and can make publishers out of your students. Kids can write their own wikis or blogs for public consumption and feedback-and platforms like Quadblogging can connect distant classrooms together so students both write and respond. Students can tackle local problems-like investigating the water quality of a nearby river-and invite members of the community to assess their digital proposals.

Going Beyond SAMR

Finally, consider how technology can be used not just as a way to deliver content, but also to strengthen relationships with your students. For elementary school teacher John Thomas, Seesaw and Flipgrid allow him to share a daily greeting, which his students then respond to-or to each other-with a typed or voiced comment. It's a good way to provide some stability while they're isolated.

How can my lesson be improved using technology?

How can I engage and empower students through technology?

How can online learning more closely resemble authentic, real-world learning?

Remember, again, that SAMR is sometimes thought of as a mountain to summit, but it's really more like a toolbox. The goal isn't to use the most sophisticated tool, but to find the right one for the job. More importantly, however, it's a way to reflect on your technology integration by thinking about a few key questions:

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A Powerful Model for Understanding Good Tech Integration

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Good technology integration isn't about using the fanciest tool, it's about being aware of the range of options and picking the right strategy-or strategies-for the lesson at hand.

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Scooped from Thomas Hennessy

Great poster that highlights the key ideas and concepts for a SWOT analysis. This would be a good graphic organiser to include in any lesson that uses SWOT analysis.

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We Have Business Posters for Every Student's Level of Education

Daydream Education is the leading provider of educational posters throughout the United States. We have an enormous range of more than 800 colorful, engaging subjects to choose from. We offer a very simple yet effectual approach for learning that will help all levels of education, abilities, and ages. You will provide your students with a creative, relevant, and welcoming atmosphere to meet all their educational needs.

10 reasons for using our Business Educational Posters

1. Our posters help reinforce important concepts, skills, and classroom subjects.

2. Students who can visualize, respond better within the classroom.

3. Images, photographs, and diagrams are helpful learning tools for visual students.

4. Words linked to pictures help students grasp and remember new concepts.

5. About one-third of all students in an average classroom learn through visualization.

6. Our posters are fantastic, independent learning aids.

7. We guarantee our posters are more than decoration. These posters provide valuable up-to-date information.

8. Posters provide great teaching material that you can refer to during class.

9. Routinely putting up new posters will keep your classroom relevant and engaging for your students' educational growth.

10. Posters are ideal for informational presentations for an audience.

For further information, please contact us. We will be more than happy to help you find the best posters for your students and classroom.

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Daydream Education is the leading provider of educational posters throughout the United States. We have an enormous range of more than 800 colorful, engaging subjects to choose from. We offer a very simple yet effectual approach for learning that will help all levels of education, abilities, and ages.

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I recommend that teachers read this resource as it will allow for students to make real world connections to what they learn in the classroom. By connecting the real world to the tasks assigned to students, it hooks them into the lesson but also creates a more authentic learning experience.

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Authentic learning is real life learning. It is a style of learning that encourages students to create a tangible, useful, quality product/outcome to be shared with their world. Once an educator provides a motivational challenge, or student selects their initiative, it is imperative to nurture and support the necessary criteria, planning, timelines, resources and support to accommodate student success. The teacher becomes a guide on the side or an event manager, a facilitator that co-creates with their students. Processes become the predominant forces while skills, knowledge and behaviours are activated in real-world, relevant contexts.

Authentic learning is actualized learning. It is only when student initiatives are directed towards a genuine audience, beyond the classroom, that learning becomes truly activated. When learning initiatives are designed for initiatives that permeate the classroom walls, then lasting, transferrable learning begins to take hold. It can be achieved by going out to the community, by inviting a community audience into the school setting, or directing it towards an audience in the global, digital or electronic domain.

When relevant and meaningful learning initiatives are skilfully designed and implemented for a genuine audience, in a realistic context, then innate neurological receptors to learn are heightened. The closer learning is to real-life scenarios, the more optimal the learning experience will be.

Authentic learning engages all the senses allowing students to create a meaningful, useful, shared outcome. They are real life tasks, or simulated tasks, that provide the learner with opportunities to connect directly with a relevant world.

Instead of vicariously discussing topics and regurgitating information in a traditional industrial age modality, authentic learning provides a learner with support to achieve a tangible, useful, quality product worth sharing with an audience in their world. Instead of prioritizing the curriculum expectations and its contents over experience rich processes, authentic learning chooses fertile, student driven, community connected audiences to create experience rich products for and then strategically align relevant curricula connections to them. with our environment that creates experience

As Albert Einstein stated, "The only source of knowledge is the experience." Yes we are complex, intricately wired beings with a vast network of neuro-receptors that serve us on our unique journeys through life. Regardless of our analytical talents, physical prowess, perceptual abilities or health status, we all come with plethora of innate skills and deficits. It's only when we're exposed to opportunities to explore, engage, create, reflect, interact socially, emotionally and cognitively

exposure to Authentic learning emphasizes 'experience nurturing' that provides longer lasting, transferable skills to an individual. It is more relevant, motivational and personal.

Our greatest short coming in education these past years has been to ignore the brain research that is richly available to us that affirms that implementing multi-sensory activities, pursuing meaningful tasks, exploring a variety of skills with real world applications is optimal learning and that it needs to be practiced regularly.

A student sitting at a desk, taking notes and regurgitating curriculum content uses a minute amount of their potential. In general, students learn to sit quietly, respond in turn, follow instructions and complete tests for a control teacher. Without relevance, personal connection, multi-sensory engagement and purpose, content driven curricula begins to evaporate once the test has been taken. You remember studying for exams, cramming, finding memory cues and rote to consolidate information? Do you also remember how fast you started to forget those brain bytes once you left the exam room? If it's not relevant to you, it not lasting, transferrable learning. If learning is not based in the rich processes that only experiences can provide, it's static learning.

This classic, industrial age approach has been used since the mid 1870's to produce a work force to facilitate mass production lines that were to become prevalent in the next hundred years. That era ended in the 1980's if not before. If all we do is sit at a square table, with a square piece of paper, in a square room with departmentalized lessons and timetables, then what are our education systems really producing? Brain-based research shows that by using all senses it maximizes the learning experience. The key being - the experience!

Interacting, manipulating, exploring, collaborating, discussing openly and sharing for meaningful reasons while having ample time to nurture a greater depth of reasoning and creativity is optimal learning. It's learning that sticks. It's learning with roots!

In an authentic learning model the emphasis is to prioritize the processes over the content. It's about allowing students to pursue individual learning opportunities that are unique to their interests, through relevant, real life journeys. The emphasis isn't just about regurgitating content for a unit test, it's about developing a set of culminating skills sets, within a realistic timeline, using self-motivated, natural inquiry methods to create a useful product to be shared with a specific, meaningful audience. It's about engaging students into full fledged, multi-sensory contexts that nurture their learning experiences in significant, lasting ways.

More importantly, the learning journey that ensues is life altering as students are aligned to meaningful processes that nurture non-perishable skills rather than the short term memory exercises that a content driven curriculum demands. Don't get me wrong, content is important but when using an authentic learning approach content is recognized as it is properly intended to be - a portfolio of records, research, plans, lists, notes, reading, contacts, drafts and support information that will become the artifacts of the authentic journey.

With the advent of the internet, content is readily available to everyone. We can reference, cross reference, research any topic at rapid speeds and do it at any time when it's relevant for us. We can access it through mobiles, tablets or computers as we access information as it is needed and when it is needed. Is it still relevant for a teacher to predominately dispense content to students, then evaluate the regurgitation of that content given as the main assessment of a person's learning ability?

Authentic learning allows for students to demonstrate their skills through a series of unfolding learning processes with a definitive, quality product that they can actually demonstrate. At no time in history has information (content) been so readily available to the masses, but it's the synergy and processes of engagement that defines our human experience. That's where the real value in education lies. Students need purpose. They need to feel useful and be a valued part of a community. They need to feel connected and real-world contexts allow for these elements to be activated and groomed. By nurturing 'purpose' we are providing the channels for students to recognize their unique talents and see their inherent value in society. Thus, individual and community self-esteem becomes a priceless byproduct of a successful authentic learning initiative.

I believe that education systems must reevaluate the weighting of its' curricula as it must reflect a working balance between learning processes and properly aligned content? Remember, processes take time to learn but once they're consolidated they're impact lasts for a long time. Processes require skill sets that are developmentally prioritized and require skilled instructors to transfer these skills. If you want students to engage in deeper thinking opportunities, then time is one of the most valued commodities. Are education systems willing to forgo the number of content expectations in their curricula in favour of embracing processes that require more time commitment? Good teachers are quick to point out that their curricula covers so many topics and expectations that there isn't enough time to cover everything appropriately. The more topics, the more content and the more time it takes to cover everything in the curriculum, and mathematically it just doesn't work. The rules dictate how the game is played, so to cover every expectation educational systems rely on the "here's the information" and "here's the test" mode of education. It's an efficient way to deliver content quickly so that all expectations are lawfully covered. It's an over used exercise in short term memory skills and cognitive cueing tricks, but its not a fulfilling, meaningful way to learn. Unless students are immersed in relevant, multi-sensory activities with specific, audience directed outcomes and culminating skills sets, then what students are learning is not sticking.

With the recognition of STEM, STEAM, Maker education platforms in the past decade, it demonstrates a deeper appreciation and commitment to relevant processes. This is very promising!

The quality of research, subject knowledge, skill development, expert consultation, dedication and resourcefulness that goes into making a product is directly related to the quality outcome of that product.

Is It Authentic Learning or Not?

Remember, in true authentic learning an outcome designed to interact successfully with a community is the goal. When this happens a whole new layer of emotional, academic and skill set developments take place. There's a big difference between preparing a skit for some classmates verses a dramatic production for the public. There's a much larger personal investment required when a student becomes an ancient Egyptian tradesperson producing tools and wares, while working at a market stall to an interacting audience than holding up a Bristol board display and explaining ancient Egyptian information on it. Best of all, the student retains information from this type of multi-sensory, authentic learning experience longer because it's real, it's connected.

Authentic learning is not project-based learning nor is it constructivism. These models of education were designed within the classroom context. Although at times they stepped successfully into the world of authentic, and are extremely useful tools in moving closer to an authentic learning approach they are not authentic learning models. Authentic learning is intended to successfully interact with a community; by going out to interact with a community or the community coming into the student community to interact. That's why it's authentic! It's a quality outcome or product of significance that is intended for community consumption or betterment.

Kudos to those teachers who provide project-based, simulation, game-based learning opportunities, Maker, STEM and STEAM. These are significant, engaging initiatives that provide the best kind of classroom learning and education systems need more of you. They are fantastic opportunities in providing working instruction and to model inquiry method, team work and sound skill development. What I'm encouraging is to take the next step. Consider a project to be developed for real world applications beyond the school walls, for a viable audience. Not every time, but perhaps once in a school year attempt an authentic event. For those who have stepped into the realm of authentic you'll understand how this impacts everything. It will impact the initial discussions, the consultation, the refined skill sets, networking and the professional development a student and teacher requires.

Think about it. Every important, relevant thing a person requires to achieve a goal in life has a quality outcome or product attached to it with an intended audience. Pitching a business proposal requires an in depth presentation that reflects relevance, meaning and purpose. If it's backed by tangible proof, even better. A prototype of a new invention requires a quality, tested, working device or apparatus to gain support in the marketing world. An environmental assessment requires extensive research and impact studies of connected, like-situations from around the ecological world.

A grade five teacher once shared a wonderful collection of student written and recorded persuasive "Saving Energy" stories with me. They even designed CD covers in art lessons for their project. The work, learning and planning by teacher and student was tremendous. Upon being asked however, "What did you do with all that great work" she replied she'd listened to the CD in class and put the CD covers up on the bulletin board. This is a great example of integrated learning but it's not authentic learning.

By planning beyond the classroom, a whole new level of understanding and relevant learning takes place. What if the CDs were intended for sale at the nearest mall? Now, an in depth degree of consultation needs to be pursued. Mall managers, local radio stations, graphic designers, bar codes for selling, copyrights local recording studios and marketing experts will need to be considered. That's the major leap an educator needs to take to enter the realm of authentic learning. What if the recordings were uploaded onto a website and promoted to leaders of energy conservation intended to be used to educate the surrounding community on "Energy Saving"? What about an "Energy Saving in Our Homes" campaign within your community? These are only suggestions but with a little brainstorming and with the right people, it wouldn't be long until a list of exciting possibilities could be created. Why are they exciting possibilities? Because they're real, relevant and worthy!

One of the reasons I started to use the term "authentic learning" was that I recognized that the term "outcomes-based" education, William Spady's model which shared a number of characteristics, was being recognized mainly for it's outcome statements. His strategy of reforming an education system, built on students performing a hierarchy of skills was diluted down to the content-based, outcome statements. Again, it became more about the content than pursuing the meaningful journey of authentic education. It isn't hard to understand why this happened because that's how it would be perceived by policy makers who's successes were affirmed in a content driven system.

Authentic learning is not another edu-trend or buzz word. It is real life - real world education and when appropriately implemented it can provide optimal learning opportunities to all students. I have noticed that some educators are misrepresenting the term "authentic" to qualify their student's inferred learning. If learning is engaged solely in classroom settings, referencing real world examples only, it's vicarious learning, - it's not authentic learning. Authentic learning is relevant learning, activated in a real world context to a real world audience.

​If you've ever initiated a business or an organization, you'll have a far better understanding of the enormous work and planning an authentic learning event requires. As in real life - these initiatives take an enormous amount of time, dedication, consulting, flexibility, networking, research and communication to launch. Yes, to launch! Once the launch has been initiated, then the real work starts. As guide on the side, or project manager you're now having to coordinate, educate, coach, consult and communicate with your students and parents in shaping their successful roles while pursuing the larger goal of your signature event. As well, you're going to require some additional professional development directly connected to the skills required in your authentic initiative.

Creating a Signature Event

A signature event is when tangible product is shared with a genuine, relevant audience. For example; if your high school senior class planned to design, construct and test their solar cars, organizing a Solar Car Derby with a spectator audience at a nearby racetrack would be a worthwhile signature event.

To fully immerse the students in an authentic learning experience they would be expected to prepare for the event with community experts, consultants, parents, teacher colleagues and community leaders. The more the students participate in the organization of the event, the more ownership and pride the students will have towards the event.

By providing students with the opportunity to have input at all levels allows for the distribution of learning at all levels. If there are rules involved, then student representatives need to be part of the derby rules development, refinement and approval. Students will possess a better grasp of all aspects of the authentic event when they are personally connected to the complete journey.

While the signature event is being planned, the students are honing their knowledge and skills to create their own quality product to share. It all depends on the type of product being created that will dictate how much class time can be used to design and create their products.

This style of learning is labour intensive and time consuming but it is the most worthwhile education you can provide students. Once you've implemented an authentic event, or simulation, the impact on student development is remarkable. The great thing about authentic learning is, it's a context that allows for student's uniqueness to be highlighted. Whether it's a specific skill, academic or a social/behaviour issue, an authentic setting, appropriately implemented, provides a very rich personal growth setting.

This new, authentic learning approach, however, requires another breed of educator. An academic as well as a life skilled, co-creator. A real, "life" long learner with skill sets and experiences that can facilitate a creative, diverse, well structured, team-based, open-ended, criteria based and globally directed education program. Ask yourself if you're on the way down the enlightened authentic learning road? Are you working towards sharing a tangible product beyond the class or bringing the world into your schools either electronically or for real? The authentic experiences you provide your students is also the beginning of an unforgettable learning journey in your life.

The Tale of Two Lyres

Pictures of Quality Products (below)

I had just completed an authentic event, a Medieval Market Living Museum one April evening. It was the culmination of one and half months of preparation as the students demonstrated their personas (roles) as medieval trades people in medieval Coventry, UK. The students worked diligently away at their trades during this open house, all academic levels to their potential. Their goal was to create an authentic medieval trade persona, an authentic costume that reflected their trade role, an authentic working trade tool or product and a market stall to share their wares. The room was decorated with beautiful tapestries, murals, personalized heraldry banners and a large book display of the student's collective work/activity sheets carefully spiral bound.

In authentic learning paper collections are referred to as portfolios. These portfolios were carefully done and included an extensive variety of curriculum content and authentic learning preparation sheets. Spelling, creative writing, math, art, drama, technology, problem solving and reading comprehension work sheets were all included. Nearly five hundred visitors came through our themed room and only about ten people even looked through the spiraled bound unit booklets. They were clearly displayed, beautifully presented and featured eye pleasing, colorful covers.

Visitors were far more interested in interacting with the trades people, hearing their stories, watching them work, than reading the notes that helped them attain their goal. Really, it is this kind of instance that affirms the reality that content and paper curriculum isn't as important as we believe them to be. It's important, and it certainly has its place, but the applied knowledge is far more important. The doing consolidates all the learning that went into the event.

​Somewhere along the continuum of learning development the jot notes became more important than the tangible, meaningful applications of the education purpose itself. In the end, it's the applied demonstration that counts. "It's all in the doing".

Student Behaviours When Immersed in Authentic Learning

Is it realistic to think that authentic learning of this nature can be done, ongoing, throughout the school year? Of course it can and there are school's that engage in authentic approaches already. Maybe one day authentic learning may be the motis operandum of the majority of schools, but realistically not yet. With the current school classroom structures, resources, timetabling, standardized test demands, physical classroom limitations, administration directives and the plethora of curriculum expectations as they are, it's difficult to do.

If, however, an educator can attempt one or two authentic learning events in a school year then that's a fantastic start. At year's end you and your students won't regret it and it won't be long until you're looking forward to starting your next. There are different degrees of authentic learning events from simulations shared with your community to complete, real world integrations. Start small, then develop your authentic learning undertakings over the years to come. Let other educators, parents and community members observe your authentic learning events. Remember, a well implemented authentic unit/event is the best kind of promotion for this rich style of learning.

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Authentic learning is real life learning. It is a style of learning that encourages students to create a tangible, useful, quality product/outcome to be shared with their world. Once an educator...

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An amazing resource that provides a large variety of activities to implement into your lessons routine.

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﻿ ﻿ Children must be taught how to think, not what to think." - Margaret Mead ﻿ ﻿

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The official Twitter account for the Queensland Department of Education is a great way to keep informed utilizing social media platforms. This allows teachers to keep up to date on what other teachers throughout Queensland are doing and provide ideas for the classroom.

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Don’t miss what’s happening

People on Twitter are the first to know.

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These days, students often expect us to pour information and understanding into them, without them having to do the tough stuff-like studying and learning. I expect my students to actively participate, but it isn't always easy.

Being a 21st-century educator is a tall order. In my 15 years in the classroom, my most important "helpers" are technology, movement, and networking. Here's why.

1. Use technology to get students interested and involved.

I believe in the importance of face-to-face conversations, but for our students, technology is a major part of the way they communicate and learn. Why not use the mini-computers they carry with them?
Here are my technology must-haves:
I was taught early to make sure I call on all students daily. They like being recognized. Technology helps. Technology allows all students to have a voice and a chance to show what they know.

Google Docs: Our school uses Google Docs, making it easy to share and collaborate with other teachers and students.

YouTube

TES teach with blendspace for lessons

Quizlet and Kahoot to engage students in learning vocabulary.

The Remind app to remind students of homework assignments. My students are turning in homework more than ever before! And having a class website makes it easy for my students to find important documents, rubrics, lessons, sites and projects.

Additionally, while using technology is a part of what we do, it shouldn't be everything. I like using non-technology games from my teacher toolbox for vocabulary and sentence-building, and my students always enjoy it when I bring these games out from time to time. In fact, they're always asking when we can play them again. It is important to have routines, but also to change things up now and again and have fun doing so with students. If we are excited about the lesson, students will be, too.

2. Movement: Know when to shake things up-literally.

Aside from being a language teacher, I am also a Zumba instructor. And since I teach music as part of the Spanish culture, I do " brain breaks " with simple dance moves for salsa, merengue, cumbia and more to get students out of a slump and get oxygen flowing to their brains.
You are the company that you keep, so reach out to other like-minded professionals who are always learning and trying to stay positive.
3. Connect with others in our profession to stay encouraged.

Connecting with other educators to share and collaborate helps ensure our success. We can of course do this face to face or in curriculum groups, but we can also stay in touch via Twitter (you can reach me at Project Spotlight @edspotlightdiv or @MountainsTeresa) and other social networks.

I found that being involved in the Teacher Leadership Initiative this past year helped me connect with excellent teachers across my state and our nation. I also stepped up to take on more leadership in the Billings Education Association (I am a director at large), went to Jump Start training to start the process for National Board Certification and attended AP training for Spanish.

The first couple of years for the 21st-century educator can be stressful, but also rewarding. Each year, you will get closer to becoming a master teacher. Always believe that each of your students can and will succeed. Best wishes in your teaching journey, for it truly is a calling.

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These days, students often expect us to pour information and understanding into them, without them having to do the tough stuff-like studying and learning. I expect my students to actively participate, but it isn't always easy. Being a 21st-century educator is a tall order.

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Blooms Taxonomy is heavily researched and implemented throughout Queensland high schools. This is a great resource for teachers to draw on to effectively challenge their students to improve their higher-order thinking skills.

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In 1956, Benjamin Bloom with collaborators Max Englehart, Edward Furst, Walter Hill, and David Krathwohl published a framework for categorizing educational goals: Taxonomy of Educational Objectives.

Familiarly known as Bloom's Taxonomy, this framework has been applied by generations of K-12 teachers, college and university instructors and professors in their teaching.

The framework elaborated by Bloom and his collaborators consisted of six major categories: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. The categories after Knowledge were presented as "skills and abilities," with the understanding that knowledge was the necessary precondition for putting these skills and abilities into practice.

The Revised Taxonomy (2001)

While each category contained subcategories, all lying along a continuum from simple to complex and concrete to abstract, the taxonomy is popularly remembered according to the six main categories.

A group of cognitive psychologists, curriculum theorists and instructional researchers, and testing and assessment specialists published in 2001 a revision of Bloom's Taxonomy with the title A Taxonomy for Teaching, Learning, and Assessment. This title draws attention away from the somewhat static notion of "educational objectives" (in Bloom's original title) and points to a more dynamic conception of classification.

The authors of the revised taxonomy underscore this dynamism, using verbs and gerunds to label their categories and subcategories (rather than the nouns of the original taxonomy). These "action words" describe the cognitive processes by which thinkers encounter and work with knowledge.

Course Objectives

Bloom's Taxonomy is a hierarchical classification of the different levels of thinking, and should be applied when creating course objectives. Course objectives are brief statements that describe what students will be expected to learn by the end of the course. Many instructors have learning objectives when developing a course. However, many instructors do not write learning objectives. The full power of learning objectives is realized when the learning objectives are explicitly stated. Writing clear learning objectives are critical to creating and teaching a course.

Evolution and Application

Read this Ultimate Guide to gain a deep understanding of Bloom's taxonomy, how it has evolved over the decades and how it can be effectively applied in the learning process to benefit both educators and learners.

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Blooms Taxonomy :: Resource for Educators

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A resource for educators or institutions utilizing Bloom's Taxonomy to structure the development or modification of curriculum and/or courses

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This is a great platform that allows Queensland teachers who teach media to network. ATOM has a variety of media resources available and often holds conferences and workshops, specific to the learning area.

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Australian Teachers of Media, Queensland

Supporting teachers and promoting media education in QLD.

Pitching Masterclass for students at the Asia Pacific Screen Awards

An exclusive opportunity for students of ATOMQld member schools, the 2023 Asia Pacific Screen Awards Youth Masterclass provides students with the opportunity to engage with the APSA Industry Forums program, working with filmmakers to hear pitching tips and ideas and refine their own pitch. This masterclass is for students with a great idea for a moving-image media ... Read more

Student opportunities - join the Asia Pacific Young Audience Award jury!

DON'T MISS OUT! Student applications to join the youth jury to determine the winner close Monday August 28th. Find the application links here:(Google versions: Entry form & Consent form)(Non-Google versions: Entry form & Consent form) Find out more about the films and filmmakers that are nominated for this year's Asia Pacific Young Audience Award! Here's information to share with your students:APYAA 2023 NOMINATED FILM ... Read more

ATOM QLD response to QCAA Draft 1 Revised FTVnM (2019) syllabus

QCAA have called for feedback for Draft 1 of the revised General FTVnM Syllabus. Read the memo here https://www.qcaa.qld.edu.au/downloads/memos/23/026-23.pdf General information about Senior Syllabus review and revision can be found here https://www.qcaa.qld.edu.au/senior/senior-subjects/senior-syllabus-review-and-revision Details and link to the QCAA survey is here https://www.qcaa.qld.edu.au/senior/senior-subjects/senior-syllabus-review-and-revision/draft-syllabuses The survey closes on Monday 5th June, 2023. We strongly encourage that you submit your individual response ... Read more

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Australian Teachers of Media - Queensland - Supporting teachers and promoting media education in QLD

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Supporting teachers and promoting media education in QLD. Pitching Masterclass for students at the Asia Pacific Screen Awards An exclusive opportunity for students of ATOMQld member schools, the 2023 Asia Pacific Screen Awards Youth Masterclass provides students with the opportunity to engage with the APSA Industry Forums program, working with filmmakers to hear pitching tips and ideas and refine their own pitch.