Module one in ETL501 has asked students to revisit Bloom’s Taxonomy. I learnt about Bloom’s in my first degree 20 years ago and my current school uses it a lot. A few interesting resources have been shared which I will include here because I think they will be useful both for my own learning, but also to share with staff at school.
A simple summary of Bloom’s Revised Taxonomy can be found here, with many links to teaching resources and this great pyramid.
Bloom’s interactive pyramid with direct links to computer applications is organised to correspond to the stages of learning. Author: Samantha Penney, samantha.penney@gmail.com.
Another useful resource is this article by the Electric Educator, which explains how to use Blooms create “google proof questions” for students to avoid setting tasks where students can google an answer and cut and paste it. For a completely different perspective, Shelly Wright writes an article, “Flip This: Bloom’s Taxonomy Should Start with Creating” and explains why she believes the order of skills in Bloom’s should be flipped and if this is done it will encourage more higher-order thinking. She argues teachers should begin at the top of the pyramid by creating opportunities to create, evaluate and apply as a priority and to avoid only creating lower-order thinking tasks from the bottom of the pyramid.
The best resources that I came across was this video, What is Bloom’s Digital Taxonomy. The video is made by the wonderful people at Common Sense Media who create such useful content for parents and educators. This short video not only explains how Bloom’s was updated in the 1990’s but it also goes on to explain how digital tools can be used with Bloom’s Taxonomy and it emphasises that the focus should not be on the digital tools but how they can be vehicles to support cognitive learning. Then in Kathy Schrock’s Guide to Everything, she blogs here and includes many apps you can use to incorporate the 6 processes in Bloom’s in one place. I used all of these resources to create a task in module one. The task is to look at how Bloom’s Taxonomy might be used in the curriculum for a study about ecosystems.
| Objective |
Question |
Resources/Web 2.0 tool |
| Knowledge |
What is an ecosystem? |
Dictionary – print or online or basic textbook, eg. Wordnik, Visuword, specialist glossary, … |
| Knowledge |
Define an ecosystem and list the varieties that are found in South Australia. |
Britannica, DK Find Out, PebbleGo |
| Comprehension |
List the different parts of the ecosystem and explain what they do. |
Labelling with Adobe Spark Post |
| Comprehension |
Compare a marine ecosystem with one from another area of our state. |
Mindmup, Create a Venn Diagram |
| Application |
Using a diagram, show how the water cycle operates in an ecosystem. |
Showcase with Ipevo Whiteboard, Create a Powerpoint |
| Application |
Demonstrate what happens when humans interfere with the water cycle. |
Flipgrid |
| Analysis |
Contrast the natural water cycle with that used by our community. |
Padlet |
| Analysis |
Examine an ecosystem that has been damaged by human interference. Avoided how? |
Thinglink |
| Synthesis |
Identify an unspoilt ecosystem and design a way of preserving it. |
GoogleMaps |
| Synthesis |
How would preserving our local ecosystems enhance our environment? |
Book Creator |
| Evaluation |
Is it reasonable that people pollute our waterways? Defend your answer. |
Write a blog or create a podcast. |
| Evaluation |
Assess the impact of pollution in our local waterways. |
Digital Debate, iMovie |
References
Common Sense Education. (2016, July 12). What is Bloom’s Digital Taxonomy? [Video file]. Retrieved from https://www.youtube.com/watch?v=fqgTBwElPzU
Loose, J. (n.d.). Bloom’s Revised Technology [Blog post]. Retrieved from http://morethanenglish.edublogs.org/for-teachers/blooms-revised-taxonomy/
Schrock, K. (2019, May 28). Bloomin’ apps [Blog post]. Retrieved from Kathy Schrock’s Guide to Everything website: https://www.schrockguide.net/bloomin-apps.html
Sowash, J. R. (2009, November 6). Google-proof questioning: a new use for Bloom’s Taxonomy [Blog post]. Retrieved from http://electriceducator.blogspot.com/2009/11/google-proof-questioning-new-use-for.html
Wright, S. (2012, May 29). Flipping Bloom’s Taxonomy [Blog post]. Retrieved from Wright’s Room website: https://shelleywright.wordpress.com/2012/05/29/flipping-blooms-taxonomy/
I have just started ETL501, The Dynamic Information Environment, and one task we have been given was to enter an online discussion on how to make a library space more engaging. When contributing to this discussion I realised that I have a lot to reflect on and have decided to write a blog about my journey so far. I am quite fortunate that I am working in a library that is only five years old, is well resourced and I am provided with a good budget to spend. The school and the library were only two years old when I moved into the TL role and my predecessor had done a great job to establish the space. For the first two years, it was a primary and secondary school library so my role was to adapt the space to become just a primary school library.
The first course I attended was a Kevin Hennah workshop on library design and this really helped me to set the tone of what I wanted to achieve and why. I would recommend his workshops to anyone who is able to attend one. My biggest takeaways from this were:
- To have more book covers front-facing (to sell your product and increase borrowing!) As well as bookstands and displays I bought 100 baskets that I moved series and popular author’s books into and placed them cover out.
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Image 1: More front facing books
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- Clear signage. We have created lots of signs that explain how to use the catalogue and I have also purchased two brilliant signs that have helped patrons to access what they are looking for. The first is section dividers from Merchandising Libraries and the second were signs I had made that hang from the ceiling to identify the different parts of the collection. All of these signs are in Mandarin and English because we are a dual language school. The section dividers in the photo below have replaced the red ones in the above and below photo. The new signs has certainly made searching easier for patrons.
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Old shelf markers
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Image 3: New shelf markers
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Dual language signs
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Image 2: Dual language signs hanging from the ceiling
- Space optimisation: to ensure that there are different spaces in the library to provide opportunities for teaching areas, quiet areas, collaborative areas etc. He also mentioned that circulation desks should not take up masses of space. That is an area I am still working on because this was a big flaw in the design of our library. I am hoping that may be renovated next year. The images below show part of our circulation desk, which is a huge circular desk that sits in the middle of the whole library. My predecessor came up with a great idea to use this as a book display area. We regularly change the books on display here and it is one of the most browsed sections of the library.
- Flexible furniture so that the layout can be changed to suit different needs. All of our shelves are on wheels but the tables are not. Our shelves are quite high for primary aged students and I am still considering getting the top section removed to lower these. The tables are heavy circular tables, which can be difficult to move. That is also something I have proposed to be changed next academic year.
As well as these ideas inspired by the workshop, I have been involved in making many other changes. Some due to trial and error to see what works, some as a result of discussions and surveys with patrons and many changes have been made after visiting other libraries and chatting to other TLs. I have created a portfolio of photos that I have used when creating my strategic plans and also to use when making proposals to the senior leadership team.
Although our tables are heavy, I have changed the layout a few different times and this year I believe we have finally got it right. I have surveyed students and staff about this and the response from the most recent layout has been very positive. I have worked with a strategic group in school and our focus has been innovative learning spaces and a lot of our decisions have been guided by Thornburg’s four learning spaces, which have been well summarised by Hewes here. Our ‘watering hole’ changed this year from a table with desks to the sofa area you can see in the image below. With each change in layout, we have ensured that there are quiet areas where students can feel like they are in their ‘cave’, as well as useful teaching, storytelling and collaborative areas.
Some other areas that I have changed have been:
- Making the entrance more appealing. New entrance signs have been added as well as an inspiring reading quote on the stairs outside the library. I would also like book covers to be printed on the stairs going up to the library and am still waiting on approval for that.
- Adding self-checkout stations so the students can be more independent and this frees up library staff to be more helpful. Library surveys have indicated that students have found this to be a very positive change.
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Quote outside the library
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Self checkout station
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Digital reading promotion
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Library catalogues added to shelf ends
- Adding electronic catalogues to ends of some of the shelves, using Ipad stands that are being mounted to the shelves.
- Creating many electronic resource collections within our catalogue that we promote to patrons. Many of these are book collections, for example, “recommended reading lists for year 3”, but many are curriculum linked and have print and web resources.
- Regularly changing the displays in the library as you can see from some of the images below. I have also added an electronic display screen this year, which we add slides to promote library events, resources and recommend books.
Our library borrowing statistics continue to improve every year and all of these changes are done with three main purposes.
- To ensure our library continues to be the heart of the school and a place that everyone enjoys using.
- To ensure patrons can easily find what they are looking for.
- To ensure there are engaging and innovative spaces for multiple uses.
I find that I am pulled in so many interesting and different directions in my role that I know there are many more changes that could be made. I have learnt that managing the physical library space it is an ongoing job and in my new library strategic plan I will continue to address how to ensure the library remains a dynamic and innovative space. The library is definitely the biggest classroom space I have had to organise. Afterall, it is the classroom for the whole school community and facilitates both the academic and social aspects of school life. I have quite a few ideas about what else needs to be done and my big focus will be the virtual library space. I will be working with the technology integrator to improve our library web pages to achieve this. Watch this space to hear more about that!
References
Hewes, B. (2013). Using archetypes to match learning spaces with physical and digital spaces. Connections, (85). Retrieved from Hewes, B. (2013). Using archetypes to match learning spaces with physical and digital spaces. Connections, (85). Retrieved from https://www.scisdata.com/media/1341/connections-issue-85.pdf
[Kevin Hennah library design]. (n.d.). Retrieved July 26, 2019, from https://www.kevinhennah.com.au/
Library signage. (n.d.). Retrieved July 26, 2019, from https://www.merchandisinglibraries.com.au/product-category/signage/
