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Unformatted text preview: McGuigan et al. 2009). Biggs et al. (2011, p.45‐46) introduced the term transformative reflective and defined it as a multi‐stage process of: reflect‐plan‐apply‐evaluate (did it work?). Reflective practice requires action‐research. Action‐research is when teachers perform research on themselves, their students, classrooms etc for the purpose to improve teaching and learning (Carlo et al. 2010).Through action‐research, the teacher is self‐monitoring the improvement of his or her decisions and actions. Action‐research involves changing the teaching practice using whatever on‐the‐ground evidences that the teacher can obtain and can be put into the right action (Biggs et al. 2011, p.51). The one‐minute paper is a technique whereby students write brief answers to such questions as: What do I most want to find out in this class? What was the main point left unanswered in today’s session? One‐minute papers have been used in varied courses e.g. chemistry, art history, multicultural seminars, accounting, economics (Stowe, 2010). 3. Bloom’s revised taxonomy Bloom initiated taxonomy of education objectives. Bloom’s Revised Taxonomy incorporates the Knowledge Dimension and the Cognitive Process Dimension (Anderson and Krathwohl, 2001). The Knowledge Dimension is grouped into four categories as follows: Factual knowledge is knowledge of discrete elements of content, including knowledge of terminology or of specific details or elements; 264 Hien Minh Thi Tran and Farshid Anvari Conceptual knowledge is knowledge of more complex, organised forms such as classifications, categories, principles or generalisations, theories models and structures; Procedural knowledge is the knowledge of how to do something, including the use of skills and algorithms, techniques and methods. This category also includes knowledge of ‘when to do what’; Meta‐cognitive knowledge is a meta understanding; that is, the learner knows what they know and don’t know and knows what to do to come to know. It is both self‐knowledge and strategic knowledge (And...
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- Spring '09